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Submission Checklist <strong>for</strong> Part A<br />

Submission Checklist <strong>for</strong> Part A<br />

Item Name and Binder Tab<br />

**Appendix 1 College and Program In<strong>for</strong>mation<br />

Status<br />

[X] Attached<br />

[X] Attached<br />

* Appendix 2 Abstract of Proposed Program [X] Attached<br />

**Appendix 3 Delivery of Current Consent Program Checklist<br />

Degree Level Standard<br />

Appendix 4.1 Degree Level Standard Summary<br />

Program Content<br />

Appendix 6.1.1 Program Advisory Committee<br />

Appendix 6.2.1 Professional/Accreditation or Other Requirements<br />

Appendix 6.2.2 Letters of Support: Professional/ Accreditation or Other<br />

Requirements<br />

Appendix 6.3.1 Program Level Learning Outcomes (Met)<br />

Appendix 6.3.1.1 Program Level Learning Outcomes (Not Met)<br />

Appendix 6.3.3.1 Program Hour/Credit Conversion Justification<br />

Appendix 6.3.3.2 Academic Course Schedule<br />

*Appendix 6.4.A. Explanation of Added or Dropped “P” Courses<br />

Appendix 6.4.A.1 Added “P” Course Outlines<br />

*Appendix 6.4.B. Explanation of Added “O” Courses<br />

Appendix 6.4.B.1 Added “O” Course Outlines<br />

Appendix 6.5.1. Program Structure Requirement<br />

Appendix 6.5.2 Support <strong>for</strong> Work Experience<br />

Appendix 6.5.3 Work Experience Outcomes and Evaluation<br />

*Appendix 6.6, Summary of Program Changes<br />

Appendix 5.1.1 Admission Requirements Direct Entry<br />

[X] Attached<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not applicable<br />

[ ] Attached<br />

[ ] Not applicable<br />

[X] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

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Appendix 5.1.2 Admission Policies and Procedures <strong>for</strong> Mature Students<br />

Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures<br />

Appendix 5.2.2 Advanced Placement Policies<br />

Appendix 5.2.3 Degree Completion Arrangements<br />

Appendix 5.2.4 Gap Analysis<br />

Appendix 5.2.5 Bridging Courses<br />

**Attach as Appendix 5.2.6 Admissions In<strong>for</strong>mation<br />

Appendix 5.3, Promotion and Graduation Requirements<br />

**Attach as Appendix 5.3.1, Student Retention In<strong>for</strong>mation<br />

Program Delivery Standard<br />

Appendix 7.1.1 <strong>Quality</strong> Assurance Policies<br />

Appendix 7.1.2 Policy on Student Feedback<br />

Appendix 7.1.3 Student Feedback Instruments<br />

Appendix 7.2.1 On-line Learning Policies and Practices<br />

Appendix 7.2.2 Academic Community Policies<br />

*Appendix 7.2.3 Expansion of On-Line Leaning<br />

*Appendix 7.2.4 Introduction of On-Line Learning Policies<br />

Capacity to Deliver Standard<br />

**Attach as Appendix 8.2.1 Library Resources<br />

**Attach as Appendix 8.2.2 Computer Access<br />

**Attach as Appendix 8.2.3 Improvements/Expansion of Classroom Space<br />

**Attach as Appendix 8.2.4 Laboratories/Equipment<br />

Attach as Appendix 8.3 Resource Renewal and Upgrading<br />

Appendix 8.4 Support Services<br />

Appendix 8.5 Policies on Faculty<br />

Appendix 8.6.2.A Exception Statements Approved by the President<br />

[X] Not required<br />

[ ] Attached<br />

[X ] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Attached<br />

[X] Attached<br />

[X] Attached<br />

[X] Attached<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

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**Appendix 8.6.2 B, Faculty Qualifications: Discipline Related Courses<br />

**Appendix 8.6.2 C, Faculty Qualifications: Breadth Courses<br />

Appendix 8.7, Enrolment Projections and Staffing Implications<br />

Credential Recognition<br />

Appendix 10.1.1 Current Regulatory or Licensing Requirements<br />

Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies<br />

*Appendix 9.1.a. Credential Recognition<br />

*Appendix 9.1.b. Credit Transfer Recognition<br />

*Appendix 9.1.c. Policy on In<strong>for</strong>ming Students on Recognition<br />

Program Evaluation<br />

Appendix 11.1 Periodic Review Policy and Schedule<br />

*Appendix 11.2 Update on Program Evaluation Measures<br />

Appendix 12.1 to 12.n. Additional In<strong>for</strong>mation (Any additional in<strong>for</strong>mation that<br />

the applicant wishes to add that is relevant to the delivery of the program.)<br />

1. List the topic.<br />

2. Use a separate appendix <strong>for</strong> each topic.<br />

3. Add a separate row to this <strong>checklist</strong> <strong>for</strong> each of these appendices.<br />

[X] Attached<br />

[X] Attached<br />

[X] Attached<br />

[X] Not applicable<br />

[ ] Attached<br />

[X] Not applicable<br />

[ ] Attached<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

Notes:<br />

1. Unless otherwise indicated, the Appendix numbers in this <strong>checklist</strong> and in Appendix 3<br />

directly correlate with appendices in the current version of the Submission Guidelines <strong>for</strong><br />

Ontario Colleges, and the Submission Guidelines’ appendices are to be used as the reporting<br />

template <strong>for</strong> your <strong>submission</strong>.<br />

2. Appendices that are not found in the Submission Guidelines are indicated with a “*” in the<br />

<strong>checklist</strong>.<br />

3. Appendices with templates that are included in this application document are indicated with<br />

a “**” in the <strong>checklist</strong>.<br />

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APPENDIX 1: College and Program In<strong>for</strong>mation<br />

Full Legal Name of Organization:<br />

Operating Name of Organization:<br />

Georgian College of Applied Arts and Technology<br />

The Canadian Automotive Institute at Georgian College<br />

Common Acronym of Organization (if applicable):<br />

URL <strong>for</strong> Organization Homepage (if applicable):<br />

CAI<br />

www.georgianc.on.ca<br />

Degree program <strong>for</strong> which consent renewal is being sought:<br />

Bachelor of Applied Business-<br />

Automotive Management<br />

Location (specific address) where program is delivered:<br />

One Georgian Drive<br />

Barrie, Ontario L4M 3X9<br />

Date on which the program commenced: September 1, 2003<br />

Date when the initial class of students will complete the program: August 17, 2007<br />

Contact In<strong>for</strong>mation:<br />

Person Responsible <strong>for</strong> this Submission:<br />

Name/Title:<br />

Full Mailing Address:<br />

Telephone:<br />

Fax:<br />

Email:<br />

Marie-Noelle Bonicalzi<br />

Dean<br />

One Georgian Drive,<br />

Barrie, Ontario L4M 3X9<br />

(705) 728-1968, ext. 1269<br />

(705) 722-5172<br />

mbonicalzi@georgianc.on.ca<br />

Site Visit Coordinator:<br />

Name/Title:<br />

Full Mailing Address:<br />

Telephone:<br />

Fax:<br />

Email:<br />

Refer to Contact In<strong>for</strong>mation<br />

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APPENDIX 2: Abstract Of Proposed Program<br />

Georgian College (Georgian) seeks renewal of consent <strong>for</strong> its Bachelor of Applied Business in<br />

Automotive Management, a degree-level program offered through its Canadian Automotive<br />

Institute (CAI) that includes one full year of industry-related work experience.<br />

This program provides students with a degree-level education in business management with an<br />

applied focus <strong>for</strong> the automotive industry. Students learn current issues, trends, and<br />

technologies that prepare them in adopting proactive approaches in identifying and responding<br />

to changes in the automotive industry. Instruction, lecture, and discussion delivery methods<br />

promote critical thinking and problem solving skills; some classes include a guest speaker<br />

series with industry representatives in attendance. Labs are a substantial <strong>part</strong> of the program<br />

and the annual CAI Auto Show is the largest lab of its kind in Canada. A strategically sequential<br />

co-operative education structure serves to maximize the link between theory and practice.<br />

Graduates are trained to accept responsibility at a high level, to think critically and innovatively,<br />

to be professional, and to apply these attributes within an industry with which they are familiar.<br />

Employment opportunities <strong>for</strong> Automotive Management degree graduates include management<br />

trainee positions as well as positions in the financial services sector, the retail sector, the<br />

corporate and retail sectors of the aftermarket, and the marketing sector serving the industry as<br />

a whole. Employers represent a variety of manufacturers, lease-financing companies, and the<br />

retail sector.<br />

Northwood University has agreed to accept our graduates into its Master of Business<br />

Administration program. Ontario universities may consider graduates on a case-by-case basis.<br />

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APPENDIX 4.1: Degree Level Standard<br />

The Bachelor of Applied Business-Automotive Management program is meeting all intended<br />

learning and per<strong>for</strong>mance outcomes and Georgian and CAI are confident that the program is on<br />

track to meet degree-level standards at the completion of its first four-year cycle at the end of<br />

August 2007.<br />

The strong industry need <strong>for</strong> both a sound, higher level education in automotive theory and<br />

practical employment skills led to the development of the Bachelor of Applied Business in<br />

Automotive Management. In addition to an in-depth understanding of the current issues, trends,<br />

technologies, and changes that affect their industry, students acquire a breadth of education<br />

expected from a degree-level program. The CAI strives to ensure that the intended learning and<br />

per<strong>for</strong>mance outcomes described in our initial degree proposal are being met by conducting<br />

ongoing internal and external assessments of the program, by per<strong>for</strong>ming regular statistical<br />

research to monitor student progress, and by monitoring work-term placements that include<br />

progress reports from employers and assignments to be completed by the students.<br />

With respect to conducting both internal and external assessments of the continued quality of<br />

the degree, CAI is committed to ensuring its faculty regularly report on course progress through<br />

scheduled review meetings; a system to make minor changes to evaluations or course outlines<br />

is also in place. Additionally, CAI has continued to receive strong support from its industry<br />

<strong>part</strong>ners and Board of Directors. Through the Board, two sub-committees exist: the Marketing<br />

Advisory Committee <strong>for</strong> the promotion of the program and the Curriculum Advisory Committee<br />

to provide valuable industry input into curriculum. This latter committee comprises dealer<br />

representation, a member of the Ontario Motor Vehicle Industry Council (OMVIC), a member<br />

from a financing company (GMAC), a representative from Reynolds & Reynolds, and Georgian<br />

personnel that includes the dean, program coordinators, co-op consultants, and the Chair of the<br />

CAI Macro-curriculum committee. The contributions and feedback from the Board and the subcommittees<br />

provide the external assessments that assist us in ensuring our students will be<br />

prepared to meet industry expectations upon graduation.<br />

Another <strong>for</strong>m of internal assessment is accomplished through the CAI Macro-curriculum<br />

committee that was established to offer ongoing review of curriculum, to initiate changes where<br />

appropriate, and to ensure the continued quality of the programs we offer.<br />

Since our original <strong>submission</strong>, additional benchmarks comprise the degree-level standard.<br />

Georgian has addressed “Admissions, Promotions and Graduation Requirements”, item 2.6, by<br />

amending its promotional semester-weighted average from seventy percent to sixty percent in<br />

order to meet the standard prescribed by the Ministry. These promotion/graduation<br />

requirements are now appropriate to the learning outcome goals of the program and the Applied<br />

Degree Level Standard.<br />

Regarding the benchmarks relating to “Capacity to Deliver”, items 4.3 and 4.4a, faculty<br />

qualifications were demonstrated with the inclusion of all faculty curriculum vitae at the time of<br />

our original proposal. With respect to “Faculty Qualifications Policy”, a <strong>for</strong>mal policy on the<br />

academic/professional credentials required <strong>for</strong> hiring full-time continuing faculty teaching in a<br />

degree program is under development; however, in the absence of a <strong>for</strong>mal policy, the standard<br />

is being met in practice to ensure that all faculty members possess at least one degree higher<br />

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than a baccalaureate in the field of study related to the subject taught and that all exceptions<br />

would be justified according to the Ministry’s requirements.<br />

The CAI has established itself as an institute committed to research in the automotive industry<br />

and has contracted with OMVIC and the Ministry of Government Services to engage in research<br />

that provides in<strong>for</strong>mation and analysis related to the industry. This serves to maintain the<br />

currency of knowledge within the CAI, which benefits students in the classroom and furthers<br />

scholarship of the faculty.<br />

The CAI continues its successful <strong>part</strong>nership with OMVIC and the Automotive Certification<br />

program. Along with providing an education in the legislation and ethical standards expected of<br />

the industry (and thereby raising the professional image of the industry), the <strong>part</strong>nership<br />

provides students with the opportunity to earn a certificate, required by provincial legislation, to<br />

legally engage in the sale or lease of a motor vehicle <strong>for</strong> profit. Both the examination <strong>for</strong> this<br />

certificate and the <strong>part</strong>icipant’s handbook are updated continuously to meet the ongoing<br />

changes in legislation applying to the automotive industry.<br />

The CAI employs a Marketing Officer who routinely conducts surveys to determine the career<br />

goals and program satisfaction of the students in all our programs. Once analyzed, the results of<br />

the surveys contribute to program or services modifications that are incorporated to best serve<br />

the students’ needs while maintaining and improving upon our academic standards.<br />

Through earning a degree in Automotive Management, graduates will have the skills and<br />

knowledge to use a range of analytical, critical thinking, and problem solving techniques<br />

acquired through courses ranging from business policy to liberal arts. In addition, they will have<br />

had the opportunity to test their abilities during one full year of employment in their related<br />

industry. This employment is closely monitored by our co-op consultants and students are<br />

required to complete reports and assignments relating to their work-term experience as well as<br />

provide their employers’ evaluations of their per<strong>for</strong>mance. Furthermore, we have added an<br />

assignment component to each of the work-terms that is evaluated and monitored by a faculty<br />

member. This added feature ensures that students are applying their academic learning to<br />

hands-on experience and, in turn, that their applied learning is supporting the classroom.<br />

As well as the three work-term experiences, students must <strong>part</strong>icipate in the Auto Show Lab.<br />

This outdoor auto show component is operated by the students of CAI, who are required to<br />

complete extensive projects in relation to what they learn in the applied context of an outdoor<br />

auto show environment. This is another method that demonstrates theoretical principles in<br />

application.<br />

Students are required take a number of courses in mathematics and social sciences where they<br />

learn, use, and apply various <strong>for</strong>ms of communication and research strategies. The CAI is<br />

committed to the student use of technology by continuing a contract with Reynolds & Reynolds<br />

to provide and maintain a computer lab, encouraging and requiring the use of Blackboard (an<br />

educational computer learning plat<strong>for</strong>m used to reciprocate in<strong>for</strong>mation between instructor and<br />

students), and incorporating courses specifically designed to engage students in computer<br />

technology such as E-Commerce and Dealership Management Systems.<br />

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With a combination of applied vocational courses, a work-term component that exceeds the<br />

learning outcome standards specified in this Degree Level standard (with respect to more<br />

relevant work-terms required and a number of workplace positions available in excess of the<br />

numbers of students applying to them), and ongoing support from the industry in terms of<br />

scholarships and employment incentives, our students are developing the networks and skills<br />

that prepare them to assume significant responsibilities within the industry. Courses in<br />

Leadership, Entrepreneurship, and Strategic Management aid in providing students with the<br />

educational basis <strong>for</strong> embarking on a higher level automotive industry career than graduates<br />

from our diploma program have traditionally been able to aspire.<br />

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APPENDIX 6.2.2: Letters of Support: Professional/Accreditation or Other Requirements<br />

The ongoing <strong>part</strong>nership with OMVIC prepares students to meet the professional/accreditation<br />

requirements of their field. As well, the existing program continues to receive support and input<br />

from the various automotive associations that CAI has worked closely with since its inception in<br />

1985.<br />

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APPENDIX 6.3.1: Program Level Learning Outcomes<br />

The Bachelor of Applied Business-Automotive Management Degree is a degree-level program<br />

that prepares graduates <strong>for</strong> careers in the automotive industry through academic study and a<br />

full year of applied work experience acquired through three work-terms.<br />

In our original proposal to the Ministry, we outlined twelve learning outcomes and the courses<br />

that were designed to facilitate those outcomes. These outcomes are being met, a fact<br />

determined by a number of measures taken to ensure compliance with the degree-level<br />

standard.<br />

The CAI ensures that the twelve outcomes are being met by matching the appropriate courses<br />

with the educational goal we require of our students The CAI’s Board of Directors is composed<br />

of internal and external members who provide ongoing feedback and input into the curriculum<br />

and regularly monitor and assess its progress through quarterly meetings. The Board is divided<br />

into two sub-committees, one of which deals with matters relating to curriculum and which also<br />

meets quarterly. The results in regular industry input to the program that ensures it is meeting<br />

the vocational requirements of an automotive management graduate. As well, our own Macrocurriculum<br />

committee serves as an internal assessment body that listens to and considers any<br />

proposed changes or suggestions made by faculty to improve the operation and delivery of the<br />

degree. Moreover, constant co-op leadership serves to monitor and evaluate the learning<br />

acquired through mandatory paid work-terms.<br />

The first outcome specifies that students are able to analyze and apply principles based on the<br />

historical, current, and future trends of the automotive industry. Courses such as Concepts of<br />

the Automotive Industry, Aftermarket and Selling, and E-Commerce serve to meet this outcome.<br />

The second outcome specifies that students will be able to apply a customer service approach<br />

to quality service and satisfaction in accordance with current legislation and the Standards of<br />

Business Practices described by OMVIC, which is the industry’s self-regulating body. This<br />

outcome is being met through courses such as Consumer Behaviour, Marketing Management,<br />

and Automotive Law and Ethics. In the Automotive Law course, students are required to<br />

become knowledgeable of the legislation applying to the automotive industry and the ethical<br />

business practices demanded by OMVIC in order to successfully obtain a certificate.<br />

The third outcome states students must demonstrate effective leadership and management<br />

skills. Courses in Dealership Accounting & Applications, Management courses in finance,<br />

Business Policy, Leadership, and Human Behaviour in the Workplace establish the academic<br />

foundation <strong>for</strong> developing such skills. Leadership roles in the annual Auto Show and work<br />

experiences support the growth of these skills beyond the classroom. This learning is evaluated<br />

through our co-op consultants and the faculty assigned <strong>for</strong> grading projects associated with<br />

Auto Show Lab.<br />

The fourth outcome indicates that students will develop a global approach to thinking. We offer<br />

courses such as Microeconomics, Macroeconomics, Statistics, Modes of Reasoning, and<br />

Accounting that are transferable to other business programs. Courses such as these, along with<br />

more vocationally oriented courses such as Dealership Management and System Administration<br />

(familiarizing students with the retail automobile computer system used in their industry), require<br />

the students to demonstrate their ability to research, analyze, and evaluate financial and<br />

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economic in<strong>for</strong>mation <strong>for</strong> the purposes of making business decisions. Regularly held Macrocurriculum<br />

meetings review the progress of these courses in meeting the proposed outcome.<br />

The fifth learning outcome specifies that students will develop marketing strategies <strong>for</strong><br />

automotive wholesale and retail businesses. This is accomplished through currently offered<br />

courses concentrating on marketing such as Automotive Marketing Management, Advertising,<br />

and Aftermarket Product Planning.<br />

The sixth outcome states that students will relate the functions and operations of basic<br />

automotive components in connection to the sales and customer service environment. To<br />

promote this knowledge, students take courses in Automotive Technology and Selling and must<br />

<strong>part</strong>icipate in the Auto Show Lab where they are required to attend product training seminars.<br />

The seventh outcome specifies that students will learn to recognize the benefits of cultural<br />

diversity and relate them to personal and professional growth. Courses offered in World<br />

Cultures and Customs, Ethics, and International Marketing help foster this awareness. As well,<br />

the CAI is an international institute and we have students who attend from all over Canada as<br />

well as India and other countries.<br />

The eighth outcome indicates that students are encouraged to set goals and engage in career<br />

planning. This is supported through the Auto Show Lab and through work-term placements.<br />

Both the Lab and placements are monitored and assessed in a <strong>for</strong>mal system of evaluation <strong>for</strong><br />

success and adherence to the degree-level standard.<br />

The ninth outcome requires students to stay current with technology and demonstrate computer<br />

literacy and sound communication skills. To this end, we offer courses in Internet technology<br />

and faculty are using technology in the classroom. All of our classrooms are equipped with a<br />

range of media supports and our library facilities have hundreds of computer stations and<br />

provide support to promote student learning with current technologies.<br />

The tenth outcome specifies that students practice interpersonal and team-building skills and<br />

recognize a variety of leadership styles. This outcome is being met through the Auto Show Lab<br />

where the students have had to organize, set up, and operate the largest outdoor auto show in<br />

North America. This experience has provided a working Lab <strong>for</strong> students to develop their<br />

interpersonal, leadership, and team-building skills. The Auto Show Labs are attached to a<br />

course with assignments that are evaluated by our faculty to ensure that this outcome is being<br />

achieved. The continued success of our Auto Show is another indicator of the students’ abilities<br />

to meet the tenth outcome.<br />

The eleventh outcome states that students must demonstrate entrepreneurial initiative and the<br />

ability to respond to change. This outcome is promoted through courses such as<br />

Entrepreneurship and The Business Plan and through requiring students to obtain their own<br />

employment in order to satisfy their work-term components. Success in both the classroom and<br />

in the pursuit of employment is evaluated respectively by faculty and co-op consultants.<br />

Finally, the twelfth learning outcome states that students are instilled with an appreciation <strong>for</strong><br />

life-long learning and <strong>for</strong> developing a broad range of interests. A variety of liberal arts courses<br />

in Psychology, Sociology, Philosophy, and Political Science assist in achieving this outcome. In<br />

addition to ongoing evaluation by faculty, students in the program are encouraged to pursue<br />

employment opportunities that lead to travel and new experiences. When combined with<br />

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APPENDIX 6.5.3: Work Experience Outcomes and Evaluation<br />

When our initial proposal was submitted, we required that our students meet fifteen of twenty<br />

co-op level learning outcomes by the end of their four years in the program. All of these<br />

outcomes remain today and, in fact, other learning requirements have been added to develop<br />

the students’ analytical and communication skills using their work experiences as a frame of<br />

reference.<br />

In the first co-op, students are required to <strong>part</strong>icipate in on-line discussion boards. The<br />

discussions are monitored and facilitated by a program faculty member and the Cooperative<br />

<strong>Education</strong> Consultant. The procedures and expectations are as follows:<br />

• On a minimum of four separate occasions (May, June, July, and August), students are<br />

required to <strong>part</strong>icipate in at least one discussion in the five discussion boards uploaded<br />

to the Blackboard site (one <strong>for</strong> each industry sector: Original Equipment Manufacturer,<br />

Retail, Finance, Aftermarket, and Marketing).<br />

• Despite the minimum <strong>part</strong>icipation requirements above, students are encouraged to<br />

<strong>part</strong>icipate in as many discussions as they are able.<br />

• Students are also encouraged to begin new discussion threads if the thread is relevant<br />

to the topic and the sector in question.<br />

• Differences of opinion should be clearly and respectfully expressed using language<br />

deemed appropriate to business correspondence and in keeping with individual human<br />

rights and respect <strong>for</strong> others.<br />

• Levels of personal disclosure should be guided by the fact that these discussions are<br />

geared to student learning in the workplace and integration of program theory in field<br />

applications.<br />

• When in doubt about the content of a message to be posted, students are asked to seek<br />

the advice of faculty or staff prior to posting.<br />

• Although faculty and staff will monitor and to some extent facilitate the discussions, this<br />

process is designed to be student-driven. This process is a means <strong>for</strong> enhancing the<br />

students’ field work experiences by communicating with one another.<br />

With respect to the second co-op, the work-term report⎯due upon completion of the second coop<br />

experience⎯has been modified to require a deeper level of analysis on the <strong>part</strong> of the<br />

students. Students are now required to design their report as an inquiry into the specifics of<br />

each Learning Outcome achieved. This ensures that applied learning meets with and supports<br />

the academic learning taking place in the classroom. See the attached <strong>for</strong> a version of the new<br />

work-term report as 6.5.3.a.<br />

In their third co-op work-term, students are required to complete an in-depth, academic research<br />

paper. This process is monitored and graded (Pass or Fail) by a program faculty member. In<br />

addition to meeting all other standard requirements of a co-op work experience, successful<br />

completion of this assignment is required prior to receiving the final co-op credit. The outline <strong>for</strong><br />

this third co-op experience states that the purpose of this assignment is to identify and complete<br />

an independent study of one or more aspects of a specific automotive related business. Each<br />

project will be unique to the needs of the organization and the student and will be evaluated<br />

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ased on agreed-to project objectives. In addition to the usual learning agreements and<br />

employer evaluations that the students must submit, students will be required to provide a twoto<br />

four-page topic proposal outlining the scope of the work. The final written project will use the<br />

case-study <strong>for</strong>mat. Refer to the attached 6.5.3.b <strong>for</strong> a copy of the course outline <strong>for</strong> this third<br />

work-term.<br />

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APPENDIX 6.5.3.a:<br />

Work Experience Outcomes and Evaluation<br />

CO-OPERATIVE<br />

EDUCATION PROGRAM<br />

BACHELOR OF APPLIED BUSINESS –<br />

AUTOMOTIVE MANAGEMENT DEGREE<br />

WORK EXPERIENCE REPORT<br />

Co-op #2<br />

Student Name:<br />

Student #:<br />

Work-term Dates (d/m/y - d/m/y):<br />

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CO-OP WORK EXPERIENCE REPORT<br />

Employer Name:<br />

Student Job Title:<br />

JOB DESCRIPTION: Describe your position duties in detail.<br />

LEARNING OUTCOMES REPORT: For each of the five learning outcomes identified on the<br />

“Co-op Learning Outcomes Form” (attached), provide a complete description of the<br />

circumstances around which the outcome was achieved. The description <strong>for</strong> each outcome must<br />

address the following questions:<br />

• What happened that precipitated the learning experience<br />

• Who was involved (Co-workers, supervisors, clientele, etc.)<br />

• When & where did the experience take place (Describe environment)<br />

• How might you apply this learning in the future<br />

• What might you do differently in the future as a result of this learning<br />

• How is this experience related to the theory you have studied to date<br />

The report must be typewritten, in APA style, and be at least five pages in length (1 page per<br />

learning outcome).<br />

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CO-OP LEARNING OUTCOMES<br />

Select<br />

5 co-op learning outcomes you achieved during this co-op work-term.<br />

Administration:<br />

1a. Apply problem solving and decision making skills to demonstrate an understanding of<br />

the organizational structure, roles and responsibilities in an automotive environment.<br />

2a. Integrate team building skills and work ethics in planning and organizing work related<br />

projects.<br />

3a. Recommend appropriate strategies <strong>for</strong> business opportunities and areas <strong>for</strong> continuous<br />

improvement.<br />

4a. Demonstrate good work habits and time management practices in organizing and<br />

completing work assignments as scheduled.<br />

5a. Assess and adapt personal leadership style(s) in ways that contribute to the effective<br />

working relationships and achievement of personal and professional goals.<br />

Operations:<br />

1o. Differentiate the operational procedures used in two different automotive settings.<br />

2o. Co-ordinate a variety of activities and procedures, and apply the correct process to<br />

ensure a quality customer service.<br />

3o. Demonstrate efficient, safe and accurate practices while ensuring current safety<br />

regulations in an automotive environment.<br />

4o. Analyze and demonstrate an understanding of how the various de<strong>part</strong>ments function and<br />

interact with one another.<br />

5o. Organize the movement of goods and products, or sales and service, to meet deadlines<br />

in an automotive environment.<br />

In<strong>for</strong>mation Technology:<br />

1i. Relay accurate in<strong>for</strong>mation in an effective, efficient manner using a variety of<br />

communication strategies, tools and methods (i.e. internet, fax, memos, letters, etc).<br />

2i. Complete an accurate documentation of actions, skills, research, reports and events<br />

while working in an automotive environment.<br />

3i. Apply effective communication skills and technology to prepare and present reports,<br />

projects, products and service in a professional manner.<br />

4i. Use appropriate research and technology as it applies to the automotive industry.<br />

5i. Demonstrate strategies to organize basic business in<strong>for</strong>mation systems.<br />

Marketing & Customer Service:<br />

1m. Demonstrate quality proactive customer service to a variety of clients and staff.<br />

2m. Participate in one promotional aspect of automotive marketing to recruit potential<br />

automotive customers (i.e. auto shows, AIA show, <strong>for</strong> manufacturing or dealerships,etc)<br />

3m. Develop strategies <strong>for</strong> building and maintaining relationships <strong>for</strong> personal and<br />

professional networking purposes.<br />

4m. Use electronic technologies in developing creative strategies to meet customers’ needs.<br />

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APPENDIX 6.5.3.B: Work Experience Outcomes and Evaluation<br />

COURSE OUTLINE FOR CO-OP TERM THREE<br />

Term: Fall 2006<br />

Subject Code: AUTM<br />

Course Number: tbd PLA Applicable: Y<br />

Course Name: Co-operative Work Experience 3<br />

Grade Mode: Pass/Fail Credit Value: 3.0<br />

Length: 42.0 Hours Level: Undergraduate<br />

Prerequisite(s):<br />

Co-requisite(s) and Concurrent Prerequisite(s):<br />

Equivalent(s):<br />

None<br />

None<br />

None<br />

Students are advised to retain course outlines <strong>for</strong> future use in support of applications <strong>for</strong><br />

employment or transfer of credits.<br />

Course description:<br />

This course builds on the two co-operative work experiences that students will have completed<br />

in the degree program prior to taking this course. The purpose of this course is to identify and<br />

complete an independent study of one or more aspects of a specific automotive related<br />

business. Each project will be unique to the needs of the organization and the student and<br />

evaluated based on agreed-to project objectives. With employer permission, the finished report<br />

will be made available <strong>for</strong> future educational use by CAI.<br />

Learning Outcomes:<br />

Upon successful completion of this course, the student will have reliably demonstrated the<br />

ability to:<br />

1. Use analytical research to evaluate the strengths, weaknesses, opportunities, and<br />

threats of a de<strong>part</strong>ment or an organization within the automotive industry.<br />

2. Identify a major issue or problem to be addressed within an organization and develop a<br />

proposal <strong>for</strong> an in-depth study of this issue.<br />

3. Demonstrate effective written communication and research skills in preparing major<br />

reports within a frame of reference.<br />

4. Write and edit professional reports.<br />

Course Content:<br />

See attached sheet <strong>for</strong> a more complete description of the assignment.<br />

Evaluation:<br />

In addition to the regular co-operative education program documents (learning agreement,<br />

learning outcomes <strong>for</strong>m, and employer evaluation), students will be required to complete a topic<br />

proposal of two to four pages in length. This proposal will establish the learning objectives and<br />

parameters of the work to be completed and it will be due on September 30, 2006. Students will<br />

be required to maintain regular communication during the semester work-term with their<br />

Instructor <strong>for</strong> ongoing development of their topic. The final written report will use the case study<br />

<strong>for</strong>mat. The final evaluation <strong>for</strong> this project will incorporate the final report and the employer<br />

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evaluation <strong>for</strong>m, to be completed by the employer at the end of the work-term. Students will<br />

receive either a pass or fail based on this evaluation. Submission of the first draft final report<br />

will be due in early-December 2006, and the final draft with corrections/additions will be due in<br />

mid-January of 2007.<br />

Appeals:<br />

A student at Georgian College can appeal the following:<br />

1. a mark on the assignment, test, examination or practical experience<br />

2. a final mark <strong>for</strong> a course or co-op work-term<br />

3. missing or incorrect assessment in<strong>for</strong>mation on a grade report and/or transcript<br />

A student cannot appeal a decision regarding whether or not a PLA or Exemption is available<br />

<strong>for</strong> an individual course, nor the method of challenge used.<br />

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APPENDIX 6.6: Summary of Program Changes<br />

The most salient changes to the program from the time of the original consent until now were<br />

set in motion to enhance the quality of the degree and its effectiveness as an applied program<br />

and are found in the areas of co-op work-terms and Liberal Arts offerings.<br />

At the time of the original proposal, the work-terms had a number of employment experience<br />

outcomes that intersected with the learning outcomes from the academic portion of the program.<br />

This has not changed. However, the criteria used to evaluate the work-term experiences have<br />

changed. Previously, the work-terms were evaluated on the basis of a work experience<br />

portfolio, a professional work history journal, and an employer per<strong>for</strong>mance feedback<br />

evaluation. These criteria have been retained but an additional element has been added in the<br />

<strong>for</strong>m of an academic component that that is monitored and evaluated by a faculty member of the<br />

degree program as well as by the co-op consultant.<br />

Specifically, in the first work-term, students are required to <strong>part</strong>icipate in on-line discussion<br />

boards. The discussions are monitored and facilitated by a program faculty member and the coop<br />

consultant. There are five discussion boards uploaded to the Blackboard site that<br />

correspond to each industry sector: Original Equipment Manufacturer, Retail, Finance,<br />

Aftermarket, and Marketing. Students are required to <strong>part</strong>icipate in at least one discussion on a<br />

minimum of four separate occasions (May, June, July, and August). Students are, however,<br />

encouraged to <strong>part</strong>icipate in more discussions than required.<br />

With respect to the second work-term, the work term report⎯due upon completion of the<br />

experience⎯has been modified to require a deeper level of analysis on the <strong>part</strong> of the students.<br />

Students are now required to design their report as an inquiry into the specifics of each Learning<br />

Outcome achieved. This ensures that applied learning meets with and supports the academic<br />

learning taking place in the classroom.<br />

Throughout their third co-op work-term, students are required to complete an in-depth,<br />

academic research paper. This process is monitored and graded (Pass or Fail) by a program<br />

faculty member. In addition to meeting all other standard requirements of a co-op work<br />

experience, successful completion of this assignment is required prior to receiving the final coop<br />

credit. The outline <strong>for</strong> this third work-term experience states that the purpose of this<br />

assignment is to identify and complete an independent study of one or more aspects of a<br />

specific automotive-related business. Each project will be unique to the needs of the<br />

organization and the student and evaluated based on agreed-to project objectives. Besides the<br />

usual learning agreements and employer evaluations students must submit, students will be<br />

required to provide a two- to four-page topic proposal outlining the scope of the work. The final<br />

written project will use the case study <strong>for</strong>mat.<br />

The program also offers a greater selection of liberal arts courses than proposed originallyOur<br />

original offerings included these “Outside Field of Professional Study” courses: Modes of<br />

Reasoning (mandatory), Environmental Science, Integrated Science, Political Science,<br />

Philosophy, World Cultures and Customs, English Literature, Oral Proficiency in French, and<br />

Understanding Art.<br />

The Bachelor of Applied Business -- Automotive Management Applied Degree was the first<br />

applied degree application Georgian submitted to PEQAB. When this <strong>submission</strong> went <strong>for</strong>ward,<br />

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Liberal Arts and Science courses were limited. With the addition of more programs to Georgian,<br />

a greater selection of courses has developed. Moreover, the experience of working with<br />

students through their learning has shown the limitations of our original <strong>submission</strong>. Among the<br />

limitations were the strict requirements on specific courses within limited choices and the lack of<br />

academic preparation <strong>for</strong> other courses (e.g., requiring students to take Social Psychology<br />

without an introduction to either Sociology or Psychology).<br />

The following factors have led us to alter our requisites in the Liberal Arts and Sciences (nonvocational<br />

electives) <strong>for</strong> the Automotive Management degree:<br />

• The recognition of the limitations of the original <strong>submission</strong>.<br />

• An increased number of students requiring Liberal Arts and Science courses in degree<br />

studies across Georgian.<br />

• Greater opportunities to offer increased breadth in courses across Humanities, Social<br />

Sciences, and Sciences.<br />

• New internal degree policy requiring students to have depth of exposure in a nonvocational<br />

methodology.<br />

A list of the Liberal Arts courses that will be offered beginning in the 2007-2008 academic year<br />

is found in Part B of the proposal under 6.3.2 (course descriptions) and 6.4 (course outlines).<br />

One final change that has been made to the program is the passing weighted average <strong>for</strong><br />

promotion through each semester from seventy percent to sixty percent. This change was made<br />

in accordance with the new Ministry guidelines and <strong>for</strong> consistency with the previously approved<br />

promotional average required of Georgian’s other degrees.<br />

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APPENDIX 5.2.6: Admission In<strong>for</strong>mation<br />

Number of New<br />

Students Highest<br />

Certification<br />

1. Secondary School<br />

Graduates<br />

New Intakes<br />

into Program<br />

in 2003-04<br />

Academic Year<br />

New intakes<br />

into Program<br />

in 2004-05<br />

Academic Year<br />

New Intakes<br />

into Program<br />

in 2005-06<br />

Academic Year<br />

New Intakes<br />

into Program<br />

in 2006-07<br />

Academic year<br />

54 53 45 35<br />

2. College Graduates 2 1 0 0<br />

3. University Graduates 0 0 0 2<br />

4. Mature Students 1 3 2 1<br />

5. Total Students<br />

commencing program<br />

6. Average Secondary<br />

school GPA of students<br />

listed in (1) above)<br />

7. Number of Total<br />

Students (5) granted<br />

Advanced Standing into<br />

the Program **<br />

8. Number of Total<br />

Students (5) who are<br />

International Students<br />

(i.e., on a Student VISA)<br />

57 57 47 38<br />

73% 73% 73% 71%<br />

0 0 0 2*<br />

1 7 3 3<br />

* Advanced standing awarded based on policy 2.12 in Full-time calendar<br />

** As at November 1 st audit counts (2006-07 based on 10-day count)<br />

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APPENDIX 5.2.6(a): Admission In<strong>for</strong>mation – Policy on Advanced Standing<br />

2.12 Advanced Standing<br />

Advanced Standing is the process of granting credit <strong>for</strong> prior learning from a post-secondary<br />

institution. It involves permission to directly enter a program of study at an advanced level on<br />

the basis of a number of related accredited courses or semesters or years of post-secondary<br />

education. Receipt of Advanced Standing does not imply admission to a specific program.<br />

Applicants must apply through the standard application process (see section 2.1 <strong>for</strong> in<strong>for</strong>mation<br />

on how to apply) and admission will be based on space availability.<br />

In order <strong>for</strong> the student to properly plan his or her academic progress at Georgian, all requests<br />

<strong>for</strong> Advanced Standing should be made at the time of application. A fee of $50 is required <strong>for</strong> all<br />

Advanced Standing requests.<br />

2.12.1 Process<br />

The student must review the course outline/description of the Georgian courses <strong>for</strong> which he or<br />

she is seeking Advanced Standing. At this point, a consultation with the Program Co-ordinator is<br />

recommended.<br />

The student must ensure that documentation <strong>for</strong> the courses in his or her previous studies has<br />

been obtained, including course grades (official transcripts) and course outlines/descriptions<br />

that will allow an assessor to evaluate whether the learning outcomes match those of the<br />

Georgian courses and whether the student’s per<strong>for</strong>mance is sufficient to warrant Advanced<br />

Standing. Examinations or other evaluations may be required.<br />

The student must pay applicable fees and complete a Request <strong>for</strong> Assessment of Previous<br />

Learning <strong>for</strong>m (available in the Office of the Registrar). The student must then take the<br />

completed <strong>for</strong>m to his or her program area’s Academic Officer, who will arrange <strong>for</strong> the<br />

Advanced Standing assessment. The Academic Officer in the student’s program area will<br />

<strong>for</strong>ward the assessment to the Office of the Registrar <strong>for</strong> final approval. The approved <strong>for</strong>m will<br />

be returned to the Academic Officer <strong>for</strong> distribution to the student.<br />

Advanced Standing will appear on the student’s grade report or transcript. The result of an<br />

Advanced Standing assessment is final and is not subject to appeal. See following sections <strong>for</strong><br />

more detailed in<strong>for</strong>mation on Advanced Standing requests.<br />

2.12.2 Articulation Agreements<br />

To provide opportunities <strong>for</strong> advanced studies to our students and graduates, Georgian has<br />

developed agreements with many institutions. See the Georgian website at<br />

www.georgianc.on.ca/academics/articulations/ <strong>for</strong> the most up-to-date in<strong>for</strong>mation on<br />

articulation agreements.<br />

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If a student is entering Georgian from another educational institution with which we have an<br />

articulation agreement, the student must identify this fact prior to registration so that appropriate<br />

Advanced Standing credits can be assigned.<br />

2.12.3 College Program to College Program<br />

Applicants who are presenting a cumulative average of 60 per cent (C) will be considered <strong>for</strong><br />

Advanced Standing, depending on the degree of affinity of the college program with Georgian’s<br />

program. Most courses are evaluated on an individual basis (see also section 3.3.1,<br />

Exemptions). In some situations, students may be granted Advanced Standing based on block<br />

evaluation. In these situations, the courses will be coded <strong>for</strong> progression and graduation<br />

purposes and will be reflected on the student’s transcript.<br />

2.12.4 College Program to Degree Program<br />

The following applies to students wishing to transfer from an appropriate three-year college<br />

diploma program:<br />

• Applicants who are presenting a cumulative average of 70 per cent (B) or greater on the<br />

last two semesters of the three-year diploma will be considered <strong>for</strong> admission with<br />

transfer credits to a maximum of 36 credits, depending on the degree of affinity of the<br />

college diploma program with the degree program.<br />

• Applicants who are presenting a cumulative average of 60 per cent (C) or greater on an<br />

appropriate three-year diploma will be considered <strong>for</strong> admission with transfer credits to a<br />

maximum of 24 credits.<br />

The following applies to students wishing to transfer from an appropriate two-year college<br />

diploma program:<br />

• Applicants who are presenting a cumulative average of 70 per cent (B) or greater on an<br />

appropriate two-year diploma or on two years of a three-year program will be considered<br />

<strong>for</strong> admission with transfer credits to a maximum of 24 credits, depending on the degree<br />

of affinity of the college diploma program with the degree program.<br />

• Applicants who are presenting a cumulative average of 60 per cent (C) or greater on an<br />

appropriate two-year diploma or on two years of a three-year program will be considered<br />

<strong>for</strong> admission with transfer credits to a maximum of 12 credits, depending on the degree<br />

of affinity of the college diploma program with the degree program.<br />

The following applies to students wishing to transfer from an appropriate college program with<br />

one year of study:<br />

• Applicants who have completed the first year of an appropriate College of Applied Arts<br />

and Technology academic program with a cumulative average of 60 per cent (C) or<br />

greater may be considered <strong>for</strong> admission to the first year of a degree program. No<br />

Advanced Standing is granted.<br />

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2.12.5 Degree Program to College Program<br />

Degree Program to College Program<br />

Applicants who are presenting a cumulative average of 60 per cent (C) or greater will be<br />

considered <strong>for</strong> Advanced Standing, depending on the degree of affinity of the degree program<br />

with Georgian’s program. Most courses are evaluated on an individual basis (see also section<br />

3.3.1, Exemptions). In some situations students will be granted Advanced Standing based on<br />

block evaluation. In these situations, the courses will be coded <strong>for</strong> progression and graduation<br />

purposes but will not be reflected on the student’s transcript.<br />

2.12.6 Degree Program to Degree Program<br />

Acceptance of transfer credits from Ontario degree programs shall be based on the recognition<br />

that, while learning experiences may differ in a variety of ways, their substance may be<br />

essentially equivalent in terms of their content and rigour. Insofar as possible, acceptance of<br />

transfer shall allow <strong>for</strong> the maximum recognition of previous learning experience in universitylevel<br />

courses.<br />

Subject to degree, grade and program requirements, any course offered <strong>for</strong> credit by one<br />

institution shall be accepted <strong>for</strong> credit by another Ontario institution when there is essential<br />

equivalency in course content.<br />

Students should follow the procedures outlined above when applying <strong>for</strong> transfer credits from a<br />

university to a degree program affiliated with Georgian. The fee of $50 per request applies.<br />

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APPENDIX 5.3.1: Student Retention In<strong>for</strong>mation<br />

Retention Rates by Academic Year<br />

Row Academic Year Full time Part time<br />

1 Total who commenced program in initial year 57 0<br />

2 Total from row 1 who re-enrolled in next year 47 1<br />

3 Total from row 2 who re-enrolled in next year 46<br />

4 Total from row 3 who re-enrolled in next year 41 1<br />

5 Total from row 4 who graduated<br />

6 Total from row 4 who are still in program<br />

7 Total who commenced program in second year 56 0<br />

8 Total from row 7 who re-enrolled in next year 50 9<br />

9 Total from row 8 who re-enrolled in next year<br />

10 Total from row 9 who graduated<br />

11 Total from row 9 who are still in program<br />

12 Total who commenced program in third year 47 0<br />

13 Total from row 12 who re-enrolled in next year 41 0<br />

14 Total from row 13 who graduated<br />

15 Total from row 13 who are still in program<br />

16 Total who commenced program in fourth year 38<br />

17 Total from row 16 who graduated<br />

18 Total from row 16 who are still in program<br />

Notes:<br />

1. The Board is looking <strong>for</strong> numbers that show the retention pattern. Please add any additional<br />

in<strong>for</strong>mation that may be relevant to the nature of the program, such as the number of <strong>part</strong>time<br />

students who re-enrolled as full-time students or vice versa, or the number of students<br />

who returned to the program after having dropped out <strong>for</strong> a year.<br />

2. Full- and <strong>part</strong>- time numbers should be based on the student course load at the relevant<br />

audit.<br />

3. “Commenced program in year” refers to all new enrolment into the program during that<br />

academic year – fall, winter and spring semesters.<br />

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APPENDIX 7.1.1: <strong>Quality</strong> Assurance Policies<br />

The original Ministerial Consent Application did not include the curriculum handbook policy<br />

related to program delivery quality assurance although the process was in use at that time.<br />

Submission of the policies rectifies that oversight.<br />

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Part 3…Program Renewal<br />

What<br />

a process of program renewal <strong>for</strong> the purpose of improvement in academic quality and standards in<br />

Georgian College programming<br />

a comprehensive and collaborative approach which provides structure, levels of accountability, monitoring<br />

capacity, and follow-up that is cyclical and based on the needs of individual programs and the ancillary<br />

services that affect academic delivery, and support learning within Georgian College’s mission and<br />

goals<br />

has three phases:<br />

o ongoing in<strong>for</strong>mal – yearly articulation of program plans: goals and activities within annual<br />

academic program planner; implementation of curricular<br />

recommendations; micro curriculum changes; monitoring of program<br />

delivery; collection of program data <strong>for</strong> assessment; enhancement of<br />

ancillary supports<br />

o annual viability – analysis of annual collection of program viability data<br />

o periodic review – <strong>for</strong>mal, in-depth review at least once every 5 to 7 years; or as result of<br />

needs identified in annual program viability review<br />

Why<br />

reflect the goal of improving standards and quality within Georgian College programs to provide the best<br />

level of satisfaction and service <strong>for</strong> students, employers and the community<br />

provide institutional processes <strong>for</strong> monitoring, reviewing and enhancing the academic quality and<br />

standards of Georgian College programs<br />

ensure currency and relevance of the educational programming to trends in the changing workplace and<br />

the social environment of the community<br />

identify aspects of the curriculum and learning experiences critical to the success of the students and the<br />

satisfaction of employers and the community<br />

provide a means to measure per<strong>for</strong>mance against quality standards<br />

generate reliable in<strong>for</strong>mation on which to base future decisions<br />

validate the quality of the program as an element of accountability to students, the public, employers and<br />

external bodies<br />

more specific intentions to a <strong>part</strong>icular assessment may be determined, such as:<br />

o providing the basis <strong>for</strong> accreditation, or helping to guide a major program revision<br />

o planning and implementing outcomes assessment college wide or <strong>for</strong> a de<strong>part</strong>ment initiative<br />

o reviewing existing curricular offerings (such as: the program structure, delivery methods, and<br />

other curricular matters used in assisting students to meet the requirements of the program<br />

standard) to see how effectively and efficiently they are meeting objectives/learning outcomes<br />

How<br />

program assessment should be undertaken in an open, inclusive, and collaborative fashion, including input<br />

from internal and external stakeholders (students, faculty, graduates, employers, academic<br />

administrators and advisory groups)<br />

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Program assessments address the following questions:<br />

is the demand (both student and employment) sustainable<br />

is the level of satisfaction in meeting student and workplace needs acceptable<br />

is the program effectively responding to external needs and challenges<br />

are resources (learning, human and physical) necessary <strong>for</strong> the program available<br />

is the program congruent with the strategic direction of the college<br />

are students learning what we intend they learn<br />

ongoing in<strong>for</strong>mal: continuous quality improvement of programs within academic areas using <strong>for</strong>mal and<br />

in<strong>for</strong>mal feedback mechanisms, primarily from students and teachers, term by term; a process of<br />

communication and planning; an opportunity <strong>for</strong> de<strong>part</strong>mental colleagues to review accomplishments,<br />

to share concerns and aspirations, to develop both short and long-term vision and strategies, to<br />

become self-monitoring and self-correcting; analysis of data received and / or collected to demonstrate<br />

progress towards program goals and objectives; reports on progress towards meeting goals and<br />

objectives<br />

annual viability: analysis of quantitative college markers by Organizational Planning & Development to<br />

assess viability of all Georgian College programs; presented to Vice President Academic and Deans<br />

<strong>for</strong> strategic academic planning and decision-making<br />

periodic review: more in-depth assessment of program to affirm the program’s quality, its learning<br />

effectiveness, employability and cost effectiveness, within the framework of the college strategic plan,<br />

academic plan, educational technology plan, and academic portfolio plan; review of qualitative and<br />

quantitative in<strong>for</strong>mation about program activities and demonstration of progress towards achievement<br />

of goals<br />

a variety of methods <strong>for</strong> assessment are possible; each program’s assessment will contain unique facets:<br />

reflecting the program goals, scope of assessment, measures and tools selected, differences in<br />

normal practice from discipline to discipline, distinctive features of programs, practical restraints such<br />

as the breadth of focus of the program and the size of the student body, and <strong>part</strong>icular concerns that<br />

may have triggered the review<br />

procedures used must be reliable and objective; multiple methods selected from those that are most<br />

appropriate <strong>for</strong> the program are encouraged<br />

opportunities <strong>for</strong> concurrent review of programs with a similar or closely related focus will be considered;<br />

recognition of the degree and complexity of the interdependencies will determine the shape of data<br />

collection and analyses<br />

Who<br />

ongoing in<strong>for</strong>mal<br />

annual viability<br />

periodic review<br />

– program team<br />

– program viability assessment<br />

– Vice President Academic and Deans assess analysis of selected<br />

per<strong>for</strong>mance indicators of college programs<br />

– review team appointed by Vice President Academic<br />

When<br />

ongoing in<strong>for</strong>mal<br />

annual viability<br />

periodic review<br />

– continually<br />

– Fall term<br />

– at least once every 5 to 7 years; or as result of per<strong>for</strong>mance in<br />

annual program viability review<br />

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Levels in Program Renewal Process<br />

program<br />

delivery<br />

and<br />

micro<br />

curriculum<br />

changes<br />

1. ongoing in<strong>for</strong>mal<br />

assessment<br />

2. annual program viability<br />

assessment<br />

3. periodic program review<br />

1. program delivery and minor changes within course content in <strong>for</strong>m are<br />

in<strong>for</strong>med by ongoing in<strong>for</strong>mal assessment<br />

2. annual viability assessment reviews include such indicators as applicant and<br />

graduate numbers and trends<br />

3. periodic review considers effectiveness of the program: meeting college<br />

expectations and priorities, serving student, employer and community needs;<br />

considers all aspects of delivery, expectations, content, applicants, graduates,<br />

etc<br />

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Levels in Program Renewal Process – highlight level ο<br />

<br />

process<br />

highlight level<br />

Program Renewal Levels<br />

Ongoing<br />

In<strong>for</strong>mal<br />

Assessment<br />

Annual Assessment<br />

of<br />

Program Viability<br />

Periodic<br />

Formal Program<br />

Review<br />

Program team established Committee appointed Review team appointed<br />

Annual academic planner Data collected Assessment procedures<br />

identified<br />

Plan endorsed by Dean Per<strong>for</strong>mance indicators Data collected<br />

analyzed<br />

Progress review Report and recommendations Data evaluated<br />

Program renewal processes Report prepared<br />

identified<br />

Renewal Activity Recommendations<br />

developed<br />

Report presented<br />

Action Plan<br />

Follow-up review<br />

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process<br />

◦ detail level<br />

Program Renewal Levels and Steps – detail level μ<br />

Level One: ONGOING INFORMAL ASSESSMENT<br />

Step 1<br />

Program Team established<br />

co-ordinator or other program faculty member provides leadership to the team, facilitating the planning<br />

process through consensus<br />

members include: program faculty; other staff may be called upon as a resource to the team (e.g. LC, coop,<br />

counseling)<br />

Step 2<br />

Step 3<br />

Annual academic program planner developed<br />

review college documents relating to current priorities, such as College Strategic Plan, Academic Plan,<br />

<strong>Education</strong>al Technology Plan; and review current academic portfolio and program plans<br />

examine recommendations from Program Viability Indicators, and most recent Formal Review of<br />

program<br />

assemble and examine other data, such as term by term student and faculty course evaluations, student<br />

per<strong>for</strong>mance on professional tests, awards and recognitions; input from Advisory Committee<br />

determine strengths, opportunities and areas <strong>for</strong> improvement in all aspects of program delivery<br />

produce/refine program plan which reflects both long term and short tem goals <strong>for</strong> program<br />

identify specific activities/tasks to be undertaken by program team to achieve program goals <strong>for</strong> current<br />

year<br />

in curriculum area, could include any or all of the following:<br />

course syllabi renewal, and/or course outline revision<br />

course evaluation strategies refined<br />

enhancement of generic skill instruction and assessment across program<br />

learning resources augmented<br />

equipment and facilities status and renewal<br />

development and implementation of various program assessment tools<br />

sharing with other program areas/courses<br />

alternative delivery <strong>for</strong>mats incorporated<br />

new course development<br />

other<br />

other areas include:<br />

• student recruitment and retention<br />

marketing and promotion<br />

industry liaison<br />

orientation/registration<br />

other<br />

Team meets with Dean<br />

short and long term direction and needs <strong>for</strong> viability and sustainability of program discussed and annual<br />

program plan endorsed in areas including:<br />

ongoing quality improvement in program and course curriculum<br />

student orientation and feedback<br />

marketing and promotion<br />

faculty professional development<br />

level of integration and articulation with other <strong>part</strong>s of college curriculum and offerings of other institutions<br />

enrichment of resources, equipment and facilities<br />

outreach: Advisory Committee; community <strong>part</strong>nerships<br />

Step 4<br />

Progress review<br />

review progress, at least once a term; fine tune plan, if appropriate<br />

incorporate results into next cyclical phase<br />

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process<br />

◦ detail level<br />

Continuous Improvement Model<br />

goals<br />

communicate<br />

results<br />

Academic<br />

Assessment<br />

scope of plan<br />

implement<br />

improvements<br />

collect and<br />

analyze data<br />

measures and<br />

methods<br />

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process<br />

◦ detail level<br />

Level Two: ANNUAL ASSESSMENT OF PROGRAM VIABILITY<br />

Step 1<br />

Appointment of Program Viability Committee<br />

VPA appoints members of a Program Viability Committee<br />

Committee composition:<br />

chair: a college academic administrator, such as Director of Centre <strong>for</strong> Teaching and<br />

Learning, Dean<br />

members: faculty (350 representative), student, Dean<br />

resource persons: such as: Registrar, Financial Planning and Director, LC<br />

Step 2<br />

Step 3<br />

Step 4<br />

Step 5<br />

Step 6<br />

Annual Data Collection of Per<strong>for</strong>mance Indicators <strong>for</strong> each program<br />

collection of per<strong>for</strong>mance indicators by Organizational Planning & Development, usually annually in Fall<br />

term, data such as:<br />

enrollment projections<br />

application, acceptance and confirmed acceptance<br />

registration<br />

audit date enrollment<br />

attrition<br />

conversion ratios<br />

progression and graduation<br />

KPIs: student, graduate and employer satisfaction ratings and trends<br />

Dean provides program delivery costs: learning, human and physical resources<br />

Analysis of Per<strong>for</strong>mance Indicators<br />

rates and trends are presented in tabular <strong>for</strong>mat highlighting indicators that fall above or below Georgian<br />

College benchmarks<br />

additional in<strong>for</strong>mation from program, service areas and academic administration may be requested by the<br />

committee to assist with the analysis<br />

Report and recommendations<br />

presentation of report (data, analysis and recommendations) to VPA and Deans in Fall term <strong>for</strong> academic<br />

strategic decision-making and budget planning<br />

Recommendations include:<br />

commendations <strong>for</strong> exemplary per<strong>for</strong>mance<br />

recommendations <strong>for</strong>:<br />

modified program assessment<br />

<strong>for</strong>mal program review<br />

program suspension<br />

program termination<br />

Program Renewal Processes Identified<br />

VPA and Deans identify program renewal process <strong>for</strong> each program:<br />

a) ongoing in<strong>for</strong>mal assessment<br />

b) program review<br />

VPA and Deans identify resources <strong>for</strong> annual program development and renewal<br />

Renewal Activity<br />

Program teams incorporate recommendations into curriculum renewal activity<br />

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process<br />

◦ detail level<br />

Level Three: PERIODIC FORMAL PROGRAM REVIEW<br />

Step 1<br />

Appointment of Review team<br />

VPA appoints a chair: typically an academic administrator such as a Dean, who is responsible <strong>for</strong> the final<br />

report<br />

and appoints the members which minimally include:<br />

o a Dean and a faculty member not associated with the program under review<br />

o a senior student from the program being assessed<br />

o a faculty member from the program being assessed<br />

o administrator associated with academic activities such as the Registrar or Director LC<br />

o an outside representative (e.g. from the Program Advisory Committee, or a graduate<br />

of the program under review<br />

o ex-officio : Dean of program under review<br />

Step 2<br />

Identification of specific assessment procedures<br />

identify specific assessment procedures to address the following questions:<br />

o is the demand (both student and employment) sustainable<br />

o is the level of satisfaction in meeting student and workplace needs acceptable<br />

o is the program effectively responding to external needs and challenges<br />

o are resources (learning, human and physical) necessary <strong>for</strong> program available<br />

o is program congruent with strategic direction<br />

o are students learning what is intended they learn as identified in program learning<br />

outcomes<br />

identify data relating to demand and student and employer satisfaction from Organizational Planning &<br />

Development<br />

identify data to be used to assess level and quality of student per<strong>for</strong>mance in meeting the requirements of<br />

each learning outcome: how do students demonstrate achievement of the learning outcomes of the<br />

program<br />

identify and /or develop the tools to collect the data that will serve as best evidence <strong>for</strong> evaluating the<br />

program in terms of each program outcome; program teams will be involved in identifying and<br />

collecting much of this in<strong>for</strong>mation<br />

data will come from certain primary sources:<br />

collections of student work (portfolios, projects, art pieces, products)<br />

senior student exit interviews<br />

surveys of recent graduates<br />

employer surveys<br />

faculty surveys<br />

results of external exams<br />

standardized tests<br />

locally-made objective tests<br />

final year comprehensives (written/oral)<br />

technical reports<br />

capstone courses<br />

final year projects<br />

clinical/field experiences<br />

internship feedback<br />

per<strong>for</strong>mance/exhibits/demonstrations<br />

questionnaires and surveys<br />

interviews<br />

self-assessments<br />

external examiners/peer review<br />

data also comes from secondary sources: some data from faculty may be in<strong>for</strong>mal<br />

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process<br />

◦ detail level<br />

Step 3<br />

Step 4<br />

Step 5<br />

Step 6<br />

Collection of data<br />

conduct assessment activities systematically<br />

Evaluation of data<br />

synthesize data<br />

evaluate data to determine extent to which program learning outcomes have been accomplished<br />

identify possible explanations <strong>for</strong> results obtained<br />

Preparation of the Report<br />

periodic program review presents a comprehensive picture of the program including such aspects as:<br />

Background and statement of goals<br />

Curriculum<br />

Students<br />

Faculty and staff<br />

Resources<br />

Administration<br />

identify areas of weakness which the program needs to address as well as areas of strength<br />

reports should be responsive to changes initiated in previous delivery cycles and report on the effects of<br />

any change undertaken during previous assessments<br />

a site visit to the program area/de<strong>part</strong>ment may be deemed desirable: the Review committee may<br />

interview the Dean, other academic administrators, faculty, staff and students, examine the<br />

instructional facilities used by the program, and gather any additional in<strong>for</strong>mation and feedback<br />

Development of Recommendations<br />

a plan of action and specific strategies <strong>for</strong> program enhancement and /or improvement and follow-up;<br />

recommendations concerning the future of the program, structure and activities; recommendations<br />

may range:<br />

commendations<br />

expanding greatly the scope of the program and its activities<br />

changing the direction, structure or activities of the program<br />

improving its quality and increasing its effectiveness<br />

utilizing the resources of the College more efficiently<br />

discontinuing a program<br />

Step 7<br />

Step 8<br />

Presentation of Report<br />

review committee members agree on the structure and nature of the report, and may take responsibility<br />

<strong>for</strong> preparation of various sections; unless the Committee agrees otherwise, the creation of the final<br />

version of the report is the responsibility of the Review Committee chair<br />

presented to VPA and Deans <strong>for</strong> action, and to macro curriculum committee and Academic Council <strong>for</strong><br />

in<strong>for</strong>mation<br />

Action Plan<br />

program team develops action plan based on <strong>for</strong>mal assessment recommendations<br />

action plan may include proceeding with program revision process to accommodate program curriculum<br />

change, as well as implementation of changes to other aspects of program delivery<br />

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process<br />

◦ detail level<br />

Step 9<br />

Step 10<br />

Evaluate changes/ follow-up review<br />

VPA schedules follow-up review of achievement of recommendations<br />

annually Academic Council re-examines recent program reviews and determines if the expected actions<br />

have been completed<br />

AC assists in the establishment of GC benchmarks against which programs can be assessed<br />

Cycle begins again<br />

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document<br />

Program Review Report<br />

· Formal report prepared by Program Review Team appointed by Vice President Academic<br />

· presented to Vice President Academic and Deans <strong>for</strong> action and to macro curriculum committee and Academic Council <strong>for</strong><br />

in<strong>for</strong>mation<br />

· Program team develops action plan based on recommendations from Program Review Report<br />

· Program Review presents a comprehensive picture of the program; consideration given to the aspects suggested below;<br />

documented where appropriate<br />

Background and statement of goals:<br />

clear statement of current and long range program goals and how they are to be achieved<br />

brief history of the program including recent changes, recent or impending accomplishments or problems<br />

clear statement of how the goals and objectives <strong>for</strong> the program relate to the current Academic Plan and strategic direction of the<br />

college<br />

Curriculum:<br />

program description and philosophy, program learning outcomes, admission requirements, program graduation requirements, course<br />

offerings and frequency of offerings, all course outlines<br />

assessment of program learning outcomes: description of the processes used and results documented<br />

determination of the level of per<strong>for</strong>mance <strong>for</strong> each learning outcome, using a five point scale:<br />

1 - much less than expected<br />

2 - less than expected<br />

3 - expected<br />

4 - more than expected<br />

5 - much more than expected<br />

indication of the alignment of the program curriculum within GC’s curriculum guidelines<br />

indication of relationship of program to other programs at the college, including general education offerings<br />

Students:<br />

student/graduate per<strong>for</strong>mance (graduation and retention rates and trends)<br />

graduate employment rates and trends<br />

student, graduate, employer and faculty satisfaction rates and trends<br />

student profiles (application, acceptance, admissions) rates and trends<br />

recruitment and retention strategies<br />

awards or distinctions received<br />

Faculty and staff:<br />

program faculty profiles (number full time, non-full time, faculty/student ratio; teaching and advising responsibilities; qualifications and<br />

instructional expertise, including professional development activity (including research and scholarly activity, especially that<br />

involving students or contributing to teaching and learning); recent and projected retirements and hiring; age, gender<br />

program support staff profiles (co-op, technicians/technologists - number, responsibilities)<br />

Resources:<br />

Amount, quality and accessibility:<br />

learning resources – library holdings related to program needs; other special instructional equipment and software<br />

facilities: specialized student learning space, laboratories, studios, resource rooms; offices<br />

external resources, often <strong>for</strong> practical experience components; co-operative arrangements with other institutions<br />

Administration:<br />

relationships: students, faculty, staff and administrators - opportunities <strong>for</strong> communication and consultation; perceptions of leadership<br />

advisory committees and alumni: input and involvement<br />

program budgets and costings, 3 to 5 year cost effectiveness trends<br />

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overview<br />

Part 5…Revision to Existing Programs<br />

What<br />

revisions to college program curriculum may be of a minor, moderate or significant nature<br />

need <strong>for</strong> revision arises in response to on-going quality assessment activities, and periodic in-depth <strong>for</strong>mal<br />

program reviews<br />

o<br />

o<br />

o<br />

minor changes to program elements are generally <strong>for</strong> improvement in expression <strong>for</strong> accuracy,<br />

clarity, conciseness, and coherence; to reflect changes in current terminology<br />

moderate changes are changes of less than 25% to <strong>part</strong>icular program elements which reflect<br />

responsiveness to student learning needs and workplace requirements, and tend to have<br />

college impact<br />

significant changes are changes of more than 25% and generally suggest a change in focus of<br />

the program and require Ministry approval<br />

annual change is most likely as a response to currency, flexibility and access issues; it usually occurs in<br />

the delivery of courses, i.e. broadening the availability of alternative deliveries, addition or deletion of<br />

optional courses to reflect changes in the workplace (technological, market shift)<br />

graduation requirements remain unchanged <strong>for</strong> a program cohort, except <strong>for</strong> addition or deletion of<br />

courses to the list of acceptable optional courses in the vocational or workplace categories<br />

program graduation requirements are the same regardless of campus delivery; the same program has a<br />

different OCAS program code to facilitate differentiation of campus location<br />

at least one student cohort should move through the program be<strong>for</strong>e moderate or significant revision<br />

occurs<br />

however, minor adjustments may be required in a new program through the first cycle of delivery<br />

Why<br />

need <strong>for</strong> revision reflects Georgian College’s commitment to quality and currency in its programming<br />

on-going quality assessment of existing programs at Georgian College is achieved through continuous<br />

monitoring by the program team, by annual analysis of per<strong>for</strong>mance viability indicators, annual<br />

program plans, and through cyclical in-depth <strong>for</strong>mal program assessment (See Part 3 Program<br />

Renewal)<br />

ongoing review of programs validates that program learning outcomes are relevant and current, and that<br />

they continue to be met by the graduation requirements in the program<br />

the essence of a program is represented in its learning outcomes; the graduation requirements identify the<br />

courses and activities whose successful completion is necessary to mastery of the learning outcomes<br />

the mandatory courses in the vocational and workplace categories represent the minimum "core" of<br />

knowledge and skill <strong>for</strong> the program<br />

the optional courses provide a breadth of choice within the vocational and/or workplace categories, from<br />

which students may select according to their needs, interests and career goals<br />

changes to program curriculum must be documented <strong>for</strong> publication purposes <strong>for</strong> recruitment, <strong>for</strong> student<br />

course selection, graduation eligibility, system delivery requirements (course offerings, timetabling),<br />

and Ministry audit<br />

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overview<br />

How<br />

a program is an entity with interdependent <strong>part</strong>s: any change to one <strong>part</strong> generally has an impact on the<br />

other integral <strong>part</strong>s, e.g. a change to learning outcomes could affect graduation requirements, and vice<br />

versa; a change to either learning outcomes or graduation requirements could affect the program<br />

description and career opportunities<br />

follow Stages and Steps in Revising an Existing Program- (this Section); check Program Revision<br />

Checklist – (this Section); <strong>for</strong> the College standard <strong>for</strong> program elements consult Elements of<br />

Georgian College Programs – (Appendix)<br />

Who<br />

program teams are responsible <strong>for</strong> on-going curriculum improvement activities. To determine what<br />

approvals are required, Dean or designate will consult with the Centre <strong>for</strong> Teaching and Learning and<br />

the Registrar<br />

macro curriculum committees constitute the first level of program approval; then Academic Council, CVS,<br />

Ministry, College Planning Committee, the Board of Governors, and finally the Ministry; successive<br />

levels of approval presume lower level approval; documentation is required at all levels<br />

change to aspects of a program which have impact <strong>for</strong> enrollment planning, student recruitment and<br />

delivery, and change in external recognitions and articulation agreements are presented to Academic<br />

Council <strong>for</strong> in<strong>for</strong>mation<br />

When<br />

approvals must be successively obtained to meet the final program curriculum deadline in May, 16 months<br />

prior to implementation<br />

Sample Program Structure Model<br />

theoretical<br />

nontransferable<br />

transferable<br />

vocational-specific<br />

knowledge and skills<br />

workplace<br />

knowledge and skills<br />

practical<br />

transferable<br />

basic<br />

knowledge and skills<br />

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overview<br />

Types of change to existing programs<br />

Minor Moderate Significant<br />

in expression <strong>for</strong><br />

accuracy, clarity,<br />

conciseness,<br />

coherence; new<br />

terminology<br />

up to 25% change in any critical<br />

program element<br />

slight refocusing of program<br />

in response to minimal changes in<br />

workplace<br />

in response to student satisfaction in<br />

meeting goals<br />

over 25 % change in any critical<br />

program element<br />

major adjustment in focus of<br />

program<br />

result of major changes in<br />

workplace<br />

culmination of several incremental<br />

changes over number of<br />

years<br />

Examples of typical change in critical program elements: curriculum stimulators and<br />

impacts<br />

Program<br />

element<br />

name<br />

number of terms;<br />

academic years<br />

total program hours<br />

language of instruction<br />

campus of delivery<br />

enrollment quotas<br />

Minor Moderate Significant<br />

description √ editorial possible result of minor change in<br />

program learning outcomes<br />

learning outcomes √ editorial slight shift in program focus<br />

incorporation of some new<br />

knowledge and skills<br />

moderate change in occupational<br />

entry level requirements<br />

moderate change in expectations<br />

of external regulatory bodies<br />

entry into articulation agreements<br />

may require some adjustment<br />

in effect, creates a new program, CVS<br />

approval required<br />

Ministry approval required<br />

Ministry considers similar programs within<br />

college system<br />

significance of revision to total program<br />

hours depends on number of hours in<br />

existing Ministry approval<br />

change to total program hours considered<br />

only in response to change in<br />

requirements of external regulating<br />

body (e.g. licensure body)<br />

may reflect significant change in program<br />

learning outcomes or to targeted<br />

market<br />

reorientation of program<br />

significant change to knowledge and skill<br />

requirements in the workplace<br />

significant change in occupational entry<br />

level requirements<br />

significant change in expectations of<br />

external regulatory bodies<br />

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overview<br />

Program<br />

element<br />

graduation<br />

requirements<br />

specific mandatory<br />

courses<br />

Minor Moderate Significant<br />

change in title only<br />

to more<br />

accurately<br />

capture essence<br />

of course or<br />

increase<br />

recognition of<br />

course intent<br />

change under 25% to total number<br />

of courses required<br />

change under 25% to non-course<br />

graduation requirements<br />

expectations of external regulatory<br />

bodies may have some<br />

impact<br />

delivery costs may be affected<br />

learning, human, and physical<br />

resources may be affected<br />

change under 25% to total number<br />

of courses required as<br />

mandatory<br />

change under 25% to which<br />

specific courses identified as<br />

mandatory<br />

improvement in meeting student<br />

needs revealed through<br />

program renewal process<br />

expectations of external regulatory<br />

bodies or entry into<br />

articulation agreements may<br />

have some impact<br />

increase in flexibility within a<br />

cluster of programs<br />

any change to basic course<br />

elements in mandatory<br />

courses (e.g. code, title,<br />

learning outcomes, total<br />

hours, passing grade,<br />

description, requisites,<br />

equivalencies, delivery mode,<br />

effective date, credit value)<br />

change over 25% to total number of<br />

courses required<br />

change over 25% to non-course graduation<br />

requirements<br />

expectations of external regulatory bodies<br />

may have impact<br />

delivery costs often affected<br />

learning, human, and physical resources<br />

often affected<br />

change over 25% to total number of<br />

courses required as mandatory<br />

change over 25% to which specific courses<br />

identified as mandatory<br />

improvement in meeting student needs<br />

revealed through program renewal<br />

process<br />

expectations of external regulatory bodies<br />

or entry into articulation agreements<br />

may have some impact<br />

increase in flexibility within a cluster of<br />

programs<br />

any change to basic course elements in<br />

mandatory courses (e.g. code, title,<br />

learning outcomes, total hours,<br />

passing grade, description, requisites,<br />

equivalencies, delivery mode, effective<br />

date, credit value)<br />

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overview<br />

specific optional<br />

courses<br />

practical experience<br />

program progression<br />

program delivery<br />

mode<br />

admission<br />

requirements<br />

list of options may be<br />

expanded or<br />

contracted<br />

change under 25% to total number<br />

of courses required as<br />

optional<br />

field of study and occupation may<br />

experience change, e.g.<br />

technological<br />

improvement in meeting student<br />

needs revealed through<br />

program renewal process<br />

expectations of external regulatory<br />

bodies or entry into<br />

articulation agreements may<br />

have some impact<br />

any change to basic course<br />

elements in optional courses<br />

(e.g. code, title, learning<br />

outcomes, total hours,<br />

passing grade, description,<br />

requisites, equivalencies,<br />

delivery mode, effective date,<br />

credit value)<br />

change in this designation <strong>for</strong><br />

courses or <strong>part</strong>s of courses<br />

may result in change in<br />

Ministry’s funding (program<br />

weighting factor)<br />

may affect number and suitability<br />

of clinical or work placements<br />

resource impact<br />

affects delivery effectiveness and<br />

efficiencies<br />

may affect delivery <strong>for</strong> related<br />

programs<br />

resource impact<br />

affects delivery effectiveness and<br />

efficiencies<br />

affects assumptions and<br />

expectations about student<br />

prior learning with potential<br />

impact on design of teaching<br />

and learning strategies and<br />

course materials<br />

improvement in meeting student<br />

needs revealed through<br />

program renewal process<br />

recruitment and enrollment<br />

implications<br />

change over 25% to total number of<br />

courses required as optional<br />

field of study and occupation may<br />

experience change, e.g. technological<br />

improvement in meeting student needs<br />

revealed through program renewal<br />

process<br />

expectations of external regulatory bodies<br />

or entry into articulation agreements<br />

may have some impact<br />

any change to basic course elements in<br />

optional courses (e.g.. code, title,<br />

learning outcomes, total hours,<br />

passing grade, description, requisites,<br />

equivalencies, delivery mode, effective<br />

date, credit value)<br />

addition or deletion of co-op, field<br />

placement, internship, to graduation<br />

requirements<br />

may affect number and suitability of clinical<br />

or work placements<br />

resource impact<br />

affects delivery effectiveness and<br />

efficiencies<br />

may affect delivery <strong>for</strong> related programs<br />

resource impact<br />

affects delivery effectiveness and<br />

efficiencies<br />

affects assumptions and expectations about<br />

student prior learning with potential<br />

impact on design of teaching and<br />

learning strategies and course<br />

materials<br />

improvement in meeting student needs<br />

revealed through program renewal<br />

process<br />

recruitment and enrollment implications<br />

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overview<br />

CPT requirements<br />

affects assumptions and<br />

expectations about student<br />

prior learning with potential<br />

impact on design of teaching<br />

and learning strategies and<br />

course materials<br />

improvement in meeting student<br />

needs revealed through<br />

program renewal process<br />

recruitment and enrollment<br />

implications<br />

affects assumptions and expectations about<br />

student prior learning with potential<br />

impact on design of teaching and<br />

learning strategies and course<br />

materials<br />

improvement in meeting student needs<br />

revealed through program renewal<br />

process<br />

recruitment and enrollment implications<br />

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overview<br />

Most Common Changes to Existing Programs<br />

Revision Impact Consultation Approval<br />

1. change to graduation requirements:<br />

a. change to an existing mandatory<br />

course (code, title, learning<br />

outcomes, total hours, passing<br />

grade description, requisites,<br />

equivalencies, delivery mode,<br />

effective date, credit value)<br />

→ graduation requirement<br />

revision (CAPP)<br />

→ program outline revision<br />

→course outline revision<br />

→ College Calendar<br />

→ student graduation audit<br />

→fee assessment/audit<br />

Lead teacher<br />

Subject matter faculty<br />

Program team<br />

Other programs offering<br />

same course<br />

Registrar’s Office<br />

Macro curriculum<br />

committee<br />

+<br />

Academic Council<br />

b. change to which courses are<br />

identified as mandatory; e.g.<br />

replacement of existing<br />

mandatory course by new course<br />

or other existing course<br />

→ graduation requirement<br />

revision (CAPP)<br />

→ program outline revision<br />

→ College Calendar<br />

Lead teacher<br />

Subject matter faculty<br />

Program team<br />

Other programs offering<br />

same or similar courses<br />

Registrar’s Office<br />

Macro curriculum<br />

committee<br />

+<br />

Academic Council<br />

c. change to number of mandatory<br />

courses required: addition or<br />

reduction<br />

2. minor editorial adjustment to<br />

program description or learning<br />

outcomes to reflect ongoing<br />

response to external environment<br />

→ graduation requirement<br />

revision (CAPP)<br />

→ program outline revision<br />

→ College Calendar<br />

→fee assessment/audit<br />

→ program outline revision<br />

→ College Calendar<br />

Program team<br />

Other programs offering<br />

similar courses<br />

Registrar’s Office<br />

Program team<br />

Registrar’s Office<br />

Macro curriculum<br />

committee<br />

+<br />

Academic Council<br />

Macro curriculum<br />

committee<br />

3. change to list of optional courses → graduation requirement<br />

revision (CAPP)<br />

→ program outline revision<br />

→ College Calendar<br />

4. change to admission requirements → program outline revision<br />

→ College Calendar<br />

→ College Admissions<br />

Calendar<br />

5. change to program name → “new” program<br />

→ program outline revision<br />

→ College Calendar<br />

→ College Admissions<br />

Calendar<br />

→ OCAS book<br />

Program team<br />

Other programs with that<br />

course<br />

Registrar’s Office<br />

Macro curriculum<br />

committee<br />

Program team<br />

Registrar’s Office<br />

Macro curriculum<br />

committee<br />

Program team<br />

Registrar’s Office<br />

Centre <strong>for</strong> T & L<br />

Credential Validation<br />

Services<br />

Macro curriculum<br />

Committee<br />

Academic Council<br />

Macro curriculum<br />

committee +<br />

Academic Council +<br />

Board of Governors +<br />

Ministry<br />

Credential Validation<br />

Services<br />

6. change to total number of program<br />

hours<br />

→ “new” program<br />

→ Business case<br />

→ program outline revision<br />

→ College Calendar<br />

→ graduation requirement<br />

revision (CAPP)<br />

→ fee assessment/audit<br />

Program team<br />

Deans & VPA<br />

Registrar’s Office<br />

Centre <strong>for</strong> T & L<br />

(Ministry)<br />

Credential Validation<br />

Services<br />

Macro curriculum<br />

committee +<br />

Academic Council +<br />

Board of Governors +<br />

Ministry<br />

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overview<br />

Program Revision Approval Chart<br />

identifies the approval required and the impact <strong>for</strong> system tracking when program in<strong>for</strong>mation is revised.<br />

approvals must be obtained to meet program curriculum <strong>submission</strong> deadlines in May, 16 months prior to program launch<br />

program curriculum approvals begin with the appropriate macro curriculum committee, and proceed to Academic Council <strong>for</strong><br />

changes with internal impact; when changes are significant, the approval process continues to Board of Governors, and finally,<br />

the Ministry<br />

approvals <strong>for</strong> Certificates of Successful Completion required from appropriate macro curriculum committee and presented to<br />

Academic Council <strong>for</strong> in<strong>for</strong>mation<br />

chart identifies only the program elements which, if changed, require <strong>for</strong>mal approval<br />

other program data items from time to time are revised but do not require approval nor result in program version changes (See<br />

Elements of Georgian College Programs – Appendix B)<br />

Program Element<br />

√ If<br />

data has<br />

been<br />

revised<br />

Action Required:<br />

Last level of Approval:<br />

CVS – Credential<br />

Validation Services<br />

M - Ministry<br />

B - B of Governors<br />

A - Academic Council<br />

C - Macro Curriculum<br />

Committee<br />

Result:<br />

N - new program<br />

V – version<br />

change to<br />

existing<br />

program<br />

Name CVS, M N new program code required<br />

Total number of terms CVS, M N increase/decrease<br />

Total number of academic<br />

CVS, M N increase/decrease<br />

years<br />

Total number of hours in<br />

CVS, M<br />

N<br />

increase/decrease<br />

program<br />

possibly V<br />

Language of instruction CVS, M N English; bilingual<br />

Campus(es) M campus(es) approved <strong>for</strong> delivery<br />

Enrollment quotas M Ministry establishes quota<br />

Practical experience CVS, M N addition or deletion of co-op, field<br />

placement, internship to<br />

graduation requirements<br />

Program delivery mode A resource impact<br />

Learning outcomes<br />

M -<strong>for</strong> new program<br />

M - 25% or greater<br />

significant change<br />

A - <strong>for</strong> up to 25%<br />

moderate change<br />

N<br />

V<br />

Ministry may initiate change to its<br />

standards<br />

change of 25% or greater in GC<br />

program learning outcomes<br />

suggests change in program<br />

focus, usually requiring a change<br />

in graduation requirements; often<br />

suggests a new program<br />

change of up to 25% results in version<br />

change<br />

several incremental version changes<br />

may suggest new program<br />

Notes<br />

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overview<br />

Program Element<br />

Graduation requirements:<br />

total number of program<br />

courses required :<br />

vocational, mandatory and<br />

optional<br />

workplace, mandatory and<br />

optional<br />

general education<br />

practical experience (co-op,<br />

field placement,<br />

internship)<br />

Specific courses<br />

mandatory:<br />

vocational mandatory<br />

workplace mandatory<br />

practical experience<br />

Specific courses optional:<br />

vocational options<br />

workplace options<br />

√ If<br />

data has<br />

been<br />

revised<br />

Action Required:<br />

Last level of Approval:<br />

CVS – Credential<br />

Validation Services<br />

M - Ministry<br />

B - B of Governors<br />

A - Academic Council<br />

C - Macro Curriculum<br />

Committee<br />

Result:<br />

N - new program<br />

V – version<br />

change to<br />

existing<br />

program<br />

Notes<br />

A V any change to the total number of<br />

courses in any category results in<br />

a version change ; requires<br />

Academic Council approval<br />

change may necessitate revision to<br />

learning outcomes, graduate<br />

profile, description<br />

several incremental version changes<br />

suggest new program<br />

A V change of “core” courses in a program<br />

results in a version change and<br />

requires Academic Council<br />

approval<br />

change may necessitate learning<br />

outcomes revision<br />

A - <strong>for</strong> new program<br />

list of optional courses suitable to<br />

meet graduation requirements<br />

C – existing program<br />

may be revised (additions or<br />

deletions) by 25% during course<br />

offerings phase<br />

revision reflected in graduation<br />

requirements to permit inclusion<br />

in course offerings, and to not<br />

inhibit student graduation<br />

eligibility<br />

Program progression A resource impact; affects delivery<br />

effectiveness and efficiencies<br />

Description M - greater than 25%<br />

significant change<br />

A – up to 25%<br />

moderate change<br />

C – minor editorial<br />

change<br />

V<br />

change of 25% or greater suggests<br />

change in focus of program<br />

requiring Ministry approval<br />

change up to 25% creates a new<br />

program version<br />

change may be required if learning<br />

outcomes and/or graduation<br />

requirements change<br />

compact version <strong>for</strong> Admissions<br />

Calendar ; concise version <strong>for</strong><br />

Academic Calendar and program<br />

approval (collaboration with<br />

Marketing)<br />

editorial changes <strong>for</strong> improved<br />

expression <strong>for</strong> accuracy, clarity,<br />

conciseness, coherence, usually<br />

required in conjunction with<br />

Marketing and Communications<br />

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overview<br />

Program Element<br />

√ If<br />

data has<br />

been<br />

revised<br />

Action Required:<br />

Last level of Approval:<br />

CVS – Credential<br />

Validation Services<br />

M - Ministry<br />

B - B of Governors<br />

A - Academic Council<br />

C - Macro Curriculum<br />

Committee<br />

Result:<br />

N - new program<br />

V – version<br />

change to<br />

existing<br />

program<br />

Graduate profile<br />

(optional)<br />

A V reflects changes to learning outcomes,<br />

grad requirements<br />

Career opportunities M - greater than 25%<br />

Significant change<br />

C<br />

V<br />

change of 25% or greater suggests<br />

change in focus of program<br />

requiring Ministry approval<br />

change may be required if learning<br />

outcomes and/or grad<br />

requirements change<br />

Admission requirements A recruitment and enrollment<br />

implications<br />

CPT requirements A recruitment, enrollment and delivery<br />

implications<br />

External recognitions A - <strong>for</strong> in<strong>for</strong>mation currency reflects equivalencies of<br />

credit and <strong>part</strong>nerships<br />

Articulation agreements A - <strong>for</strong> in<strong>for</strong>mation specific process and documentation<br />

required, signed by Vice<br />

President Academic<br />

addition of articulation agreement may<br />

result in change to learning<br />

outcomes and/or graduation<br />

requirements<br />

standard statement only appears in<br />

program in<strong>for</strong>mation<br />

Notes<br />

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process<br />

♥ overview level<br />

Stages in Program Revision – overview level ♥<br />

Stages in Program Revision<br />

Stage 1:<br />

Validation of Need<br />

<strong>for</strong> Revision<br />

Stage 2:<br />

Assessment of<br />

Feasibility<br />

Stage 3:<br />

Development of<br />

Curriculum<br />

Stage 4:<br />

Endorsements<br />

and Approvals<br />

Stage 5:<br />

Pre-launch<br />

Requirements<br />

identification of need establishment of program work plan endorsement by Advisory documentation to<br />

revision team Committee Registrar’s Office<br />

exploration of options assembly of data development of curriculum Formal Proposal to macro notification to other<br />

revision curriculum committee <strong>for</strong> areas<br />

endorsement implementation plans<br />

Dean’s endorsement preparation of Formal presented : recruitment,<br />

of Request Proposal Formal Proposal to AC enrollment, delivery,<br />

staffing, marketing<br />

academic endorsement<br />

of Request Check with CTL and Registrar final academic<br />

<strong>for</strong> direction on approvals preparation, e.g.<br />

course outlines<br />

pre-launch check<br />

(if significant change)<br />

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process<br />

ο detail level<br />

Stages in Revising an Existing Program – highlight level ο<br />

revision to an existing program may be the result of a program review, or may be triggered by the annual program viability analysis or<br />

some other evaluation<br />

determination of the degree of change to an existing program is critical; revision to an existing program may be of a minor, significant<br />

or major nature<br />

determination of feasibility of modification is crucial; approval <strong>for</strong> revision must be obtained be<strong>for</strong>e proceeding with development work<br />

to ensure availability of adequate resources, an annual program plan should be developed by program teams in consultation with<br />

academic managers<br />

any change to program curriculum must be documented and precede the program curriculum deadline in May<br />

Stage One: VALIDATION of NEED <strong>for</strong> REVISION<br />

identify area(s) or issue(s) which need revision, modification or improvement<br />

May/June<br />

explore alternatives to address concerns<br />

determine type and impact of change on all program components and any related programs which<br />

may be affected by this revision<br />

validate through consultation with stakeholders; Centre <strong>for</strong> Teaching and Learning; Registrar’s Office;<br />

Dean; Ministry if revision will require Ministry approval<br />

Stage Two: ASSESSMENT of FEASIBILITY<br />

establish program revision team<br />

Sept / Oct<br />

prepare Request <strong>for</strong> Revision to Existing Program to Dean, <strong>part</strong>icularly if change has financial<br />

22 months<br />

prior to<br />

execution<br />

implications ; may require presentation to Academic Management Team<br />

gain endorsement from Dean, <strong>part</strong>icularly if change has financial implications <strong>for</strong> delivery, and from<br />

appropriate macro curriculum committee <strong>for</strong> curriculum validity<br />

obtain endorsement of curriculum validity from appropriate macro curriculum committee and then<br />

from Academic Council<br />

Stage Three: DEVELOPMENT OF CURRICULUM REVISION<br />

confirm breadth of program revision team and devise a work plan <strong>for</strong> the modification/change to<br />

program<br />

January<br />

notify all college areas supporting aspects of the program revision of intent to proceed; establish<br />

19 months<br />

relationship with Ministry if proposal will eventually require its approval<br />

prior to develop revision of the curriculum; if scope of revision changes, go back to Stage 1<br />

execution<br />

prepare Formal Proposal <strong>for</strong> Revising and Existing Program<br />

Stage Four: APPROVAL – INTERNAL AND EXTERNAL<br />

obtain endorsement <strong>for</strong> revision from Program Advisory Committee<br />

February /<br />

submit Formal Proposal <strong>for</strong> Revision to appropriate macro curriculum committee, then to Academic<br />

March<br />

18 months<br />

prior to<br />

executions<br />

Council<br />

if revision requires Ministry approval, proposal is presented by VPA to College Planning Committee,<br />

Board of Governors and then to the Ministry<br />

<strong>part</strong>icular Ministry <strong>for</strong>ms may be required<br />

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process<br />

ο detail level<br />

Stage Five: PRE-LAUNCH REQUIREMENTS<br />

June –<br />

following internal approval, submit all program change documentation to Registrar’s Office by June<br />

15 months<br />

prior<br />

in<strong>for</strong>m Academic area office, and other areas which may be affected such as: Marketing and<br />

April/May<br />

Communications, IT, LC, Student Services, changes: their intent and expectations<br />

if scope of revision necessitates, prepare and present Marketing Plan, Recruitment Strategies, and<br />

Delivery Resources Plan to Academic Management Team<br />

present ongoing program assessment plan to appropriate macro curriculum committee<br />

October –<br />

10 months<br />

prior to<br />

launch<br />

May/June<br />

prior to<br />

execution<br />

if revision included change to program courses, complete course outline revision and/or development<br />

of new course outlines, and seek approval from macro curriculum committee, if not already<br />

accomplished, by October of year preceding September implementation of revised program<br />

assemble delivery team, gather resources, plan strategies <strong>for</strong> introducing change to students<br />

if scope of revision necessitates, per<strong>for</strong>m final “pre-launch check”<br />

positive assessment of all indicators results in decision to proceed with implementation<br />

articulate intended<br />

learning outcomes<br />

use assessment<br />

results to improve<br />

curriculum<br />

select<br />

assessment<br />

measures<br />

collect and<br />

document learning<br />

experiences<br />

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process<br />

ο detail level<br />

Stages and Steps in Program Revision – detail level ο<br />

Stages and Steps in Program Revision<br />

Stage 1:<br />

Validation of Need<br />

<strong>for</strong> Revision<br />

Stage 2:<br />

Assessment of Feasibility<br />

Stage 3:<br />

Development of Curriculum<br />

Revision<br />

Stage 4: Endorsements<br />

and Approvals<br />

Stage 5:<br />

Pre-launch<br />

Requirements<br />

Step 1: identify need <strong>for</strong> Step 4: establish program Step 9: devise work plan Step 12: endorsement from Step 15: submit to<br />

revision revision team Advisory Committee and macro Registrar<br />

curriculum committee<br />

Step 2: explore options Step 5: assemble data Step 10: develop curriculum Step 13: Formal Proposal to AC Step 16: notify other<br />

revision areas<br />

Step 3: determine type and Step 6: prepare Request <strong>for</strong> Step 11: prepare Formal Step 14: prepare MTCU document Step 17: present<br />

Impact of change revision to Existing Proposal <strong>for</strong> Revision to <strong>for</strong> VPA Board of Governors and, implementation<br />

Program Existing Program Ministry and Credential plans<br />

Validation Services<br />

Step 7: endorsement from Step 18: complete<br />

Dean final academic<br />

preparation<br />

Step 8: academic Step 19: final<br />

endorsement pre-launch<br />

check<br />

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process<br />

detail level<br />

Stages and Steps in Revising an Existing Program – detail level μ<br />

revision to an existing program may be the result of a program review, or may be triggered by the annual program viability analysis<br />

or some other evaluation<br />

determination of the degree of change to an existing program is critical; revision to an existing program may be of a minor,<br />

significant or major nature<br />

determination of feasibility of modification is crucial; approval <strong>for</strong> revision must be obtained be<strong>for</strong>e proceeding with development<br />

work<br />

to ensure availability of adequate resources, an annual program plan should be developed by program teams in consultation with<br />

academic managers<br />

any change to program curriculum must be documented and precede the program curriculum deadline in May<br />

Stage One: VALIDATION of NEED <strong>for</strong> REVISION<br />

Step 1<br />

Identify need <strong>for</strong> revision<br />

ongoing<br />

May/June<br />

Step 2<br />

May/ June<br />

review any assessment reports, such as a program review, the annual program viability analysis,<br />

and their recommendations <strong>for</strong> indication of need <strong>for</strong> revision to program<br />

if useful or required, collect and analyze additional feedback: e.g. students, co-ordinators, teachers,<br />

co-op consultants, counselors, Advisory Committees, external bodies; student success rates<br />

(means, medians and attrition)<br />

identify area(s) or issue(s) which need improvement, modification or revision<br />

is there evidence to support the need <strong>for</strong> revision to the program curriculum rather than modification<br />

to existing courses, or changes to such activities as marketing, recruitment strategies, etc.<br />

Explore options<br />

identify and investigate suitable means to address need <strong>for</strong> change; seek advice from macro<br />

curriculum committee, internal stakeholders; external bodies; Advisory Committee; consult with<br />

Centre <strong>for</strong> Teaching and Learning, the Registrar’s Office, and Ministry if scope of revision will<br />

require Ministry approval<br />

if revision applies to courses (this may entail a revision to course sequencing), check the program<br />

graduation requirement status (mandatory or elective) of the course(s) in all programs offering<br />

the course(s)<br />

incorporate the process <strong>for</strong> revision to existing courses or development of new courses as required<br />

determine strengths and weaknesses of various revision alternatives considering such aspects as<br />

improvement in meeting student learning needs, program curriculum elements; requirements of<br />

external bodies; availability of learning resources, qualifications of faculty and/or staff, practical<br />

placements, availability of facilities or other delivery resources<br />

identify and assess impact of proposed change on: sustainability of program curriculum; enrollment<br />

planning, recruitment strategies; other programs at GC, similar programs within college system;<br />

cost of delivery<br />

refer to Chart of Most Common Changes to Programs, and the Table of examples of typical change<br />

and their program impact (this Section)<br />

if on-line delivery mode is to be added, or modified, consult with Centre <strong>for</strong> Teaching and Learning to<br />

ascertain feasibility and ef<strong>for</strong>t required<br />

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process<br />

detail level<br />

Step 3<br />

Determine type and impact of change<br />

select modification/change to program that best addresses identified need <strong>for</strong> revision<br />

if revision involves change to the graduation requirements, return to program outcomes and program<br />

map; carefully assess impact of changes on entirety of program curriculum, and curriculum in<br />

related programs or areas where there may be shared courses; consider advisability of<br />

complete program review process if this has not occurred recently (see Part 3: Program<br />

Renewal)<br />

if revision involves a deviation from GC program standards, credible support will be expected;<br />

consult and gain support from Centre <strong>for</strong> Teaching and Learning and Registrar’s Office<br />

an increase in an existing program’s total hours, will usually only be considered if there are changes<br />

in the per<strong>for</strong>mance expectations of graduates by an external regulating body (e.g. licensing or<br />

accreditation body)<br />

if revision involves a change to the program name, other colleges offering the program, the ministry<br />

and external stakeholders will need to be consulted<br />

if revision involves a change to the admission requirements, consult with the Registrar’s Office;<br />

assess impact on future enrollment<br />

May/June assess degree of change required: significant change resulting in a new program (greater than 25%<br />

change or change to specific elements); moderate (up to 25% change); or minor (see Charts<br />

of Changes to existing programs, this Section)<br />

if major change, greater than 25%, is contemplated, it is critical to determine whether the result will<br />

be, <strong>for</strong> all intents and purposes, a “new program”, or a significantly modified existing program,<br />

or solely a major change to a <strong>part</strong>icular program element (e.g. program name)<br />

if the revision result will be a new program or a significantly modified one, the Program Review<br />

process is strongly recommended, (see Part 3: Program Renewal; reference to the guidelines<br />

<strong>for</strong> New Program Development in Part 4 will also be of assistance)<br />

if the change will result in an increase to delivery costs (e.g. an increase in the number of delivery<br />

sections, addition of staff, other learning resources) a program costing must be completed by<br />

the Dean and presented to the VP Academic<br />

determine type and extent of resources needed to support the change (e.g. increase in delivery<br />

hours; knowledge and skills of teachers, adequacy of learning materials, including LC and<br />

software; facilities and scheduling)<br />

Stage Two: ASSESSMENT of FEASIBILITY<br />

Step 4<br />

Establish program revision team<br />

determine whether there is a need to augment the program team’s curriculum development com<strong>for</strong>t<br />

level; a curriculum revision team may need additional <strong>for</strong> expertise with curriculum development<br />

strategies, revision team may include program faculty, curriculum coach, instructional designer,<br />

subject matter experts, service area members, students, external experts<br />

Step 5<br />

by<br />

September<br />

2 years prior<br />

to execution<br />

Assemble data<br />

assemble in<strong>for</strong>mation that supports the request <strong>for</strong> change; (e.g. student success data,<br />

attrition/retention data, survey results; input from stakeholders)<br />

develop rationale <strong>for</strong> the type of change being requested; who benefits how who will be impacted<br />

result<br />

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process<br />

detail level<br />

Step 6<br />

Prepare Request <strong>for</strong> Revision to Existing Program<br />

complete Request <strong>for</strong> Revision to Existing Program, this Section<br />

Step 7<br />

by October<br />

22 months<br />

prior to<br />

execution<br />

Step 8<br />

Gain endorsement from Dean<br />

present Request to Dean; critical decision point, if change has financial implications (e.g. increase in<br />

total program hours, change in course delivery mode that alters the number of delivery sections,<br />

change in faculty and/or support staff requirements, change in learning resources required<br />

(including computer assisted delivery); change in student fees/tuition<br />

if change is of a significant nature with financial implications, Dean presents Business Case to<br />

Academic Management Team <strong>for</strong> consideration in annual college academic planning<br />

Acquire academic endorsement<br />

present Request <strong>for</strong> Revision to Existing Program to appropriate macro curriculum committee <strong>for</strong><br />

curriculum assessment develop work plan, including time lines, <strong>for</strong> achieving the change, and<br />

identify required resources, if necessary; may be need <strong>for</strong> program revision team<br />

present Request <strong>for</strong> Revision to Academic Council <strong>for</strong> in<strong>for</strong>mation, and notification, if revision will<br />

necessitate its subsequent approval<br />

with support from Dean, macro curriculum committee and Academic Council, proceed to Stage 3<br />

Stage Three: DEVELOPMENT of CURRICULUM REVISION<br />

Step 9<br />

Devise work plan<br />

confirm breadth of program revision team<br />

devise work plan, to accommodate recommendations from Steps 7 and 8<br />

notify all college areas supporting aspects of the program revision of intent to proceed, e.g.<br />

Registrar’s Office, Marketing and Communications; LC, IT, Student Services, if appropriate<br />

establish relationship with Ministry personnel <strong>for</strong> guidance and preparation of eventual proposal<br />

presentation, if proposed revision warrants (e.g. change to program name, change in total<br />

approved hours, number of terms, addition or deletion of practical experience component, etc)<br />

Step 10<br />

Development of curriculum revision<br />

approach curriculum revision in a flexible fashion; there are many useful methods and strategies;<br />

effective curriculum design enhances the learning process, allowing learners to meet their<br />

needs and ensuring that the learning needs of a specific field of study, subject and/or level of<br />

study are being met<br />

review need, context and purpose at the beginning of the process; assumptions about learning,<br />

learners and teaching will underlie the curriculum revision<br />

have the student demographics changed <strong>for</strong> this program<br />

has the scope of graduate employment changed what are the current trends, occupational<br />

analyses<br />

consult widely; with colleagues in similar programs or disciplines<br />

investigate commonality and divergence with existing curriculum across the college; explore<br />

opportunities <strong>for</strong> sharing<br />

does this program “stand alone” at Georgian College does it need to “fit” with programs with other<br />

credentials and level of study<br />

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process<br />

detail level<br />

Step 10<br />

continued<br />

¤<br />

Step 11<br />

assess impact of revision on all components of curriculum; review program map, graduation<br />

requirements, learning outcomes and sequencing of learning activities; check suitability of<br />

admission requirements and program description<br />

focus on how each component of the curriculum affects the learner<br />

identify resources required to support the revision: learning, human and physical<br />

develop proposed curriculum change(s); use Elements of GC programs in Appendix <strong>for</strong> description<br />

and standards<br />

validate that proposed change(s) is consistent with Georgian College standards through consultation<br />

with curriculum coach, Centre <strong>for</strong> Teaching and Learning, and Registrar’s Office<br />

confirm that the program curriculum revision can be “operationalized” at Georgian College by<br />

consulting with the Registrar; the structure of a program may impact:<br />

o funding<br />

o student fees<br />

o academic space and scheduling<br />

these issues are especially critical <strong>for</strong> program proposals that vary from the GC standard<br />

pause! if modification work changes original revision proposal, the Dean must be consulted; may<br />

require interim consultation with macro curriculum committee, Academic Council and VP-<br />

Academic be<strong>for</strong>e revision process continues<br />

compile material to document proposed revision; (e.g. student success data, attrition/retention data,<br />

survey results; input from stakeholders)<br />

Prepare Formal Proposal <strong>for</strong> Revision to Existing Program<br />

prepare Formal Proposal <strong>for</strong> revision to existing program and assemble all documentation (this<br />

Section)<br />

<strong>for</strong>ward completed Formal Proposal to Registrar’s Office and Centre <strong>for</strong> Teaching and Learning <strong>for</strong><br />

vetting be<strong>for</strong>e seeking endorsements and approvals<br />

Stage Four: ENDORSEMENTS and APPROVALS<br />

Step 12<br />

Obtain endorsement of Proposal<br />

Feb/Mar<br />

<strong>for</strong> OCAS<br />

18 months<br />

prior to<br />

launch<br />

Step 13<br />

obtain endorsement of revision proposal from Program Advisory Committee<br />

present Formal Proposal <strong>for</strong> revision to existing program to appropriate macro curriculum committee,<br />

<strong>for</strong> endorsement and recommendation to Academic Council<br />

Academic Council requires written verification, including rationale <strong>for</strong> any endorsements which<br />

deviate from GC curriculum standards<br />

Submit Formal Proposal<br />

present Formal Proposal <strong>for</strong> Revision to Existing Program to Academic Council<br />

if proposed change is less than 25%, or does not require government approval, proceed to Step 15<br />

Step 14<br />

Feb/Mar <strong>for</strong><br />

OCAS<br />

17 months<br />

prior to<br />

launch<br />

Prepare Ministry Program Revision document<br />

on Academic Council’s approval, prepare ministry document to accompany VPA’s presentation <strong>for</strong><br />

Credential Validation Services<br />

VPA submits required documentation to Board of Governors<br />

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process<br />

detail level<br />

Stage Five: PRE-LAUNCH REQUIREMENTS<br />

Step 15<br />

Submit documentation to Registrar’s Office<br />

Step16<br />

following internal approval, submit all program change documentation to Registrar’s Office by June;<br />

15 months prior to effective date <strong>for</strong> implementing the Program Revision<br />

Notify other areas of program revision<br />

in<strong>for</strong>m Academic area office, and other areas which may be affected, such as: Marketing and<br />

Communications, IT, LC, Student Services, of changes: their intent and expectations<br />

establish communication loop with areas assisting with implementation of revised program<br />

Step 17<br />

Present Implementation Plans<br />

if scope of revision necessitates, prepare and present to Academic Management Team plans <strong>for</strong><br />

recruitment, enrollment, and delivery (includes staffing plan)<br />

if scope of revision necessitates, prepare a Marketing Plan in consultation with Marketing and<br />

Communications staff, and Web Team, and present to Marketing and Communications <strong>for</strong><br />

approval<br />

Step18<br />

by October<br />

and ongoing<br />

Step 19<br />

May/June<br />

AMT<br />

Registrar<br />

prior to<br />

execution<br />

Complete Final Academic Preparation<br />

if revision included change to program courses, complete course outline revision and/or development<br />

of new course outlines, and seek approval from macro curriculum committee, if not already<br />

accomplished, by October of year preceding September implementation of revised program<br />

assemble program delivery team: gather resources, orient faculty to changes, prepare course syllabi,<br />

order texts, plan student orientation, set up ongoing feedback processes from students, faculty,<br />

and others<br />

renew the ongoing assessment plan <strong>for</strong> the program, <strong>part</strong>icularly strategies to finetune first delivery<br />

cycle of revised program<br />

Per<strong>for</strong>m Final “pre-launch check”<br />

if scope of revision necessitates, review of actual start up expenses against budget, costing,<br />

application numbers, facilities and equipment readiness, etc by academic management team<br />

including Registrar<br />

positive assessment of all indictors results in decision to proceed with implementation<br />

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documents<br />

Documents to be included in Program Revision Presentations<br />

Document Required in Presented to Suggested time<br />

target<br />

Request <strong>for</strong> Revision to Existing Program Stage 2 <strong>for</strong> endorsement: Dean &<br />

Macro curriculum committee<br />

<strong>for</strong> in<strong>for</strong>mation: Academic<br />

Council<br />

to AMT by Dean<br />

by October<br />

Formal Proposal <strong>for</strong> Revision<br />

Depending on scope of revision –<br />

Program Graduation Requirements<br />

Program Graduation Requirement Comparison<br />

(existing and proposed)<br />

Program Outline<br />

Program Maps of Vocational & Generic Skill<br />

Outcomes<br />

Program Approval Summary Forms:<br />

o Curriculum<br />

o Admissions<br />

o Delivery<br />

o Resources<br />

Stage 4<br />

<strong>for</strong> endorsement: Advisory<br />

Committee and Macro<br />

curriculum committee<br />

<strong>for</strong> approval: Academic Council<br />

by Feb/ March<br />

Advisory Committee record of endorsement Stage 4 Academic Council by Feb/ March<br />

Macro curriculum committee record of<br />

endorsement<br />

Ministry documents (see Appendix A)<br />

Request <strong>for</strong> Program Modification<br />

(if needed)<br />

Depending on scope of revision:<br />

Implementation Plan<br />

Marketing Plan<br />

Stage 4 Academic Council by Feb/ March<br />

Stage 4<br />

College Planning Committee<br />

Credential Validation Services<br />

Board of Governors<br />

Ministry<br />

by Feb/ March<br />

Stage 5 Academic Management Team April/June<br />

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document<br />

program revision approval<br />

Request <strong>for</strong> Revision to Existing Program<br />

all Requests to revise an existing program provide the following in<strong>for</strong>mation in short report <strong>for</strong>mat<br />

supporting documentation should be commensurate with type of revision requested<br />

Requests require academic manager’s approval if there are budgetary impacts <strong>for</strong> implementation<br />

1. Program Name<br />

2. Program type (e.g. postgraduate, college post secondary 1, 2 or 3 year, with or without co-op, tuition<br />

short, applied degree, Certificate of Achievement)<br />

3. Credential<br />

4. Type of revision proposed<br />

5. Rationale <strong>for</strong> the change (includes benefit to students and college)<br />

6. Anticipated date of first delivery of revised program<br />

7. Potential resource implications (teaching qualifications, library resources, IT resources, technical<br />

support, special facilities, etc)<br />

8. Other possible implications (impact on other programs/ courses, <strong>part</strong>nership agreements; articulation<br />

agreements, other institutions with similar programs)<br />

9. Potential budgetary impact<br />

10. Evidence of support/consultation between de<strong>part</strong>ments (academic and service areas), and with other<br />

groups (e.g. Advisory Committees, professional organizations, Ministry) where appropriate<br />

11. Date of request and names of requestors<br />

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document<br />

program revision approval<br />

Formal Proposal <strong>for</strong> Revision to Existing Program<br />

presented in short report <strong>for</strong>mat to appropriate macro curriculum committee <strong>for</strong> endorsement<br />

existing and proposed curriculum (minimally graduation requirements) must be presented in a manner that readily identifies the<br />

changes<br />

on acceptance, presented to Academic Council <strong>for</strong> approval: Academic Council recommends acceptance of the revisions to<br />

Academic Vice President<br />

consideration given to the in<strong>for</strong>mation suggested below; document where appropriate<br />

1. Program name<br />

2. Program type (e.g. postgraduate, college post secondary 1, 2 or 3 year, with or without co-op, tuition<br />

short, Applied Degree, Certificate of Achievement)<br />

3. Credential<br />

4. Revision proposed<br />

5. Rationale <strong>for</strong> revision to program (including benefit to students and College)<br />

6. Description of revised program (from learner perspective – any change in purpose, philosophy<br />

learning goals, learning activities, graduate employment possibilities clearly identified)<br />

7. Anticipated date of first delivery of revised program<br />

8. Student interest / support of proposed revisions (evidence)<br />

9. External support of proposed revisions (evidence; e.g. graduates, Advisory Committee, employers,<br />

professional and accreditation bodies, Ministry)<br />

10. Internal support<br />

11. Impact on resources required <strong>for</strong> delivery (learning, human, physical)<br />

12. Impact on Georgian College program mix and deliveries (e.g. within portfolio and division impact on<br />

related programs; other campuses)<br />

13. Post secondary institutions with offerings similar to proposed revision<br />

14. Graduation Requirements: proposed and existing (changes highlighted)<br />

15. Program Outline: proposed and existing (changes highlighted)<br />

16. Program Approval Summary Forms, where appropriate:<br />

o Curriculum – appropriate program type<br />

o Revision to Graduation Requirements<br />

o Admissions<br />

o Delivery<br />

o Resources<br />

o Program Maps of Vocational & Generic Skill Outcomes<br />

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document<br />

program revision approval<br />

Program Financial In<strong>for</strong>mation<br />

developed by Dean in consultation with Financial Planning area<br />

consideration needs to be given to the elements suggested below<br />

required <strong>for</strong> business case assessments in program revision and review processes<br />

Existing program costing: by term <strong>for</strong> 5 years<br />

enrolment <strong>for</strong>ecasts and audit counts<br />

revenue: (including tuition, grant, program weight; other)<br />

academic expense: - human resources: faculty, support and administration staff (includes total program<br />

hours, total number of teaching hours; full time and non full time ratio, co-ordinating requirements;<br />

technologist, technician, co-op consultant, clerical, administrative; other<br />

academic expense: – learning resources: instructional supplies, LC resources, professional development;<br />

other<br />

academic expense: – physical resources: instructional equipment and maintenance, specialized space;<br />

shared resources<br />

non-academic delivery resources: promotion, office supplies, telephone, etc.<br />

revenue to expense ratios<br />

innovative approaches to cost efficiencies<br />

transition years from current program delivery to a revised program delivery<br />

other<br />

Existing Program Review Costs<br />

salaries; space; materials and supplies<br />

capital investments (facility, equipment, furniture and fixtures)<br />

other<br />

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document<br />

program revision approval<br />

Program Graduation Requirements Comparison<br />

Term<br />

1<br />

Course<br />

Code<br />

Existing Program<br />

Course<br />

Title<br />

Course<br />

Hours<br />

Course<br />

Category*<br />

Course<br />

Code<br />

Course<br />

Title<br />

Revised Proposal<br />

Course<br />

Hours<br />

Course<br />

Category*<br />

2<br />

3<br />

4<br />

* VM vocational mandatory<br />

VO vocational optional<br />

WM workplace mandatory<br />

WO workplace optional<br />

GE general education<br />

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document<br />

program revision approval<br />

In<strong>for</strong>mation <strong>for</strong> development of Marketing Plan<br />

developed in concert with Marketing De<strong>part</strong>ment<br />

presented to Academic Management Team as a component of the implementation plan, after Academic Council approval of<br />

curriculum<br />

consideration needs to be given to the elements suggested below<br />

Program Outline<br />

Amplify notable features, such as:<br />

Program Features:<br />

o Links between program learning outcomes and the curriculum design<br />

o Method(s) of delivery<br />

o Nature of the paid work term experiences, if applicable<br />

Program Relevance:<br />

o Employment opportunity created by the program (entry level, certification, professional<br />

accreditation)<br />

o Support from the industry (including industry associations)<br />

o Salary differential between an applicant with and without proposed credential<br />

o Specific industry need serviced by the proposed program. Can the need be satisfied through<br />

other means<br />

o Relationship between the program and applicable regulatory/licensing requirements, or<br />

applicable professional associations<br />

Competitive Advantage<br />

o Projected cumulative enrollment (full time) per year<br />

o Description of the market share (including demographics) and methodology used to generate<br />

the projection<br />

o Description of other colleges and universities currently offering a program in this area (include<br />

location differences, credentials<br />

o Description of professional associations and companies offering a program in this area<br />

(include credential, location, differences<br />

Marketing and Input<br />

o Description of available marketing media available through industry support (include names<br />

and contact in<strong>for</strong>mation)<br />

o Role / Input of Georgian College’s Marketing De<strong>part</strong>ment<br />

o Role / input of Advisory Committee(s)<br />

o Role / Input of Organizational Planning & Development<br />

o Role / Input of other de<strong>part</strong>ments (describe)<br />

Program contact person(s)<br />

Dean<br />

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♥ overview<br />

Checklist <strong>for</strong> Revising an Existing Program<br />

Stage One: VALIDATION OF NEED FOR REVISION<br />

Yes No<br />

Step 1: Identification of need <strong>for</strong> revision<br />

1. Did the annual program viability analysis indicate that this program was viable and sustainable <br />

2. Has this program undergone a <strong>for</strong>mal program review recently <br />

3. Is there evidence to support the need <strong>for</strong> revision to the curriculum from feedback from internal and<br />

external stakeholders, such as: students, co-ordinator, teachers, Advisory Committee, external bodies<br />

<br />

4. Has the area(s) or issue(s) which needs improvement been isolated <br />

5. Is there evidence to support the need <strong>for</strong> revision to the program curriculum rather than modification to<br />

existing courses, or changes to such activities such as marketing, recruitment strategies, etc<br />

<br />

Step 2: Exploration of options<br />

6. Are you contemplating a change to:<br />

Graduation requirements<br />

o Change to an existing mandatory course (any of: code, title, total hours, passing grade,<br />

description, requisites, equivalencies, delivery mode, effective date, credit value)<br />

o Change to which courses are identified as mandatory; e.g. replacement of existing<br />

mandatory course by new course or other existing courses<br />

o Change to number of mandatory courses required: addition or deletion<br />

Change to learning outcomes<br />

Change to admission requirements<br />

Change to total number of program hours<br />

Change to program name<br />

Change to list of optional courses<br />

Change to delivery mode and patterns<br />

Minor editorial adjustments<br />

Other<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

7. Is the scope of the revision sufficiently broad that a <strong>for</strong>m of program review would be beneficial <br />

8. If graduation requirements are to change, have you consulted with subject matter experts <br />

9. Will the contemplated change affect current enrollment planning and recruitment strategies <br />

10. Do any of the contemplated changes affect other Georgian College programs, or courses, including<br />

college-wide courses<br />

<br />

11. Have you validated the desirability of the proposed revision through consultation with stakeholders <br />

Step 3: Determination of type and impact of change<br />

12. Is the proposed change to the curriculum :<br />

• minor<br />

• moderate (under 25% change)<br />

• significant (greater than 25 % change)<br />

<br />

<br />

<br />

<br />

<br />

<br />

13. Are the proposed changes in line with Georgian College program and course standards <br />

14. Is there support <strong>for</strong> the revision from:<br />

Centre <strong>for</strong> Teaching and Learning<br />

Registrar’s Office<br />

<br />

<br />

<br />

<br />

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♥ overview<br />

Stage Two: ASSESSMENT OF FEASIBILITY PROPOSED REVISION<br />

Step 4: Establishment of program revision team<br />

15. Does the program team have sufficient resources and expertise to conduct a program curriculum revision <br />

Step 5: Assembly of data Presentation of Request <strong>for</strong> Revision to existing Program<br />

16. Does the collected data support the rationale <strong>for</strong> curriculum revision <br />

Step 6: Preparation of Request <strong>for</strong> Revision to Existing Program<br />

17. Is the Request complete and documented <br />

18. Are your presentations to Macro curriculum Committee and Academic Council scheduled <br />

Step 7: Endorsement from Dean<br />

19. Has Dean’s assessment of potential financial implications been positive <br />

20. Will Dean need to present this proposal to AMT to be considered as <strong>part</strong> of the annual college academic<br />

planning and budgeting<br />

<br />

Step 8: Academic Endorsement<br />

21. Has permission to proceed with the curriculum work been granted <br />

22. If the Macro Curriculum Committee or Academic Council suggested modifications to the Request, have<br />

they been documented<br />

<br />

Stage Three: DEVELOPMENT OF REVISED CURRICULUM<br />

Step 9: Work Plan<br />

23. Does the program revision team have sufficient resources to accomplish its objectives in a timely fashion <br />

24. Have all the college areas and external groups which will support aspects of this program revision<br />

process been notified of the impending revision<br />

<br />

25. If the change involves Ministry approval, has the consultation begun <br />

Step10: Development of curriculum revision<br />

26. Has the expertise of a curriculum coach, the Centre <strong>for</strong> Teaching and Learning, and the members of the<br />

macro curriculum committee been used<br />

<br />

27. Does the program map set out an effective integration and progression of knowledge, skill and abilities <br />

28. Have all the internal academic groups affected by the proposed curriculum revision been consulted, such<br />

as:<br />

related program areas<br />

program areas sharing similar courses<br />

General education<br />

Communications<br />

29. Are the resources required to deliver the revised curriculum appropriate and available<br />

learning<br />

human<br />

physical (including specialized space and software)<br />

<br />

<br />

<br />

<br />

<br />

<br />

30. Can the program curriculum revision be “operationalized” at Georgian College <br />

31. Is the curriculum revision proposal supported by: Registrar’s office<br />

Centre <strong>for</strong> Teaching and Learning<br />

<br />

<br />

<br />

<br />

32. Has scope of revision remained consistent with original proposal <br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

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♥ overview<br />

Step 11: Preparation of Formal Proposal <strong>for</strong> Revision to Existing Program<br />

33. Are the critical program curriculum elements clearly set out <strong>for</strong> assessment::<br />

Graduation requirements<br />

Program total hours<br />

Course basic elements<br />

Admission requirements<br />

34. Has the Formal Proposal <strong>for</strong> Revising an Existing Program been vetted by:<br />

· Registrar’s Office<br />

· Centre <strong>for</strong> Teaching and Learning<br />

35. Is the Formal Proposal <strong>for</strong> a program revision consistent and complete, and scheduled <strong>for</strong> timely<br />

presentation <strong>for</strong> endorsement and approval to all required groups<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Stage Four: ENDORSEMENTS AND APPROVALS<br />

Step 12: Endorsement of Proposal<br />

36. Has the meeting <strong>for</strong> endorsement from the Advisory Committee been scheduled to precede presentation<br />

of Formal Proposal to the macro curriculum committee<br />

<br />

37. Has the macro curriculum committee received the Formal Proposal in a timely fashion <br />

Step 13: Submission of Formal Proposal <strong>for</strong> Revision to an Existing Program<br />

38. Are the Formal presentation to macro curriculum committee, and Academic Council scheduled <strong>for</strong><br />

January/February or earlier<br />

<br />

39. Has the written assessment from the macro curriculum committee been added to the Formal Proposal <strong>for</strong><br />

Academic Council<br />

<br />

40. Has Academic Council received the Formal Proposal in a timely fashion <br />

Step 14: Credential Validation Services Revision Approval documentation<br />

41. Have the additional <strong>for</strong>ms been completed <strong>for</strong> the VPA’s presentation to Credential Validation Services,<br />

CPC, Board of Governors and Ministry (if required)<br />

<br />

<br />

Stage Five: PRE-LAUNCH REQUIREMENTS<br />

Step 15: Documentation <strong>for</strong> Registrar’s Office<br />

42. Have the graduation requirements, program progression and approved program outline <strong>for</strong>ms been sent to<br />

the Registrar’s Office be<strong>for</strong>e June<br />

Step 16: Notification of other areas of the revision<br />

43. If scope of revision necessitates, have communication links <strong>for</strong> implementation been established with:<br />

Marketing and Communications<br />

Web Team<br />

Registrar’s Office (Admissions)<br />

IT<br />

LC<br />

Student Services<br />

Step 17: Presentation of Implementation Plans<br />

44. If scope of the revision necessitates, are the plans prepared <strong>for</strong>: recruitment<br />

delivery<br />

staffing<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

45. Has the marketing plan received endorsement from Marketing and Communications <br />

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p. 103


♥ overview<br />

Step18: Final Academic Preparation<br />

46. Have all the course outline delivery elements been completed and approved by the macro curriculum<br />

committee, and submitted to the Registrar’s Office by the published dates preceding delivery<br />

<br />

47. Has an ongoing program assessment plan been developed <strong>part</strong>icularly strategies <strong>for</strong> fine tuning as new<br />

delivery evolves<br />

<br />

48. Has a program delivery team been assembled <br />

49. Are all the necessary resources gathered <br />

50. Are the revised or new course syllabi prepared <br />

51. Are course PLAR requirements identified and prepared <strong>for</strong> students <br />

52. Is a revised student orientation or student handbook in place <br />

Step 19: Final “pre-launch check”<br />

53. If the scope of the revision necessitates, are the data all collected and compiled <strong>for</strong> review by the<br />

academic management team and the Registrar in May/June preceding the implementation of the revised<br />

program curriculum:<br />

actual implementation costs<br />

application numbers<br />

facilities and equipment<br />

staffing<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

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APPENDIX 8.2.1: Library Resources<br />

Directly Related to the Consent<br />

Program<br />

Number at time of<br />

Consent<br />

Current Number<br />

Holdings - Books (print) 1402 2079<br />

Holdings – Journals (print) Not available 29<br />

140 more as of Sept 22/06<br />

on order<br />

Holdings – Books (electronic) 6000 6000 (older books have<br />

been removed and new<br />

ones added)<br />

Holdings – Journals (electronic) 5024 23571<br />

Expenditure during this period <strong>for</strong><br />

purchase/access to ADDITIONAL<br />

library resources pertaining specifically<br />

to this program.<br />

$45,000.00 per annum<br />

has been spent since<br />

consent.<br />

$180,000.00<br />

The Library Commons subscribes to the following subscription databases of full text journals<br />

that support the Applied Degree in Automotive Management.<br />

• Academic Search Premier 4650 full text titles<br />

• Applied Science and Technology 402 full text titles<br />

• Business Source Premier 8800 full text titles<br />

• Proquest Science Journals 380 full text titles<br />

• Computer Source 300 full text titles<br />

• MasterFile Elite 1050 full text titles<br />

• Ward’s Communications (Automotive industry data, news and analysis <strong>for</strong> the worldwide<br />

providers of cars and trucks.)<br />

• NetLibrary (6000 full text electronic books)<br />

• CPI.Q 262 full text titles<br />

• LexisNexis full text documents taken from 5600 titles<br />

• Canadian Reference Centre 507 full text titles<br />

• CBCA Business 120 full text titles<br />

• Just-auto.com provides over 1500 reports, books and research products from leading<br />

market in<strong>for</strong>mation providers.<br />

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We stated in our original proposal that we would purchase the following resources if the<br />

program were approved. Following subsequent approval, and to meet our commitment, we did<br />

indeed follow through on our attempts to secure the resources, most of which were successful<br />

(see notes in the list below).<br />

• Automotive Engineering International, The Society of Automotive Engineers – Warrendale,<br />

PA. A print magazine purchased at Barrie Campus from 2003-current.<br />

• Bennis, W., Nanus, B. Leaders – Strategies <strong>for</strong> Taking Charge. Held at call number: HD57.7<br />

.B46 2003.<br />

• Blackburn Polk Registrations. Refused to sell to an academic institution.<br />

• Business Ethics Quarterly. Our EbscoHost vendor has this journal fulltext within Business<br />

Source Premier from 1991 – current.<br />

• National Corporate Social Responsibility Report. Held at call number: HD60.5.C3 G74<br />

2004a.<br />

• Covey, S. The 7 Habits of Highly Effective People. Held at call number: BF637.S8 C68<br />

2003.<br />

• Deise et al. Executive’s Guide to E-Business. Held at call number: HF5548.32 .E97 2000.<br />

• DesRosiers Automotive Yearbook. Owned by Barrie Campus and held at call number<br />

HD9710.C22 D47.<br />

• Drucker, P. Lessons in Leadership (video). Held at call number HD62.6 .L47 1998.<br />

• Harvard Business Review. Our EbscoHost vendor has this journal fulltext within Business<br />

Source Premier from 1922 – current.<br />

• Marovitz, D.,Drapkin,M.,Lowy,J. Three Clicks Away. Held at call number: HF5548.32 .D73<br />

2001.<br />

• McKie, S. E-Business Best Practices: leveraging technology <strong>for</strong> business advantage.<br />

Ordered; never arrived. Purchased an alternative title called Strategic electronic marketing:<br />

managing e-business (Brad Alan Keindl). Held at call number HF5415.1265 .K44 2003.<br />

• Morrisey, G. Morrisey on Planning. Not purchased by the Library Commons as the<br />

publication dates were 1995-96.<br />

• Schwabe, C., Spady, W. Total Leaders. Ordered; never arrived.<br />

• University of Michigan Business School Management Series. Georgian owns two of these<br />

called: Competing in a service economy: how to create a competitive advantage through<br />

service development and innovation (held at call number: HF5415.5.G87 2003) and The<br />

ethical challenge: how to lead with unyielding integrity (held at call number: HF5387.E7745<br />

2003).<br />

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APPENDIX 8.2.2: Computers and Computer Access<br />

Directly Related to the Consent Program<br />

Number at Time<br />

of Consent<br />

Current Number<br />

Number of Students in Program (Cumulative) 0 167<br />

Number of Computers without Internet Access available<br />

solely (i.e., they have priority of use) to Students in<br />

Program<br />

Number of Computers with Internet Access available<br />

solely to Students in Program<br />

Expenditure during this period <strong>for</strong> purchase/rental of<br />

ADDITIONAL computer equipment pertaining<br />

specifically to this program.<br />

Number of Computers without Internet Access<br />

reasonably accessible to Students in Program<br />

Number of Computers with Internet Access reasonably<br />

accessible to Students in Program<br />

30 0<br />

0 30<br />

$0 $0<br />

0 0<br />

463 463<br />

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APPENDIX 8.2.3: Improvements/Expansion of Classroom Space<br />

Directly Related to the Consent Program<br />

Expenditure <strong>for</strong> construction/rental of<br />

ADDITIONAL classroom space pertaining<br />

specifically to this program.<br />

Note: Georgian does not dedicate classroom<br />

space to specific academic programs, but<br />

schedules from a general classroom pool. The<br />

in<strong>for</strong>mation provided is <strong>for</strong> our total classroom pool<br />

at the Barrie campus.<br />

Number at time of<br />

consent<br />

41 classrooms<br />

2,008 student<br />

stations<br />

37,529 net<br />

assignable square<br />

feet of classroom<br />

space<br />

Current Number<br />

66 classrooms<br />

3,776 student<br />

stations<br />

69,347 net<br />

assignable square<br />

feet of classroom<br />

space<br />

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APPENDIX 8.2.4: Laboratories/Equipment<br />

Directly Related to the Consent Program<br />

Number at Time<br />

of Consent<br />

Current Number<br />

Number of specifically-equipped work station and/or<br />

specialized equipment<br />

Expenditure <strong>for</strong> construction/rental of ADDITIONAL<br />

laboratories and equipment pertaining specifically to this<br />

program.<br />

124 124<br />

0 * 0 *<br />

• There have been no expenditures to report on new equipment acquired though we have<br />

obtained generous donations of equipment (approximately $35,000) from industry<br />

supporters, including a cut-away car model to assist students in the Automotive<br />

Technology course and a PC Tablet ($3,500.00) <strong>for</strong> use in the DMS Lab. All other<br />

laboratories and equipment as outlined in our initial proposal remain in effect and<br />

available <strong>for</strong> the exclusive use of our program.<br />

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APPENDIX 8.3: Resource Renewal and Upgrading<br />

In our original proposal, we demonstrated our capacity to deliver the quality of education<br />

necessary <strong>for</strong> our students to achieve the twelve stated learning outcomes of the program and<br />

we anticipated changes to those resources that would improve our capacity to deliver. In each<br />

of those areas directly relating to “Capacity to Deliver”, we have met the standards of our<br />

original <strong>submission</strong> and, in some places, have exceeded our own expectations.<br />

There are four areas to be addressed in terms of Resource Renewal and Upgrading in relation<br />

to our capacity to deliver the degree.<br />

With respect to “library resources”, our original proposal had promised to increase the number<br />

of relevant print holdings from 1,402 to 1,460 (books only) but we have instead increased that<br />

number to 2,079. This does not include the added holdings of 29 in-print journals. Our number<br />

of electronic holdings at the time of our original consent was 5,024 but is now significantly<br />

higher at 23,571. Of the twenty-one resources we had originally anticipated obtaining to<br />

supplement our current holdings, all but five were obtained. We have thus exceeded our<br />

original goals in terms of providing library support to our degree students.<br />

Regarding the second area of resource renewal, “computer access,” Georgian had a plan in<br />

place to complete Barrie’s Superbuild project in the Fall 2003 which would add considerably<br />

more computer resources to our current capacity. Since the time of our original consent, that<br />

plan has been completed and has added substantially more computers to the campus which all<br />

Georgian students may access. Moreover, we have increased the number of computers with<br />

Internet access specifically <strong>for</strong> our program from zero at the time of our first <strong>submission</strong> to the<br />

current number of thirty.<br />

With respect to “classroom space”, we have added fifteen classrooms since our original<br />

proposal in order to accommodate the new degree students at our institute. The number of labs<br />

and equipment have not increased in this time at we remain in a similar position to meet our<br />

students’ needs in these areas as we were at the time of our initial proposal.<br />

In the area of “laboratories and equipment”, there have been no expenditures to report on new<br />

equipment acquired though we have obtained generous donations of equipment (approximately<br />

$35,000) from industry supporters, including a cut-away car model to assist students in the<br />

Automotive Technology course and a PC Tablet ($3,500.00) <strong>for</strong> use in the DMS Lab. All other<br />

laboratories and equipment as outlined in our initial proposal remain in effect and available <strong>for</strong><br />

the exclusive use of our program.<br />

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APPENDIX 8.6.2.B: Faculty Qualifications: Discipline Related Courses<br />

Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be<br />

taught 1 :<br />

Highest<br />

Qualification<br />

Doctorate<br />

Degree<br />

Masters<br />

Degree<br />

1 st Academic Year<br />

of Delivery<br />

2003 to 2004<br />

Number<br />

with<br />

credential<br />

Number<br />

of<br />

Courses<br />

Taught<br />

2 nd Academic Year<br />

of Delivery<br />

2004 to 2005<br />

Number<br />

with<br />

credential<br />

Number<br />

of<br />

Courses<br />

Taught<br />

3 rd Academic Year<br />

of Delivery<br />

2005 to 2006<br />

Number<br />

with<br />

credential<br />

Number<br />

of<br />

Courses<br />

Taught<br />

4 th Academic Year 2<br />

of Delivery<br />

2006 to 2007<br />

Number<br />

with<br />

credential<br />

Number<br />

of<br />

Courses<br />

Taught<br />

0 0 2 2 2 3 2 5<br />

6 9 7 14 9 20 12 27<br />

Faculty not holding Academic Degrees higher than a Bachelor in a field of study related to the subject to<br />

be taught:<br />

1 st Academic Year of<br />

Delivery<br />

2003 to 2004<br />

Instructor<br />

qualification<br />

Course<br />

Taught<br />

2 nd Academic Year of<br />

Delivery<br />

2004 to 2005<br />

Instructor<br />

qualification<br />

Course<br />

Taught<br />

3 rd Academic Year of<br />

Delivery<br />

2005 to 2006<br />

Instructor<br />

qualification<br />

Course<br />

Taught<br />

4 th Academic Year 3 of<br />

Delivery<br />

2006 to 2007<br />

Instructor<br />

qualification<br />

1. BA * 1 BA 2 BA 3 BA 4<br />

Course<br />

Taught<br />

* Specialized LAB (DMS expert used)<br />

1 Where appropriate, identify the degree deemed “terminal” by the college if other than a Masters or Doctoral program.<br />

2 These columns are cumulative, <strong>for</strong> example: in the 1 st Year column, you will be reporting on all courses offered in the2003-4<br />

academic year; in the 2 nd Year column, you will be reporting on all courses offered in the 2004-2005 academic year (i.e., the first<br />

and second year courses of the program that were offered during that year); in the 3 rd Year column, you will be reporting on the<br />

first, second and third year courses that were offered during that year; et cetera.<br />

3 These columns are cumulative, <strong>for</strong> example: in the 1 st Year column, you will be reporting on all courses offered in the2003-4<br />

academic year; in the 2 nd Year column, you will be reporting on all courses offered in the 2004-2005 academic year (i.e., the first<br />

and second year courses of the program that were offered during that year); in the 3 rd Year column, you will be reporting on the<br />

first, second and third year courses that were offered during that year; et cetera.<br />

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APPENDIX 8.6.2.C: Faculty Qualifications: Breadth Courses<br />

Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the<br />

subject to be taught:<br />

Highest<br />

Qualification<br />

Doctorate<br />

Degree<br />

Masters<br />

Degree<br />

1 st Academic Year of<br />

Delivery<br />

2003 to 2004<br />

Number<br />

with<br />

credential<br />

Number<br />

of<br />

Courses<br />

Taught<br />

2 nd Academic Year of<br />

Delivery<br />

2004 to 2005<br />

Number<br />

with<br />

credential<br />

Number of<br />

Courses<br />

Taught<br />

3 rd Academic Year of<br />

Delivery<br />

2005 to 2006<br />

Number<br />

with<br />

credential<br />

Number of<br />

Courses<br />

Taught<br />

4 th Academic Year 4 of<br />

Delivery<br />

2006 to 2007<br />

Number<br />

with<br />

credential<br />

Number of<br />

Courses<br />

Taught<br />

1 1 1 1 4 4<br />

1 1 2 2 7 7 4 4<br />

Faculty not holding Academic Degrees higher than a Bachelor in a field of study related to the subject to<br />

be taught:<br />

1 st Academic Year of Delivery<br />

2003 to 2004<br />

Instructor<br />

qualification<br />

Course<br />

Taught<br />

2 nd Academic Year of<br />

Delivery<br />

2004 to 2005<br />

Instructor<br />

Qualification<br />

Course<br />

Taught<br />

3 rd Academic Year of<br />

Delivery<br />

2005 to 2006<br />

Instructor<br />

Qualification<br />

Course<br />

Taught<br />

4 th Academic Year 5 of<br />

Delivery<br />

2006 to 2007<br />

Instructor<br />

Qualification<br />

Course<br />

Taught<br />

1.<br />

2.<br />

3.<br />

…<br />

4 These columns are cumulative, <strong>for</strong> example: in the 1 st Year column, you will be reporting on all courses offered in the2003-4<br />

academic year; in the 2 nd Year column, you will be reporting on all courses offered in the 2004-2005 academic year (i.e., the first<br />

and second year courses of the program that were offered during that year); in the 3 rd Year column, you will be reporting on the<br />

first, second and third year courses that were offered during that year; et cetera.<br />

5 These columns are cumulative, <strong>for</strong> example: in the 1 st Year column, you will be reporting on all courses offered in the2003-4<br />

academic year; in the 2 nd Year column, you will be reporting on all courses offered in the 2004-2005 academic year (i.e., the first<br />

and second year courses of the program that were offered during that year); in the 3 rd Year column, you will be reporting on the<br />

first, second and third year courses that were offered during that year; et cetera.<br />

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APPENDIX 8.7: Enrolment Projections and Staffing Implications<br />

The initial proposal projected a semester one enrolment of 90 students; however, 57 students<br />

enrolled, comprising a full section. Using the past success of the diploma program as a basis <strong>for</strong><br />

the proposal’s calculations, we had estimated that we would have 84 first year students in 2004,<br />

98 in 2005, and 105 in 2006. However, our numbers have not quite met that goal. Both the first<br />

and second years showed the same number of students in semester one with a decline of 10<br />

students in 2005 and 19 in 2006.<br />

The lower–than-anticipated number of students can be attributed to the following:<br />

• We have discovered that some students are interested in degree studies but want to<br />

start with the diploma program to keep an earlier exit option; they intend to do the bridge<br />

and finish CAI with a degree.<br />

• Recent lay-offs in the automotive industry’s domestic manufacturing sector have created<br />

the false impression that this may affect the availability of securing employment after<br />

graduation; this has, in fact, been an issue raised in preview and orientation sessions.<br />

Thus far, we have not seen a negative impact on employment opportunities <strong>for</strong> our<br />

graduates as <strong>for</strong>eign manufacturers increase their market shares and other areas of the<br />

industry continue to thrive.<br />

We are not, however, too concerned about these lower numbers due to the following:<br />

• The bridge program brought in 18 full-time and 18 <strong>part</strong>-time students this fall that will<br />

ultimately add to our degree numbers.<br />

• We continue to seek <strong>part</strong>nerships with other universities <strong>for</strong> entrance into graduate<br />

studies that increase the appeal of our degree program.<br />

Some of the faculty members from the original proposal are not teaching in the degree program<br />

as they have been assigned to other programs. However, we have added a number of new<br />

professors (see 8.6.2.B), two of whom have doctorates and one of whom is a doctoral candidate<br />

in discipline-related areas. We have hired two full-time additional professors with Masters<br />

Degrees in Business.<br />

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APPENDIX 9.1.a: Credential Recognition<br />

To meet the program standards concerning “students maximizing their potential <strong>for</strong> promotion in<br />

their field” and “receiving the appropriate recognition of our degree by other post-secondary<br />

institutions is assured”, CAI maintains its relationship with Northwood University which will fully<br />

recognize our degree <strong>for</strong> entry to its Masters of Business program.<br />

Since our initial proposal, CAI has worked diligently to gain recognition from other institutions in<br />

addition to Northwood. Recent discussions with University of Canada West have resulted in an<br />

agreement, in principle, which will see graduates of our program accepted into its MBA degree<br />

program.<br />

Currently, University of Windsor has offered our graduates the opportunity to apply <strong>for</strong><br />

admissions into a two-year Masters of Business degree program, which is offered to graduates<br />

from other Ontario universities.<br />

Discussions are currently underway with the University of Ontario Institute of Technology to<br />

develop a policy that accepts degree graduates from college <strong>for</strong> consideration in its Masters<br />

program and discussions continue with the CGA Association of Ontario to recognize certain<br />

Degree courses <strong>for</strong> exemptions from its CGA program.<br />

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APPENDIX 11.2: Update on Program Evaluation Measures<br />

Georgian College’s continued success can be credited to a number of factors, including the<br />

academic excellence of programs and the qualifications and commitment of faculty and staff.<br />

Students’ academic experiences at Georgian College are focused on student-centred learning,<br />

academic integrity, and excellence, which is <strong>for</strong>malized through academic policies and<br />

procedures based on accountability <strong>for</strong> academic standards and integrity of course credits and<br />

program credentials.<br />

The expectations of students, faculty, and staff are also <strong>for</strong>malized. Within the first four hours of<br />

scheduled class time <strong>for</strong> any course, the instructor must provide students with a copy of the<br />

current official course outline, which includes in<strong>for</strong>mation on course evaluation. Instructors use<br />

<strong>for</strong>mative and summative evaluation methods that directly measure these stated course learning<br />

outcomes.<br />

Georgian College’s success is demonstrated in <strong>part</strong> through the results of the Key Per<strong>for</strong>mance<br />

Indicators (KPI) process, which is conducted annually. Based on the themes of accountability<br />

and excellence, the KPI project is a collaborative venture between Ontario's twenty-four<br />

colleges of applied arts and technology and the Ministry of Training, Colleges and Universities.<br />

Georgian’s ability to deliver high-quality education is <strong>part</strong>icularly evident through the ability of its<br />

graduates to secure employment after graduation and the satisfaction of their employers. For<br />

two consecutive years, Georgian College has achieved the highest scores measuring the<br />

employer satisfaction rate in the Ontario college system. Results released by the Ontario<br />

Ministry of Training, Colleges and Universities reveal that 95 per cent of the employers of<br />

Georgian graduates are satisfied or very satisfied with their per<strong>for</strong>mance−the highest<br />

percentage among Ontario colleges. The system average <strong>for</strong> employer satisfaction is 92.1 per<br />

cent.<br />

Georgian’s commitment to delivering high-quality education is further confirmed by its graduate<br />

employment rate, with 92.4 per cent of our graduates finding employment within six months of<br />

graduation. The provincial average was 89.3%.<br />

In the student satisfaction category, over three-quarters (78.5 per cent) of Georgian<br />

respondents stated they were satisfied to very satisfied. Student satisfaction surveys measure<br />

the quality of learning experiences, the value of programs, the quality of facilities/resources and<br />

the quality of college services. The provincial average was 77.8%.<br />

Year Graduate<br />

Employment<br />

Graduate<br />

Satisfaction<br />

Employer<br />

Satisfaction<br />

Student<br />

Satisfaction<br />

Graduation<br />

Rate<br />

02-03 92.6% 84.1% 88.9% 76.3% 51.1%<br />

03-04 93.4% 84.4% 95.8% 77.4% 49.2%<br />

04-05 92.4% 83.1% 95.0% 78.5% 49.5%<br />

A full record of Key Per<strong>for</strong>mance Indicators results are available at www.acaato.on.ca.<br />

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Submission Checklist <strong>for</strong> Part B<br />

Item Name and Binder Tab<br />

Submission Checklist <strong>for</strong> Part B<br />

Record of Proposed Changes to the Current Consent Program and Required<br />

Submission Elements<br />

Record of Proposed Changes: Academic Freedom and Student Protection<br />

Title Page<br />

Appendix 1.1 Submission Title Page<br />

Appendix 1.2 Table of Contents<br />

Executive Summary<br />

Appendix 2.1 Executive Summary<br />

Program Abstract<br />

Appendix 3.1 Program Abstract<br />

Program Degree-Level Standard<br />

Appendix 4.1 Degree Level Summary<br />

Appendix 4.2 Samples of Student Work<br />

Admissions, Promotion, Graduation Standard<br />

Appendix 5.1.1 Admissions Requirements Direct Entry<br />

Appendix 5.1.2 Admissions Policies and Procedures <strong>for</strong> Mature Students<br />

Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures<br />

Appendix 5.2.2 Advanced Placement Policies<br />

Appendix 5.2.3 Degree Completion Arrangements<br />

Appendix 5.2.4 Gap Analysis<br />

Appendix 5.2.5 Bridging Courses<br />

Appendix 5.3 Promotion and Graduation Requirements<br />

Program Content Standard<br />

Appendix 6.3.1 Program Level Learning Outcomes<br />

Appendix 6.3.2 Course Descriptions<br />

Appendix 6.3.3.1 Program Hour/Credit Conversion Justification<br />

Appendix 6.3.3.2 Academic Course Schedule<br />

Status<br />

[X ] Attached<br />

[X] Attached<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Attached<br />

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Appendix 6.4. Course Outlines<br />

Appendix 6.5.1 Program Structure Requirement<br />

Appendix 6.5.2 Support <strong>for</strong> Work Experience<br />

Appendix 6.5.3 Work Experience Outcomes and Evaluation<br />

Program Delivery Standard<br />

Appendix 7.1.1 <strong>Quality</strong> Assurance Policies<br />

Appendix 7.1.2 Policy on Student Feedback<br />

Appendix 7.1.3 Student Feedback Instruments<br />

Appendix 7.2.1.a Listing of the courses incorporating distance delivery<br />

Appendix 7.2.1.b On-Line Learning Policies and Procedures;<br />

Appendix 7.2.2 Academic Community Policies<br />

Capacity to Deliver Standard<br />

Appendix 8.2.1 Library Resources<br />

Appendix 8.2.2 Computer Access<br />

Appendix 8.2.3 Classroom Space<br />

Appendix 8.2.4 Laboratories/Equipment (where applicable)<br />

Appendix 8.4 Support Services<br />

Appendix 8.5 Policies on Faculty<br />

Appendix 8.6.1 CV Release<br />

Appendix 8.6.2 A Curriculum Vitae Exceptions<br />

Appendix 8.6.2 B Curriculum Vitae <strong>for</strong> Faculty Responsible <strong>for</strong> Teaching and<br />

Curriculum of DW Courses<br />

Appendix 8.6.2 C Curriculum Vitae <strong>for</strong> Faculty Responsible <strong>for</strong> Teaching and<br />

Curriculum Development of DO and DL Courses<br />

Appendix 8.6.2 D Curriculum Vitae <strong>for</strong> Program Development Consultants<br />

Appendix 8.6.2 E Curriculum Vitae <strong>for</strong> On-line Learning Professional and<br />

Technical Staff<br />

Appendix 8.7 Enrolment Projections and Staffing Implications<br />

Credential Recognition Standard<br />

[X] Attached<br />

[X] Attached<br />

[X ] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Attached<br />

Not required<br />

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Regulation and Accreditation Standard<br />

Appendix 10.1.1 Current Regulatory or Licensing Requirements<br />

Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies<br />

Program Evaluation Standard<br />

Appendix 11.1 Periodic Review Policy and Schedule<br />

Academic Freedom and Integrity Standard<br />

Appendix 12.1.1 Academic Freedom Policy<br />

Appendix 12.1.2 Academic Honesty Policy<br />

Appendix 12.1.3 Academic Honesty Procedure<br />

Appendix 12.2 Policy on Intellectual Products<br />

Appendix 12.3 Policy on Ethical Research Practices<br />

Student Protection Standard<br />

Appendix 13.1 Academic Calendar In<strong>for</strong>mation<br />

Appendix 13.1.a Credential Recognition In<strong>for</strong>mation<br />

Appendix 13.1.b Organization In<strong>for</strong>mation<br />

Appendix 13.2.1 Dispute Resolution<br />

Appendix 13.2.2 Fees and Charges<br />

Appendix 13.2.3 Student Dismissal<br />

Appendix 13.2.4 Withdrawals and Refunds<br />

Appendix 13.3 Student Protection In<strong>for</strong>mation<br />

Economic Need<br />

Non-Duplication of Programs<br />

Optional Material<br />

Appendix 16.1 to 16.n. Additional In<strong>for</strong>mation (Any additional in<strong>for</strong>mation that<br />

the applicant wishes to add that is relevant to the delivery of the program.)<br />

1 List the topic.<br />

2 Use a separate appendix <strong>for</strong> each topic.<br />

3 Add a separate row to this <strong>checklist</strong> <strong>for</strong> each of these appendices.<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[ ] Not required<br />

[X ] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[ ] Not required<br />

[X] Attached<br />

[X ] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[X] Not required<br />

[ ] Attached<br />

[ ] Not required<br />

[X] Attached<br />

Not required<br />

Not required<br />

[X] Not required<br />

[ ] Attached<br />

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Record of Proposed Changes to the Current Consent Program and<br />

Required Submission Elements<br />

Are you proposing to change the title of the program<br />

If “yes”, attach Appendix 1.1 Submission Title Page<br />

Are you proposing to change the location of the program<br />

If “yes”, attach Appendix 1.1 Submission Title Page<br />

Are you proposing to change the content of the program<br />

If “yes”, attach:<br />

Appendix 2.1 Executive Summary<br />

and<br />

Appendix 3.1 Program Abstract<br />

Degree Level Standard<br />

Are you proposing to change the content of the program<br />

If “yes”, attach Appendix 4.1 Degree Level Summary<br />

Attach as Appendix 4.2 the following statement: “With regard to students<br />

registered in the new consent program, the organization will have on file and<br />

available upon request samples of assessed, individual student work in the<br />

terminal stage of the program, that reflects exemplary, average, and minimally<br />

acceptable per<strong>for</strong>mance, and demonstrates that the degree level standard has<br />

been achieved.”<br />

Admissions, Promotion, Graduation Standard<br />

Are you proposing to make any revisions, deletions, or additions to the direct<br />

entry admission requirements<br />

If “yes”, attach Appendix 5.1.1 Admission Requirements Direct Entry, and a<br />

brief explanation of the change(s).<br />

Are you proposing to make any revisions, deletions, or additions to the<br />

admissions policy or procedures <strong>for</strong> mature students<br />

If “yes”, attach Appendix 5.1.2 Admission Policies and Procedures <strong>for</strong> Mature<br />

Students, and a brief explanation of the change(s).<br />

Are you proposing to make any revisions, deletions, or additions to the<br />

advanced standing admission requirements<br />

If “yes”, attach, where applicable, a brief explanation of the change(s):<br />

• Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures<br />

• Appendix 5.2.2 Advanced Placement Policies<br />

• Appendix 5.2.3 Degree Completion Arrangements<br />

• Appendix 5.2.4 Gap Analysis<br />

• Appendix 5.2.5 Bridging Courses<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X ] No<br />

[ ] Attached<br />

[X ] Yes [ ] No<br />

[X ] Attached<br />

[X ] Attached<br />

[X ] Yes [ ] No<br />

[X ] Attached<br />

[X ] Attached<br />

[ ] Yes [ X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Not app.<br />

[ ] Attached<br />

[ ] Not app.<br />

[ ] Attached<br />

[ ] Not app.<br />

[ ] Attached<br />

[ ] Not app.<br />

[ ] Attached<br />

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Are you proposing to make any revisions, deletions, or additions to the<br />

promotion and/or graduation requirements<br />

If “yes”, attach Appendix 5.3, Promotion and Graduation Requirements, and a<br />

brief explanation of the change(s).<br />

Program Content Standard<br />

Are you proposing to make any revisions to the program level learning<br />

outcomes<br />

If “yes”, attach as Appendix 6.3.1, Program Level Learning Outcomes, a table<br />

that indicates the program outcomes and the corresponding courses, course<br />

segments, or workplace requirements that contribute to the outcome.<br />

Are you proposing to make any revisions to the academic calendar descriptions<br />

of the courses in the program<br />

Attach as Appendix 6.3.2, Course Descriptions, a table that indicates course<br />

descriptions as these may appear in an academic calendar by semester <strong>for</strong> each<br />

academic year.<br />

Are you proposing to make any revisions to the program hour/credit conversion<br />

<strong>for</strong>mula <strong>for</strong> the program<br />

If “yes”, attach as Appendix 6.3.3.1, Program Hour/Credit Conversion<br />

Justification, answers to the questions contained in that appendix and, where<br />

appropriate, a table with the in<strong>for</strong>mation requested.<br />

Are you proposing to make any revisions to the academic courses schedule of<br />

the program<br />

If “no”, attach as Appendix 6.3.3.2 , Academic Course Schedule, the current<br />

(and continuing) course schedule; or<br />

If “yes”, attach as Appendix 6.3.3.2, Academic Course Schedule, the revised<br />

course schedule (please denote the new courses – e.g., bold or colour)<br />

Attach as Appendix 6.4, the outlines of the courses in the program <strong>for</strong> which<br />

you are applying <strong>for</strong> consent.<br />

[ ] Not app.<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[X] Yes [ ] No<br />

[X ] Attached<br />

[ ] Yes [X ] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[X] Attached<br />

[ ] Not app.<br />

[ ] Attached<br />

[X] Not app.<br />

[X] Attached<br />

Note 1: Immediately after giving the “Course Title” in the first line of the<br />

standard template of Appendix 6.4, please include the relevant option from the<br />

following four:<br />

• No change (indicates that, a<strong>part</strong> from normal updating, the course has<br />

remained the same as that approved in the original application)<br />

• Changed (indicates that there has been a significant addition or change in<br />

the content or method of delivery of the course that was approved in<br />

the original consent application)<br />

• Added (indicates that the course was not <strong>part</strong> of the original consent<br />

application but was subsequently added to the program)<br />

• New ( indicates that the courses has never been a <strong>part</strong> of the program)<br />

Note 2: If a course outline has already been supplied in Part A of the<br />

application, it need not be replicated here. In such cases, simply complete the<br />

first two lines of Appendix 6.4:<br />

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• Line 1: “Course Title” followed by the annotations (i) “no change” and (ii) a<br />

page reference to where it can be found in the <strong>submission</strong>, and<br />

• Line 2: “Year and Semester”.<br />

The subsequent sections of Appendix 6.4 are not required.<br />

Attach as Appendix 6.5.1, Program Structure Requirement, a table indicating<br />

the structure <strong>for</strong> the proposed renewed program including the identification of:<br />

• On-campus semesters;<br />

• Vacation semesters; and<br />

• Paid full-time consecutive work experience(s).<br />

Are you proposing to make any revisions to the support <strong>for</strong> work experience<br />

If “yes”, attach as Appendix 6.5.2, Support <strong>for</strong> Work Experience, a summary of<br />

the types of placements students will be seeking, the college’s plans to develop<br />

placement opportunities <strong>for</strong> students, and the level of support the college will<br />

extend to students seeking placements.<br />

Are you proposing to make any revisions, deletions, or additions to the work<br />

experience outcomes and/or the method of evaluating students during their<br />

placements<br />

If “yes”, attach Appendix 6.5.3, Work Experience Outcomes and Evaluation,<br />

and a brief explanation of the change(s).<br />

Program Delivery Standard<br />

Are you proposing to make any revisions, deletions, or additions to the policies<br />

pertaining to program delivery quality assurance<br />

If “yes”, attach Appendix 7.1.1 <strong>Quality</strong> Assurance Policies, and a brief<br />

explanation of the change(s).<br />

Are you proposing to make any revisions, deletions, or additions to the policies<br />

pertaining to student feedback<br />

If “yes”, attach Appendix 7.1.2 Policy on Student Feedback, and a brief<br />

explanation of the change(s).<br />

Are you proposing to make any revisions, deletions, or additions to the student<br />

feedback instruments<br />

If “yes”, attach Appendix 7.1.3 Student Feedback Instruments, and a brief<br />

explanation of the change(s).<br />

Are you proposing:<br />

a. either to introduce the delivery of courses using internet, asynchronous,<br />

distance or distributed delivery where none was reviewed and approved<br />

<strong>for</strong> the current consent<br />

b. or, if such delivery methods were <strong>part</strong> of the current consent, to<br />

i. make available at least double the number of requirements/courses in<br />

which any of these delivery methods is the principle method of delivery,<br />

or<br />

ii. make available more than 50% of the program requirements<br />

using any of these methods, regardless of the number proposed during<br />

the application and review process<br />

[X] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[X] Yes [ ] No<br />

[X] Attached<br />

[ ] Yes [X ] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Yes [X] No<br />

[ ] Yes [X] No<br />

If “yes” to any of the above:<br />

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• attach Appendix 7.2.1.a, a listing of the courses incorporating distance<br />

delivery;<br />

• attach Appendix 7.2.1.b, On-line Learning Policies and Procedures;<br />

• attach Appendix 7.2.2, Academic Community Policies;<br />

• attach Appendix 8.6.2.E, Curriculum Vitae <strong>for</strong> On-line Learning<br />

Professional and Technical Staff<br />

Capacity to Deliver Standard<br />

Are you proposing to make any revisions, deletions, or additions to your<br />

organization’s detailed plans and schedule <strong>for</strong> the renewal and upgrading of its<br />

library resources<br />

If “yes”, attach Appendix 8.2.1 - Library Resources.<br />

Are you proposing to make any revisions, deletions, or additions to your<br />

organization’s detailed plans and schedule <strong>for</strong> the renewal and upgrading of its<br />

computers and computer access<br />

If “yes”, attach Appendix 8.2.2 – Computer Access.<br />

Are you proposing to make any revisions, deletions, or additions to your<br />

organization’s detailed plans and schedule <strong>for</strong> the renewal and upgrading of its<br />

classroom requirements<br />

If “yes”, attach Appendix 8.2.3 – Classroom Space<br />

Are you proposing to make any revisions, deletions, or additions to your<br />

organization’s detailed plans and schedule <strong>for</strong> the renewal and upgrading of its<br />

laboratories/equipment requirements<br />

If “yes”, attach Appendix 8.2.4 – Laboratories/Equipment<br />

Are you proposing to make any revisions, deletions, or additions to the support<br />

services available to students<br />

If “yes”, attach Appendix 8.4 Support Services, and a brief explanation of the<br />

change(s).<br />

Are you proposing to make any revisions, deletions, or additions to the policies<br />

on faculty identified in Appendix 8.5<br />

If “yes”, attach Appendix 8.5 Policies on Faculty, and a brief explanation of the<br />

change(s).<br />

In completing Appendix 6.4, were any of your courses noted as being “Added”<br />

or “New”<br />

If “yes”, then <strong>for</strong> the courses so noted, attach those that are relevant from the<br />

following:<br />

• Appendix 8.6.1 – CV release<br />

• Appendix 8.6.2 A – Curriculum Vitae Exceptions<br />

• Appendix 8.6.2 B – Curriculum Vitae <strong>for</strong> Faculty responsible <strong>for</strong> Teaching<br />

and Curriculum Development of DW courses<br />

[ ] Attached<br />

[ ] Attached<br />

[ ] Attached<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[X] Yes [ ] No<br />

[X] Attached<br />

[ ] Not req.<br />

[ ] Attached<br />

[X] Not req.<br />

[ ] Attached<br />

[X ] Not req.<br />

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• Appendix 8.6.2 C – Curriculum Vitae <strong>for</strong> Faculty responsible <strong>for</strong> Teaching<br />

and Curriculum Development of DO and DL courses<br />

• Appendix 8.6.2 D Curriculum Vitae <strong>for</strong> Program Development Consultants<br />

Attach as Appendix 8.7.2 Enrolment Projections and Staffing Implications<br />

Program Design and Credential Recognition<br />

Regulation and Accreditation Standard<br />

Are you proposing to make any revisions or additions to the requirements set by<br />

regulatory bodies associated with this program<br />

If “yes”, attach:<br />

Appendix 10.1.1 Current Regulatory or Licensing Requirements, and a brief<br />

explanation of the change<br />

and<br />

Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies<br />

Program Evaluation Standard<br />

Are you proposing to make any revisions, deletions, or additions to the policies<br />

and/or procedures pertaining to program evaluation<br />

If “yes”, attach Appendix 11.1 Periodic Review Policy and Schedule, and a<br />

brief explanation of the change(s).<br />

Economic Need<br />

Non-Duplication of Programs<br />

[X ] Attached<br />

[ ] Not req.<br />

[ ] Attached<br />

[X] Nor req.<br />

[X] Attached<br />

Not Applicable<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Attached<br />

[ ] Yes [X ] No<br />

[ ] Attached<br />

Not applicable<br />

Not applicable<br />

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Record of Proposed Changes to the Current Consent Program and<br />

Required Submission Elements: Academic Freedom and Integrity<br />

and Student Protection<br />

Academic Freedom and Integrity<br />

The applicant maintains an atmosphere in which academic freedom exists and in which students and<br />

academic staff are expected to display a high degree of intellectual independence. Academic activity<br />

is supported by policies, procedures, and practices that encourage academic honesty and integrity.<br />

Benchmarks <strong>for</strong> assessing academic freedom and integrity<br />

1. The applicant has a policy on academic freedom that recognizes and protects the rights of<br />

individuals in their pursuit of knowledge without fear of reprisals by the applicant or by third<br />

<strong>part</strong>ies, and the right of individuals to communicate acquired knowledge and the results of<br />

research freely.<br />

2. The applicant has appropriate policies pertaining to academic honesty and procedures <strong>for</strong> their<br />

en<strong>for</strong>cement.<br />

3. The applicant provides an appropriate plan <strong>for</strong> in<strong>for</strong>ming students and faculty about and ensuring<br />

their understanding of the policies and procedures concerning academic honesty.<br />

4. The applicant has an appropriate policy on the ownership of the intellectual products of<br />

employees and students.<br />

5. Where appropriate, there are <strong>for</strong>mal ethical research standards, as evidenced by police on human<br />

research <strong>part</strong>icipants, the use of animals in research, and the management of research funds.<br />

Have you received a ministerial consent <strong>for</strong> a program post-pilot project<br />

If “no”, you are required to establish your institutional policies <strong>for</strong> this standard<br />

as a <strong>part</strong> of your renewed application. This is to be done by attaching the<br />

following appendices:<br />

• 12.1.1 Academic Freedom Policy<br />

• 12.1.2 Academic Honesty Policy<br />

• 12.1.3 Academic Honesty Procedure,<br />

• 12.2 Policy on Intellectual Products,<br />

• 12.3 Policy on Ethical Research Practices<br />

If “yes” in the row above, complete the following rows.<br />

Have there been any revisions, deletions, or additions to the policies and/or<br />

procedures pertaining to academic freedom<br />

If “yes”, attach Appendix 12.1.1 Academic Freedom Policy, and a brief<br />

explanation of the change(s).<br />

Have there been any revisions, deletions, or additions to the policies and/or<br />

procedures pertaining to academic honesty<br />

If “yes”, attach Appendix 12.1.2 Academic Honesty Policy, and a brief<br />

explanation of the change(s).<br />

Have there been any revisions, deletions, or additions to the policies and/or<br />

procedures pertaining to students’ awareness of the policies and procedures<br />

pertaining to academic honesty<br />

[X ] Yes<br />

[ ] No<br />

[X ] Attached<br />

[X ] Attached<br />

[X ] Attached<br />

[X ] Attached<br />

[X ] Attached<br />

[ ] Yes<br />

[X ] No<br />

[X ] Attached<br />

[ ] Yes<br />

[X] No<br />

[X] Attached<br />

[ ] Yes<br />

[X] No<br />

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If “yes”, attach Appendix 12.1.3 Academic Honesty Procedure, and a brief<br />

explanation of the change(s).<br />

Have there been any revisions, deletions, or additions to the policies and/or<br />

procedures pertaining to intellectual products<br />

If “yes”, attach Appendix 12.2 Policy on Intellectual Products, and a brief<br />

explanation of the change(s).<br />

Have there been any revisions, deletions, or additions to the policies and/or<br />

procedures pertaining to ethical research practices<br />

If “yes”, attach Appendix 12.3 Policy on Ethical Research Practices, and a brief<br />

explanation of the change(s).<br />

[X] Attached<br />

[ ] Yes<br />

[X ] No<br />

[X] Attached<br />

[ ] Yes<br />

[X] No<br />

[X] Attached<br />

Student Protection<br />

The applicant values and upholds integrity and ethical conduct in its relations with students.<br />

Benchmarks <strong>for</strong> assessing student protection<br />

1. In<strong>for</strong>mation provided in any advertising, brochures, calendars, and other publications about the<br />

<strong>for</strong>mal recognition of credits or credentials specifically mentions the <strong>part</strong>y granting such<br />

recognition.<br />

2. Key in<strong>for</strong>mation about the applicant's organization, policies, and programs is published in its<br />

academic year calendar and is otherwise readily available to students and the public, specifically<br />

including:<br />

a) the organization's mission and goals statement;<br />

b) a history of the organization and its governance and academic structure;<br />

c) a general description of each degree program (e.g., purpose, outcomes, length);<br />

d) the academic credentials of faculty and senior administrators; and<br />

e) individual descriptions of all subjects in these programs and their credit value.<br />

3. The applicant has satisfactory policies and procedures that protect student and consumer interests<br />

in the following areas:<br />

a) the resolution of students' academic appeals, complaints, grievances, and/or other disputes;<br />

b) payment schedule of fees and charges;<br />

c) student dismissal; and<br />

d) withdrawals and refunds.<br />

4. Prior to registration, students are provided with and confirm in writing their awareness of policies<br />

(and procedures) pertaining to:<br />

a) method of course delivery;<br />

b) academic honesty;<br />

c) admissions;<br />

d) credit transfer arrangements with and recognition by other institutions;<br />

e) credit transfer arrangements <strong>for</strong> incoming students;<br />

f) prior learning assessment;<br />

g) entrance examinations;<br />

h) dispute resolution;<br />

i) grading;<br />

j) intellectual property rights;<br />

k) the ability of international students admitted to the program to meet program requirements <strong>for</strong><br />

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degree completion;<br />

l) payment of fees and charges;<br />

m) scholarships and other financial assistance;<br />

n) student complaints and grievances;<br />

o) student dismissal;<br />

p) student support and services;<br />

q) tuition; and<br />

r) withdrawals and refunds.<br />

Have you received a ministerial consent <strong>for</strong> a program post-pilot project<br />

If “no”, you are required to establish your institutional policies <strong>for</strong> this standard<br />

as a <strong>part</strong> of your renewed application. This is to be done by attaching the<br />

following appendices:<br />

• 13.1<br />

• 13.2.1 Dispute Resolution<br />

• 13.2.2 Fees and Charges<br />

• 13.2.3 Student Dismissal<br />

Academic Calendar In<strong>for</strong>mation<br />

• 13.2.4 Withdrawals and Refunds<br />

• 13.3 Student Protection In<strong>for</strong>mation<br />

If “yes” in the row above, complete the following rows.<br />

Are you proposing to make any changes to the policy of providing in any<br />

advertising, brochures, calendars, and other publications about the <strong>for</strong>mal<br />

recognition of credits or credentials specifically mentions the <strong>part</strong>y granting<br />

such recognition.<br />

If “yes”, attach as Appendix 13.1.a., Credential Recognition In<strong>for</strong>mation, an<br />

explanation of and rationale <strong>for</strong> the change.<br />

Are you proposing to make any changes to the policy that key in<strong>for</strong>mation about<br />

the applicant's organization, policies, and programs is published in its academic<br />

year calendar and is otherwise readily available to students and the public,<br />

specifically including:<br />

a) the organization's mission and goals statement;<br />

b) a history of the organization and its governance and academic structure;<br />

c) a general description of each degree program (e.g., purpose, outcomes,<br />

length);<br />

d) the academic credentials of faculty and senior administrators; and<br />

e) individual descriptions of all subjects in these programs and their credit<br />

value.<br />

If “yes”, attach as Appendix 13.1.b, Organization In<strong>for</strong>mation, an explanation<br />

of and rationale <strong>for</strong> the change.<br />

Are you proposing to make any revisions, deletions, or additions to the policies<br />

and/or procedures pertaining to dispute resolution<br />

If “yes”, attach Appendix 13.2.1 Dispute Resolution, and a brief explanation of<br />

the change(s).<br />

Are you proposing to make any revisions, deletions, or additions to the policies<br />

and/or procedures pertaining to payment schedule of fees and charges<br />

[X ] Yes [ ] No<br />

[ ] Attached<br />

[ ] Attached<br />

[ ] Attached<br />

[ ] Attached<br />

[ ] Attached<br />

[X] Attached<br />

[ ] Yes [X ] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

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If “yes”, attach Appendix 13.2.2 Fees and Charges, and a brief explanation of<br />

the change(s).<br />

Are you proposing to make any revisions, deletions, or additions to the policies<br />

and/or procedures pertaining to student dismissal from the program<br />

If “yes”, attach Appendix 13.2.3 Dismissal, and a brief explanation of the<br />

change(s).<br />

Are you proposing to make any revisions, deletions, or additions to the policies<br />

and/or procedures pertaining to withdrawals and refunds<br />

If “yes”, attach Appendix 13.2.4 Withdrawals and Refunds, and a brief<br />

explanation of the change(s).<br />

Are you proposing to make any revisions, deletions, or additions to the policies<br />

and/or procedures pertaining to the requirement that students confirm their<br />

awareness of all policies specified in Appendix 13.3<br />

If “yes”, attach Appendix 13.3 Confirmation of Awareness, and a brief<br />

explanation of the change(s).<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[ ] Yes [X] No<br />

[ ] Attached<br />

[X] Yes [ ] No<br />

[X] Attached<br />

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APPENDIX 2.1: Executive Summary<br />

We have no changes to report regarding the structure of the Bachelor of Applied Business –<br />

Automotive Management program nor any regarding the addition or deletion of, or significant<br />

changes to, the content of its vocational, discipline-related courses.<br />

However, having recognized the limitations of our original consent where courses outside the<br />

field of professional study were concerned⎯primarily the narrow selection of courses and lack<br />

of academic preparation they offered <strong>for</strong> higher level arts courses⎯ we are currently seeking<br />

approval <strong>for</strong> the addition of liberal arts and science courses that we wish to make available to<br />

our degree students as <strong>part</strong> of their graduation requirements.<br />

The addition will not affect the twelve learning outcomes stated in the original proposal and in<br />

fact enhances the opportunities <strong>for</strong> the students to choose among a wider variety of nonvocational<br />

courses.<br />

Careful review of the program led to the recommendation that students be required to take a<br />

minimum of:<br />

• One Liberal Arts and Science course at the 3000-level, and<br />

• One Liberal Arts and Science course at the 4000-level.<br />

This would meet the needs of the increased numbers of students requiring Liberal Arts and<br />

Science courses across the college, expand our ability to offer a greater breadth of courses in<br />

the Humanities and Social Sciences, and require students to have greater exposure to a nonvocational<br />

methodology.<br />

In the original <strong>submission</strong> to PEQAB we offered the following “Outside Field of Professional<br />

Study” courses: Modes of Reasoning (mandatory), Environmental Science, Integrated Science,<br />

Political Science, Philosophy, World Cultures and Customs, English Literature, Oral Proficiency<br />

in French, and Understanding Art. As a result of the approval of Georgian’s Bachelor of Applied<br />

Human Services-Police Studies’ proposal, the following Liberal Arts courses were offered to our<br />

Automotive Management students: Introduction to Sociology 1, Introduction to Sociology 2,<br />

Introduction to Psychology 1 and Introduction to Psychology 2. For future years, we seek the<br />

Ministry’s approval to add more Liberal Arts and Science courses to the program. Refer to<br />

Appendix 6.4 <strong>for</strong> the course outlines <strong>for</strong> these courses.<br />

In addition, in the original <strong>submission</strong> to PEQAB, we did not include a mechanism <strong>for</strong> the<br />

acceptance of prior learning. As an internal adjustment, Georgian used the code "ARTL9000" to<br />

recognize any course taken at another university which fulfilled all requirements to serve as a<br />

transfer credit <strong>for</strong> a non-vocational course. Curriculum recognition was conducted by the Liberal<br />

Arts and Science coordinator with the Office of the Registrar ensuring all policies <strong>for</strong> transfer<br />

had been met. However, the Upper Level Non-Vocational Requirement <strong>for</strong> graduation meant<br />

that we needed to be able to distinguish between upper level and introductory level transfer<br />

credits.<br />

A new policy was introduced in 2006, slated to commence in fall 2008, that requires all degree<br />

students to take a minimum of one course at the 3000-level and one course at the 4000-level<br />

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outside of vocational studies. Transfer credits from universities would now be recognized<br />

internally with a code that would allow us to differentiate a transfer credit <strong>for</strong> a 3000 level course<br />

and a 4000 level course.<br />

This new policy ensures that all graduates of Georgian degrees will be successful in a depth of<br />

methodology outside the vocational stream of courses. This new policy also better enables<br />

students who are seeking advanced education to pursue these opportunities. We request<br />

permission to implement this policy to better serve the academic needs of our students.<br />

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APPENDIX 3.1: Program Abstract<br />

In seeking a renewal of consent <strong>for</strong> its Bachelor of Applied Business - Automotive Management<br />

program, Georgian wishes to put <strong>for</strong>th a request <strong>for</strong> changes in its program relating to the<br />

number of offerings in the area of Liberal Arts and Sciences electives. The Automotive<br />

Management degree will remain a program consisting of a degree-level education combined<br />

with one full year of industry-related work experience. The structure of the program with respect<br />

to the ordering of academic semesters and work-term semesters will not change. The<br />

vocational courses offered will remain the same as well.<br />

We continue to support the twelve program learning outcomes of our degree. The increased<br />

depth and breadth of our liberal arts and science courses, “O”, will serve to support program<br />

learning outcome12.<br />

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APPENDIX 4.1: Degree Level Summary<br />

As the purpose of Part B of this <strong>submission</strong> is to request changes to the program, only proposed<br />

changes will be reflected in this summary. Areas with no changes to report that are salient to the<br />

program will be highlighted.<br />

There are no changes requested in the areas of program structure where the sequence of<br />

academic semester and work experience is concerned. The number of academic semesters<br />

and work experiences will remain the same.<br />

There are no changes requested in the number or content of vocational courses, nor in the<br />

external or internal assessments of the quality of those courses or the degree as a whole. In<br />

this regard, the CAI does not wish to change the support systems it has in place to safeguard<br />

quality and intends to continue its relationship with the Board of Directors from which we acquire<br />

valuable industry input that flows directly into the program through a curriculum advisory subcommittee.<br />

The CAI has established and intends to continue benefiting its program through its own Macrocurriculum<br />

committee. The committee is in place to provide ongoing review of curriculum, initiate<br />

changes where appropriate, and ensure the continued quality of the program we offer.<br />

However, with respect to the new benchmarks in relation to the capacity to deliver the program<br />

(Faculty Qualifications Policy, 4.3), we are developing a <strong>for</strong>mal policy on the<br />

academic/professional credentials required <strong>for</strong> hiring full-time continuing faculty teaching in a<br />

degree program. While the standards of the policy are being used in practice, the <strong>for</strong>malized<br />

policy has yet to be realized but is a work in progress at this time.<br />

Currently, there are project proposals underway to do more research in the automotive industry<br />

through OMVIC and the Canadian Automobile Dealers Association (CADA). These projects<br />

serve to maintain the currency of our faculty in the field and contribute to the body of knowledge<br />

in finance, ethics, law, and other specialized areas of interest specifically tied to the automotive<br />

industry.<br />

As there are no changes requested to our vocational courses or the structure of the program,<br />

we request in this proposal permission to 1) add a number of Liberal Arts and Science electives<br />

to the program to widen the variety of courses students can take in a non-vocational<br />

methodology; 2) make it mandatory that students take a minimum of one Liberal Arts and<br />

Science course at the 3000 level and 4000 level respectively; and 3) be allowed to recognize<br />

transfer credits from other institutions towards our degree by developing a transfer recognition<br />

code or codes that would allow us to differentiate between introductory-level Liberal Arts and<br />

Science courses and the 3000 and 4000 level courses. This will enable the program to better<br />

meet the breadth requirements of a degree-level program whose standards dictate that the<br />

program “offers an education of sufficient breadth and rigor to be comparable to similar<br />

programs offered by institutions that meet recognized standards in Ontario and in other<br />

jurisdictions.” (See page 18 of the Consent Renewal Application <strong>for</strong> Ontario Colleges).<br />

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APPENDIX 4.2: Samples of Student Work<br />

With regard to students registered in the new consent program, the organization will have on file<br />

and available upon request samples of assessed, individual student work in the terminal stage<br />

of the program that reflects exemplary, average, and minimally acceptable per<strong>for</strong>mance and<br />

demonstrates that the degree level standard has been achieved.<br />

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APPENDIX 6.3.2:<br />

Course Descriptions<br />

Course Title<br />

Abnormal Psychology<br />

Advanced Research Skills<br />

Artificial Intelligence<br />

Canadian Political Parties<br />

Contemporary History<br />

through Film and Popular<br />

Culture<br />

Corporations, New<br />

Technology and Social<br />

Change<br />

Course Description<br />

This course considers the nature, causes and treatment of a<br />

number of behaviour disorders. A descriptive and<br />

theoretical survey of the major <strong>for</strong>ms of psychopathology in<br />

children, adolescents, and adults is conducted. As well, the<br />

course examines current trends and research in the fields of<br />

mental health and psychopathology.<br />

This course focuses on the development of both qualitative<br />

and quantitative research skills within the context of a<br />

capstone project designed and implemented by the class.<br />

Fieldwork, survey design and data analysis are all covered<br />

within the context of computer usage.<br />

This course identifies traditional concepts of intelligence to<br />

contextualize developments in artificial intelligence.<br />

Students consider new technologies, ethics, and institutions<br />

involved in artificial intelligence research and development<br />

as they consider possibilities <strong>for</strong> future development.<br />

Students are expected to conduct research with a<br />

sophisticated synthesis of materials.<br />

This course provides an intensive examination of the origins<br />

and development of the major political <strong>part</strong>ies in Canada<br />

and an overview of the cultural, social, economic, and<br />

institutional underpinnings of Canadian politics. Particular<br />

attention is paid to recent proposals <strong>for</strong> constitutional re<strong>for</strong>m,<br />

the extent of state autonomy, the nature of Canadian <strong>part</strong>ies<br />

and interest groups, and the extent and significance of<br />

regional differences.<br />

This course explores how history has been depicted through<br />

popular culture in cinema and other electronic media.<br />

Students focus on post WWII when filmmakers began to<br />

rethink the function of cinematic representations and their<br />

cultural and political relationships to the contemporary world.<br />

This course offers a study of technological change with<br />

special emphasis on the way new technologies are affecting<br />

both the workplace and society. The course focuses on<br />

various public and private corporations where new<br />

technologies are being introduced. Students ponder<br />

questions regarding progress and sustainability as well as<br />

social benefit.<br />

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Crime and Punishment<br />

Diversity and Politics in<br />

Canada<br />

Environmental History<br />

Film Theory<br />

Global Environmental Politics<br />

Greed and Globalization<br />

History of <strong>Education</strong> in<br />

Canada<br />

This course presents an overview of concepts, themes and<br />

issues encountered in the discipline of Sociology with an<br />

emphasis on Crime. This course emphasizes the social<br />

construct of crime, ideas, research, practice and policy, with<br />

special reference to the Canadian context. Students are<br />

introduced to a range of theoretical and substantive areas of<br />

interest to professional sociologists and criminologists and<br />

the Canadian public, with both historical and contemporary<br />

emphasis.<br />

Students analyze the limitations and possibilities <strong>for</strong> diversity<br />

in Canada by exploring policies concerning immigration,<br />

multiculturalism and bilingualism.<br />

This course studies the relationship of culture and<br />

environment through a historical perspective. The focus is<br />

on ways in which social change is impacted by the<br />

environment and vice-versa. Case studies illustrate general<br />

patterns of change, such as those associated with the<br />

introduction of alien species and new modes of agricultural<br />

production.<br />

This course provides an intensive study of the theories of<br />

film, with <strong>part</strong>icular attention to montage, mise-en-scene,<br />

auteur, genre and other classical and contemporary<br />

conceptions.<br />

This course examines the interrelationship between<br />

globalization and the environment. Students analyze the<br />

historical development of the global environmental system<br />

and theoretical approaches to understanding the global<br />

environment. Students also consider the main actors,<br />

institutions and legal instruments related to global<br />

environmental issues. The environmental impacts on, and<br />

political responses to, phenomena such as global warming,<br />

trade, transnational corporate activity, <strong>for</strong>eign aid, and<br />

biodiversity are studied.<br />

This course examines capitalist enterprises historically and<br />

ethnographically. Students focus on <strong>for</strong>ms of corporate<br />

capitalism; the historic spread of capitalism as a world<br />

system; globalization and neoliberalism.<br />

This course surveys the cultural roots and development of<br />

education in Canada within the historical context of major<br />

ideas, events, and themes. Specifically, the course explores<br />

the purposes, both intended and otherwise, of schooling as<br />

it developed in each of the major geographic regions in<br />

Canada. Particular attention will be paid to issues of class,<br />

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ace and gender and the ways in which current social<br />

attitudes about these ideas both in<strong>for</strong>med and, in turn, were<br />

shaped by the systems of education that developed.<br />

Holistic Sciences and Healing<br />

Interdisciplinary Critical<br />

Theory<br />

Introduction to the<br />

Humanities<br />

Labour Relations<br />

Major Religions of the World<br />

This course invites students to consider students to consider<br />

transdisciplinary methodologies in explaining natural<br />

systems. These methodologies recognise that complex<br />

systems have "emergent properties" that describe their<br />

characteristics as wholes and that these properties are<br />

conditioned, but not determined, by the system's constituent<br />

<strong>part</strong>s. In considering alternative or holistic approaches to<br />

therapy, students are predominantly considering the socioeconomic<br />

systems in place in Canada which support and/or<br />

prevent the acceptance of alternative health approaches.<br />

This seminar offers students an opportunity to do primary<br />

reading of specific theorists pertinent to multiple disciplines<br />

including the arts and visual culture, literature, sociology and<br />

psychology.<br />

Students have opportunities to explore the arts including<br />

film, television, music, art, dance, theatre and literature in<br />

this introduction to culture and the arts. Students consider<br />

provocative issues in the humanities including religion,<br />

morality, happiness, death and freedom, and the ways<br />

artists from many genres and backgrounds apply their skills<br />

to make us think critically about our world.<br />

This course examines collective bargaining and<br />

union/management relations. Students are expected to<br />

critically evaluate the roles of unions as well as to<br />

understand their socio-political and historical relevance.<br />

Students use case studies to analyze labour relations at a<br />

highly developed level using methodologies based in law<br />

and sociology.<br />

This survey course exposes students to the major<br />

philosophical underpinnings and beliefs of the world’s major<br />

religions. Students will be encouraged to compare and<br />

contrast religious principles and texts.<br />

Media and Society<br />

This course provides a critical examination of media <strong>for</strong>ms<br />

and their impact on society. The representation of culture<br />

through print media (books, magazines, newspapers, and<br />

online media) and through various visual media (film,<br />

television, Internet) is explored. Students learn how<br />

in<strong>for</strong>mational, entertainment, literary, and commercial<br />

messages are crafted and transmitted. The focus is on<br />

messages, the institutions behind the messages, and their<br />

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impact on society.<br />

Music History<br />

Power and Knowledge<br />

Sexual Politics<br />

Social Determinants of Health<br />

Special Topics in Art History<br />

Special Topics in Literature<br />

This survey course provides students with an introduction to<br />

the historical development of Western music. Students are<br />

introduced to the terms, names and dates of music history,<br />

to theories of history, to stylistic analysis of specific works<br />

through musical scores and recordings, and to methods <strong>for</strong><br />

expressing historical concepts. This course has strong<br />

listening and writing components.<br />

Students have opportunities to explore concepts of power<br />

and its interrelationship with knowledge. In addition to<br />

defining concepts of power, this course promotes a critique<br />

of the ways in which power becomes disguised as well as<br />

challenged in complex ways in our workplaces. Of special<br />

interest are environments in health care, policing, education<br />

and business. This course encourages an intersection of a<br />

variety of theories from the social sciences including:<br />

sociology, political science, psychology and philosophy, but<br />

students do not need backgrounds in these areas.<br />

This course enables students to consider, in-depth, research<br />

which has challenged popular conceptions of sex as a<br />

natural and biological <strong>for</strong>ce. The socio-political construction<br />

of sexualities through the fields of psychoanalysis, law,<br />

education, sexology and popular culture are considered.<br />

This course examines how the ten social and economic<br />

determinants across the lifespan can impact the health of<br />

Canadians. Students will examine how the growing social<br />

and economic inequalities in Canadian society are<br />

contributing to higher health costs and other social burdens.<br />

Focusing on early childhood, students will explore how poor<br />

families are less likely to reach their full potential as citizens<br />

and full contributors to society. Students will advocate <strong>for</strong><br />

policy change to create health promoting conditions.<br />

This seminar offers students an opportunity to do primary<br />

reading of specific theorists pertinent to multiple disciplines<br />

including the arts and visual culture, literature, sociology and<br />

psychology.<br />

This course explores special topics which may include: a<br />

great author (e.g., Shakespeare); a type of literature (e.g.,<br />

Arthurian legends); a genre (e.g., poetry); or a specific time<br />

period or geographic area (e.g., post-modern fiction;<br />

contemporary Canadian Literature). This focused course<br />

requires a high level of literary analysis and text<br />

engagement.<br />

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Studies in Popular Culture<br />

Survey Methods and<br />

Statistics<br />

This course draws upon mainstream and independent films,<br />

contemporary fiction, graphic novels and comics, and<br />

popular <strong>for</strong>ms of music as well as research in cultural<br />

studies. Students apply various theoretical approaches to<br />

the study of popular culture.<br />

The purpose of this course is to introduce students to<br />

advanced topics in survey design and analysis. During the<br />

course, students develop a survey research proposal based<br />

upon a comprehensive literature review of a topic of interest.<br />

The course requires students to use the SPSS statistical<br />

package. Students should have a basic understanding of<br />

how to use SPSS to manage data prior to entering the<br />

course.<br />

The Science of Pollution<br />

Western Literature: Medieval<br />

to Renaissance<br />

This course introduces students to the major scientific<br />

concepts and principles that govern the origin, fate and<br />

effect of pollutants in the environment. Using an<br />

interdisciplinary framework the emphasis is on the natural<br />

sciences, but issues related to pollution legislation,<br />

regulation, history, and economy are also examined.<br />

This survey course introduces students to the major works<br />

in Western literature produced from the Medieval period<br />

through the Renaissance. Special attention will be given to<br />

the notion of canon and the recognition of various period<br />

conventions.<br />

Western Literature:<br />

Restoration to Post-<br />

Modernity<br />

This course introduces students to the major works in<br />

Western literature produced from the Restoration and 18 th<br />

Century through the 20 th Century. Special attention will be<br />

given to the notion of canon and the recognition of various<br />

period conventions.<br />

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APPENDIX 6.3.3.2:<br />

Academic Course Schedule<br />

Fall 2003 - Academic Term 1<br />

• Microeconomics P 3<br />

• Introduction to Marketing P 3<br />

• Concepts of the Automotive Industry P 3<br />

• Introduction to the Aftermarket P 3<br />

• Select One Course Outside Professional Studies O 3<br />

• Auto Show Lab 1 P 1<br />

Winter 2004 - Academic Term 2<br />

• Macroeconomics P 3<br />

• Consumer Behavior P 3<br />

• Automotive Technology P 3<br />

• Introduction to Dealership Management Systems P 3<br />

• Select One Course Outside Professional Studies O 3<br />

Fall 2004 - Academic Term 3<br />

• Introduction to Accounting P 3<br />

• E-Commerce & Managing E-Business P 3<br />

• Automotive Sales Concepts & Applications P 3<br />

• Parts & Service Management P 3<br />

• Auto Show Lab 2 P 1<br />

• Select One Course Outside Professional Studies O 3<br />

Summer 2005 - Academic Term 4<br />

• Dealership Accounting & Applications P 3 Introduction to Accounting<br />

• Dealership Sales Management P 3<br />

• Human Behavior in the Automotive Workplace P 3<br />

• Leadership P 3<br />

• Select One Course Outside Professional Studies O 3<br />

Winter 2006 - Academic Term 5<br />

• Managerial Finance P 3<br />

• Business Law <strong>for</strong> the Automotive Industry P 3<br />

• Automotive Marketing Management P 3<br />

• Introduction to Statistical Analysis P 3<br />

• Select One Course Outside Professional Studies O 3<br />

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Summer 2006 - Academic Term 6<br />

• Dealership Financial Analysis P 3 Introduction to Accounting<br />

• Advanced Dealership Management Systems P 3<br />

• Entrepreneurship & The Business Plan P 3<br />

• Advanced Statistical Analysis P 3<br />

• Select One Course Outside Professional Studies O 3<br />

Winter 2007 - Academic Term 7<br />

• Business Policy P 3<br />

• Applied Research P 3 Introduction to Statistical<br />

Analysis<br />

• Human Resource Management P 3<br />

• Select One Course Outside Professional Studies O 3<br />

• Select 1 of 2 Courses:<br />

• International Economics P 3<br />

• Aftermarket Product Planning P 3<br />

Summer 2007 - Academic Term 8<br />

• Strategic Management P 3<br />

• Applied Ethics <strong>for</strong> the Automotive Industry P 3<br />

• Advertising <strong>for</strong> the Automotive Industry P 3<br />

• Select One Course Outside Professional Studies O 3<br />

• Select 1 of 2 Courses:<br />

• International Marketing P 3<br />

• Dealership Management System Administration P 3<br />

List of Courses Outside of the Professional Field of Study<br />

Abnormal Psychology O 3<br />

Advanced Research Skills O 3<br />

Artificial Intelligence O 3<br />

Canadian Political Parties O 3<br />

Contemporary History through Film and<br />

Popular Culture O 3<br />

Corporations, New Technology and Social<br />

Change O 3<br />

Crime and Punishment O 3<br />

Diversity and Politics in Canada O 3<br />

Environmental History O 3<br />

Film Theory O 3<br />

Global Environmental Politics O 3<br />

Greed and Globalization O 3<br />

History of <strong>Education</strong> in Canada O 3<br />

Holistic Sciences and Healing O 3<br />

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Interdisciplinary Critical Theory O 3<br />

Introduction to the Humanities O 3<br />

Labour Relations O 3<br />

Major Religions of the World O 3<br />

Media and Society O 3<br />

Music History O 3<br />

Power and Knowledge O 3<br />

Sexual Politics O 3<br />

Social Determinants of Health O 3<br />

Special Topics in Art History O 3<br />

Special Topics in Literature O 3<br />

Studies in Popular Culture O 3<br />

Survey Methods and Statistics O 3<br />

The Science of Pollution O 3<br />

Western Literature: Medieval to Renaissance O 3<br />

Western Literature: Restoration to Post-<br />

Modernity O 3<br />

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APPENDIX 6.5.1: Program Structure Requirement<br />

Bachelor of Applied Business – Automotive Management<br />

September to December January to April May to August<br />

Year One On-campus studies On-campus studies Paid Full-time Co-op # 1<br />

Year Two On-campus studies Paid Full-Time Co-op # 2 On-campus studies<br />

Year Three Vacation On-campus studies On-campus studies<br />

Year Four Paid Full-Time Co-op # 3 On-campus studies On-campus studies<br />

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APPENDIX 7.1.1: <strong>Quality</strong> Assurance Policies<br />

One of the prerequisites <strong>for</strong> granting greater autonomy to the colleges of applied arts and<br />

technology in Ontario to govern their own programs of instruction is the implementation of a<br />

process to assure program quality. As <strong>part</strong> of the self-regulating process and quality<br />

assessment at Georgian College, we are committed to be compliant with the criterion defining<br />

successful college program quality assurance as outlined in the Program <strong>Quality</strong> Assurance<br />

Process Audit.<br />

Current program quality assessment policy and practice are outlined in the curriculum<br />

handbook, most recent version published in 2006 and attached in Part A 7.1.1<br />

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PROGRAM QUALITY ASSURANCE<br />

PROCESS AUDIT<br />

Orientation Manual<br />

A Method of<br />

<strong>Quality</strong> Assurance <strong>for</strong><br />

Post-Secondary Programs in<br />

Ontario’s Colleges<br />

Approved in principle by CVS Management Board (09/05)<br />

Pilot Project Implemented Spring 2006<br />

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Table of Contents<br />

Introduction ………………………………………………………………………….. 3<br />

Program <strong>Quality</strong> Assurance Process Audit (PQAPA) ……………………………. 4<br />

5 Requirements of PQAPA .............……………………………………….. 4<br />

Requirement 1 Oversight Body …………………………………. 5<br />

Requirement 2 <strong>Quality</strong> Assurance Self –Assessment ......................... 6<br />

Characteristics of Successful <strong>Quality</strong> Assurance Processes ………. 6<br />

Criterion 1 …………………………………………… 7<br />

Criterion 2 …………………………………………… 8<br />

Criterion 3 …………………………………………… 9<br />

Criterion 4 ………………………………………….... 10<br />

Criterion 5 …………………………………………… 11<br />

Requirement 3 The Audit ……………………………………….…. 12<br />

3.1 Selection and Training of Panel Chair ………………… 12<br />

3.2 Recruitment and Training of Panel Members …………. 12<br />

3.3 Selection of Panel ………………………………………... 12<br />

3.4 The Audit …………………………………………………. 13<br />

3.4.1 Pre-Audit ………………………………………. 13<br />

3.4.2 Site Visit ……………………………………….. 14<br />

Requirement 4 Final Audit Report ………………………………. 15<br />

4.1 General Parameters .............................................................15<br />

4.2 Preparation of Draft Report …………………………… 16<br />

4.3 Role of the Management Board …………………………..17<br />

4.4 Appeal Process ………………………………………….... 17<br />

Requirement 5 Release of Final Report …………………………….18<br />

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INTRODUCTION<br />

One of the prerequisites <strong>for</strong> granting greater autonomy to the colleges of applied arts and<br />

technology in Ontario to govern their own programs of instruction is the implementation<br />

of a process to assure program quality. Documentation from the government (the<br />

Ministry of Training, Colleges and Universities) in 2002 outlined two elements of this<br />

expectation:<br />

‣ quality assurance at the individual college level; and,<br />

‣ a self-regulating process at the system level.<br />

In the early stages of the development of an approach to self-regulation, a distinction was<br />

made between the terms <strong>Quality</strong> Assessment (the mechanism or procedures used to<br />

determine the extent to which quality exists) and <strong>Quality</strong> Assurance (the mechanism<br />

or procedures used to assure or measure the level or existence of quality). A decision<br />

was made to focus on the latter, <strong>Quality</strong> Assurance, and the implementation of a<br />

mechanism that assures and measures the existence of quality in the college system. This<br />

is an important distinction that is consistent with the expanded roles of college Boards of<br />

Governors and the literature that stresses broad <strong>part</strong>icipation in, and ownership of, quality<br />

assurance processes.<br />

A set of Guiding Principles was developed and approved by the Committee of Presidents<br />

in 2003. These principles were developed as a guide to which any acceptable program<br />

quality assurance process would con<strong>for</strong>m. It was agreed that a program quality assurance<br />

mechanism <strong>for</strong> Ontario’s colleges of applied arts and technology should be consistent<br />

with the current set of Guiding Principles as approved by the Management Board in<br />

September 2005. These guiding principles are that the model must:<br />

a. be consistent with international best practices;<br />

b. be effective, efficient, and cyclical;<br />

c. give appropriate notice to colleges prior to review;<br />

d. be described and operate as an audit to provide a review of each college’s<br />

educational quality assurance processes and policies to ensure that minimum<br />

standards are met;<br />

e. use an external, competent, mutually-agreeable, objective peer review panel;<br />

f. follow a mandatory and clear process that identifies strengths and weaknesses,<br />

recommends improvements, and facilitates positive change;<br />

g. distribute the preliminary report to the college <strong>for</strong> their response and include the<br />

college response in the final report;<br />

h. provide <strong>for</strong> categories of approval;<br />

i. provide a method and system <strong>for</strong> appeals against its decisions and reports;<br />

j. provide <strong>for</strong> consistency of panel decisions; and,<br />

k. be sustainable and af<strong>for</strong>dable <strong>for</strong> the system as a whole and <strong>for</strong> the individual<br />

colleges in the system.<br />

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The College <strong>Quality</strong> Assurance Service 1 , an arms-length, independent body ensures that<br />

programs of instruction leading to an Ontario College credential con<strong>for</strong>m to the Ministryapproved<br />

Credentials Framework 2 . Additionally, this office coordinates regular, external,<br />

and independent audits assessing the effectiveness of the colleges’ quality assurance<br />

processes. These separate functions are undertaken by two separate operations – the<br />

Credentials Validation Service (CVS) 3 and the Program <strong>Quality</strong> Assurance Process<br />

Audit 4 (PQAPA).<br />

PROGRAM QUALITY ASSURANCE PROCESS AUDIT (PQAPA)<br />

The PQAPA is a process that involves the regular and cyclical review of each college’s<br />

program quality assurance processes. Its purpose is developmental. Each external<br />

evaluation of a college’s processes culminates in a confirmation of the consistency of the<br />

college’s quality assurance processes with the quality assurance process described here,<br />

or in recommendations aimed at improvement and enhanced consistency with the key<br />

criteria.<br />

The PQAPA requires the following actions:<br />

1. The establishment of an independent, arms-length oversight body to<br />

coordinate the PQAPA.<br />

2. The implementation of program quality assurance processes by, and internal<br />

to, each college.<br />

3. An audit of each college’s program quality assurance processes by an external<br />

panel.<br />

4. A review of each audit report by the oversight body to ensure that the panel’s<br />

process has con<strong>for</strong>med to the approved guidelines and the report has treated<br />

each college fairly and consistently.<br />

5. The provision of an appeal process prior to the release of the final Audit<br />

Report.<br />

Each of these five (5) requirements is described in detail below.<br />

1 This is a working title and a final name is yet to be determined. In September 2005, the Management<br />

Board will undertake an in-depth discussion and consideration in order to determine a realistic and<br />

authentic title <strong>for</strong> the service.<br />

2 All Ministry of Training, Colleges and Universities policy documents related to the colleges of applied<br />

arts and technology in Ontario can be found at http://caat.edu.gov.on.ca . The Credentials Framework is a<br />

<strong>part</strong> of the Minister’s Binding Policy Directive, Framework <strong>for</strong> Programs of Instruction.<br />

3 In<strong>for</strong>mation about the CVS can be found on the CVS web page at www.collegecvs.on.ca<br />

4 The name “Program <strong>Quality</strong> Assurance Process Audit” (PQAPA)was chosen to deal with several<br />

concerns: (a) the word “program” limits the scope of reviews to postsecondary credit programs (not overall<br />

college operations); (b) the words “quality assurance process” describe the process (or processes) adopted<br />

by a college Board and its administration to act on their responsibility <strong>for</strong> ensuring overall effectiveness,<br />

currency, and relevance of the postsecondary credentials offered, and does not extend to or include<br />

‘program evaluation’; (c) the word “audit” describes the role of the province-wide review process (in that it<br />

reviews processes, validates the college’s Program <strong>Quality</strong> Assurance record, and verifies that the process<br />

has the impact of improving programs). A shorter title <strong>for</strong> this process is desirable.<br />

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Requirement 1: The establishment of an independent, arms-length oversight body<br />

The PQAPA is led by a policy-driven, arms-length oversight and governance body that<br />

will ensure its effective implementation and on-going evolution. Operating independently<br />

of any individual academic institution and of the provincial government, this body is free<br />

to make and report objective judgments regarding college program quality assurance<br />

processes. The body selected <strong>for</strong> this is the current Management Board of the Credentials<br />

Validation Service (CVS) and it will assume the responsibilities of the PQAPA in<br />

addition to the oversight policies and decision processes of the CVS, with the addition of<br />

new membership who have experience with and credibility in the area of academic and<br />

institutional quality assurance. These combined ef<strong>for</strong>ts will be known as the College<br />

<strong>Quality</strong> Assurance Service. 5<br />

This is an efficient and coordinated approach to overseeing the quality of provincial<br />

college programming: by the CVS at the program level, and by the PQAPA at the<br />

institutional level. With respect to the oversight of the PQAPA, the Management Board<br />

will:<br />

• develop policies and procedures <strong>for</strong> the implementation and operation of<br />

quality audits in keeping with international best practices and the guiding<br />

principles underpinning its creation;<br />

• coordinate the ongoing scheduling of the Program <strong>Quality</strong> Assurance<br />

Process Audits;<br />

• facilitate the recruitment and training of a pool of external reviewers and<br />

appoint specific review panels <strong>for</strong> each audit;<br />

• receive the reports of the independent review panels and ensure adherence<br />

to the guidelines and consistency of these reports prior to their release;<br />

and,<br />

• provide <strong>for</strong> an objective, timely, and competent appeal process, whenever<br />

required, whereby a college can request changes in those <strong>part</strong>s of a report<br />

that are inconsistent with the facts.<br />

Staff engaged to oversee the PQAPA process will occupy the facilities allocated to the<br />

CVS, located in the offices of the Association of Colleges of Applied Arts and<br />

Technology of Ontario (ACAATO). As with the CVS, all staff are subject to the<br />

administrative direction of the ACAATO senior management.<br />

Reasons <strong>for</strong> integrating the operations of the CVS and the PQAPA include: the<br />

complementarities of roles; the optimum use of staff; the efficient use of facilities; the<br />

streamlining of processes; the management of peak loads; the ease of staff supervision;<br />

the control of costs; and, the facilitation of communications.<br />

5 See in<strong>for</strong>mation in footnote 1 on pervious page.<br />

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Requirement 2: Implementation of quality assurance self-assessment processes in<br />

each college<br />

It is understood that each college, under the leadership of the President and the<br />

governance of the Board, has the overall responsibility <strong>for</strong> the quality assurance of the<br />

programs it delivers. When government placed responsibility <strong>for</strong> quality in the hands of<br />

each college they mirrored international best practices that incorporate processes to<br />

ensure ‘ownership of quality’. The relevant Minister’s Binding Policy Directive 6 reflects<br />

this view.<br />

To assist colleges in the development and/or refinement of their individual program<br />

quality assurance processes, this paper provides a list of essential/minimum standards or<br />

criteria, drawn from best practices in other jurisdictions. The individual processes used by<br />

colleges are expected to give close attention to the learning environment, to learning<br />

outcomes, and to student success.<br />

Criterion defining successful college program quality assurance processes<br />

The following five (5) criteria define institutional policies and practices that a college<br />

will have developed and implemented to ensure the quality of their programs of<br />

instruction. It is assumed that all colleges will extend their tradition of openness and<br />

transparency to these processes.<br />

Criterion 1. Admission, credit <strong>for</strong> prior learning, promotion, graduation, and<br />

other related academic policies support student achievement of program learning<br />

outcomes.<br />

Criterion 2. Programs con<strong>for</strong>m to the Framework <strong>for</strong> Programs of Instruction 7 and<br />

the Credentials Framework, are consistent with accepted college system<br />

nomenclature / program titling principles, and maintain relevance.<br />

Criterion 3. Methods of program delivery and student evaluation are consistent<br />

with the program learning outcomes.<br />

Criterion 4. Human, physical, financial, and support resources to support student<br />

achievement of program learning outcomes are available and accessible.<br />

Criterion 5. Regular program quality assessment that involves faculty, students,<br />

industry representatives, and others as appropriate <strong>for</strong> the purpose of continual<br />

improvement is in place and happens.<br />

6 See previous in<strong>for</strong>mation in footnote 2.<br />

7 The Minister’s Binding Policy Directive Framework <strong>for</strong> Programs of Instruction is one of three policy<br />

documents issued by the Ministry of Training, Colleges and Universities in April 2003 to guide the<br />

development and delivery of programs of instruction offered by the colleges of applied arts and technology<br />

in Ontario. See previous footnote 2.<br />

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These criteria are critical to the success of this initiative. First, implementation will<br />

depend on the degree to which implementers understand the rationale <strong>for</strong>, and are<br />

prepared to institute, the required standards. Second, the standards provide a ‘template’<br />

<strong>for</strong> refining, approving, and implementing program quality assurance processes that can<br />

elicit a positive audit. Third, a clear statement of scope and limits of the PQAPA is<br />

important to future evaluation and refinement of the provincial process.<br />

The PQAPA will focus on college-wide policies and practices and drill down on selected<br />

programs to verify that practices are implemented, that recommendations lead to<br />

improvement, and that program quality is assured.<br />

A more detailed explanation of the criteria and how they would be used in the PQAPA<br />

process follows. In this case the criteria are accompanied by a list of requirements and an<br />

explanation of the significance or importance of the requirement. As well, the criteria are<br />

presented in the <strong>for</strong>m of questions that a college can ask of itself in undertaking the selfreview,<br />

and that the external review panel will ask when auditing the college.<br />

Criterion 1. To what extent does your college’s quality assurance process ensure<br />

the existence and communication of in<strong>for</strong>mation to support admission, credit <strong>for</strong><br />

prior learning, promotion, graduation, and other related academic policies that<br />

support student achievement of program learning outcomes<br />

Requirement<br />

1.1 Applicant and student requirements and<br />

obligations are clearly stated, communicated, and<br />

accessible, including:<br />

• requirements <strong>for</strong> admission to the program<br />

and to courses in the program;<br />

• provisions <strong>for</strong> awarding credit towards a<br />

credential or exemptions from specific<br />

course requirements as a result of crosscrediting,<br />

exemptions, transfer credits,<br />

and/or recognition <strong>for</strong> prior learning;<br />

• advancement in programs, and maximum<br />

periods <strong>for</strong> completion;<br />

• provisions <strong>for</strong> dealing with instances of<br />

impaired per<strong>for</strong>mance (e.g., aegrotat<br />

passes, special accommodations, etc.);<br />

• assessment, including provisions <strong>for</strong><br />

reassessment and appeals;<br />

• requirements <strong>for</strong> the awarding of the<br />

credential;<br />

• rules and criteria governing any awarding<br />

of merit, distinction, and other grades;<br />

and,<br />

• assurances that the title of any<br />

Explanation<br />

A significant factor<br />

influencing student success<br />

is the fit between the<br />

learner and the program of<br />

study. Policies and<br />

processes must optimize this<br />

fit between student and<br />

program.<br />

This requirement supports<br />

in<strong>for</strong>med student choice and<br />

facilitates the fair, efficient,<br />

and effective attainment of<br />

learning outcomes.<br />

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Requirement Explanation<br />

qualifications awarded <strong>for</strong> a program or<br />

series of courses is consistent with the<br />

Credentials Framework <strong>for</strong> the college<br />

system , and with any relevant<br />

professional standards and/or<br />

nomenclature.<br />

1.2 Program learning outcomes are consistent with<br />

the credential granted, the title of the credential<br />

awarded, the provincial program standards<br />

(where these apply), and the minimum essential<br />

expectations of the workplace. They:<br />

• are reflected in course outlines;<br />

• are consistent with the program’s public<br />

documentation, provincial program<br />

standards, and workplace expectations;<br />

and<br />

• are used in prior learning assessments.<br />

This requirement states<br />

program outcome<br />

standards, relates them to<br />

courses of study and<br />

processes of prior learning,<br />

and ensures they reflect<br />

approved curriculum, and<br />

meet workplace<br />

requirements.<br />

Criterion 2. To what extent does your college’s quality assurance process ensure<br />

that programs con<strong>for</strong>m to the Framework <strong>for</strong> Programs of Instruction and the<br />

Credentials Framework, are consistent with accepted college system nomenclature /<br />

program titling principles, and maintain relevance<br />

Requirement<br />

2.1 The structure of the program is consistent with the<br />

program learning outcomes.<br />

2.2 The length of the program is appropriate to the<br />

level of the program outcomes.<br />

2.3 Appropriate credits are allocated <strong>for</strong> each<br />

component of the program, and transfer and<br />

laddering options are stated.<br />

2.4 Academic practices and policies govern program<br />

structure, including any specific pre- and corequisites,<br />

mandatory and optional/elective<br />

components, practical/work-based components,<br />

alternative entry and exit points, and are<br />

consistent with program learning outcomes.<br />

Explanation<br />

Students can reasonably<br />

expect to master the<br />

learning outcomes through<br />

the program of study.<br />

Students are af<strong>for</strong>ded a<br />

reasonable time to master<br />

the learning outcomes.<br />

Student progress<br />

appropriately reflects<br />

workload.<br />

In a timely way, students<br />

are clearly in<strong>for</strong>med of<br />

learning options and<br />

evaluative requirements to<br />

optimize learning.<br />

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Requirement Explanation<br />

2.5 Program learning outcomes are consistent with<br />

MTCU Provincial Program Standards where they<br />

exist.<br />

This is in keeping with<br />

Ministry policy as<br />

expressed in the Framework<br />

<strong>for</strong> Programs of Instruction.<br />

2.6 Program title is consistent with college system<br />

nomenclature / titling principles.<br />

2.7 Changes to courses and program outcomes are<br />

introduced on a timely basis and are designed to<br />

maintain the relevance of the program.<br />

This is in keeping with<br />

Ministry policy as<br />

expressed in the Framework<br />

<strong>for</strong> Programs of Instruction.<br />

In a timely way, students<br />

are clearly in<strong>for</strong>med of<br />

program changes and the<br />

relevance of such changes<br />

to optimize learning.<br />

Criterion 3. To what extent does your college’s quality assurance process ensure<br />

methods of program delivery and student evaluation are consistent with the<br />

program learning outcomes<br />

Requirement<br />

3.1 Program delivery, including that which takes<br />

place off-site, is consistent with the nature of the<br />

program, the learning outcomes, and the needs of<br />

the students.<br />

3.2 Academic policies and practices provide <strong>for</strong><br />

assessments and appeals, and ensure that:<br />

• evaluation methods are aligned with<br />

course outcomes, are valid , and are<br />

reliable;<br />

• the required standards <strong>for</strong> evaluation are<br />

clearly specified <strong>for</strong> each component of<br />

the course and the program;<br />

• learners are provided with fair and<br />

regular feedback on progress and fair<br />

reporting of final achievement; and,<br />

• re<strong>submission</strong>s, supplementals, and appeals<br />

are appropriate, fair, valid, and<br />

consistent.<br />

3.3 Graduate capabilities, including knowledge,<br />

skills, and attitudes are consistent with program<br />

Explanation<br />

<strong>Education</strong>al delivery<br />

appropriately helps<br />

learners attain the learning<br />

outcomes.<br />

Assessment and feedback<br />

are critical to the learning<br />

process. The evaluation of<br />

learning ensures that<br />

standards have been met.<br />

Evaluation processes need<br />

to be sufficiently clear, fair,<br />

and appropriate to maintain<br />

confidence.<br />

Looking at graduate<br />

outcomes provides evidence<br />

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Requirement Explanation<br />

outcomes.<br />

that the program outcomes<br />

are being attained.<br />

3.4 Graduates, employers , and students indicate<br />

satisfaction with the program.<br />

Satisfaction indicates<br />

whether the learning that<br />

was planned has taken<br />

place and where<br />

improvements can be made.<br />

Criterion 4. To what extent does your college’s quality assurance process ensure<br />

human, physical, financial, and support resources to support student achievement of<br />

program learning outcomes are available and accessible<br />

Requirement<br />

4.1 Teaching staff involved in the program:<br />

• meet the needs of the students and<br />

facilitate the achievement of the program<br />

learning outcomes;<br />

• possess the combination of experience<br />

and credentials appropriate to, and<br />

required by, the program of study;<br />

• have the level of expertise and ability to<br />

provide the advertised learning<br />

experiences; and,<br />

• are oriented, coordinated, and evaluated.<br />

4.2 Learning facilities (including Learning Resource<br />

Centres) and equipment support the promised<br />

modes of delivery and the learning process.<br />

4.3 Academic support and advising services meet the<br />

needs of the students and facilitate the<br />

achievement of the program learning outcomes.<br />

4.4 Leadership, organization, and management of<br />

programs, include:<br />

• optimization of human resources, learning<br />

resources, and facilities; and,<br />

• consistent opportunities <strong>for</strong> students to<br />

meet the program learning outcomes are<br />

available across all learning locations and<br />

differing modes of delivery.<br />

Explanation<br />

The provision of<br />

appropriate instructional<br />

and coaching resources is<br />

critical to the <strong>for</strong>mal<br />

learning process.<br />

The learning, laboratory,<br />

and equipment resources<br />

that support practical<br />

applications are critical to<br />

the learning process.<br />

Retention can be enhanced<br />

by timely student support<br />

and advising.<br />

<strong>Quality</strong> programs and<br />

institutions need to be<br />

planned as well as<br />

effectively managed.<br />

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Criterion 5. To what extent does your college’s quality assurance process ensure<br />

regular program quality assessment that involves a variety of stakeholders,<br />

including faculty, students, industry representatives, and others as appropriate <strong>for</strong><br />

the purpose of continual quality improvement<br />

Requirement<br />

5.1 The college has implemented a program quality<br />

management system that identifies and rectifies<br />

weaknesses, and facilitates the evolution of the<br />

program to maintain its relevance. This includes:<br />

• a process<br />

o to review programs, courses, and<br />

academic standards,<br />

o to monitor improvement following<br />

review, and<br />

o to determine continuation or<br />

suspension of courses or<br />

programs;<br />

• provision <strong>for</strong> the systematic measurement<br />

of indicators that program outcomes have<br />

been met;<br />

• assurance that the views of learners,<br />

employers, professional and trade bodies,<br />

and academic communities are taken into<br />

account;<br />

• changes to programs and courses are<br />

managed to keep them current with<br />

provincial standards and relevant<br />

professional body requirements; and,<br />

• processes to ensure that recommendations<br />

arising from previous reviews have been<br />

considered and addressed.<br />

5.2 Documentation and other evidence arising from<br />

program quality management processes is<br />

maintained and used in on-going quality<br />

management.<br />

Explanation<br />

To meet the changing<br />

demands of the workplace<br />

and international<br />

standards, career education<br />

must be subject to processes<br />

that objectively measure,<br />

assess, and, whenever<br />

necessary drive, program<br />

change.<br />

Successful program quality<br />

assurance processes result<br />

in continuous improvement,<br />

and tangentially produce<br />

documentation that can be<br />

used.<br />

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1


Requirement 3: The Audit<br />

A 5-year cycle of audits is planned <strong>for</strong> the Ontario colleges. An external panel of<br />

objective and competent professionals, led by a trained Panel Chair, will complete the<br />

audit. The process is designed to be a developmental activity and contribute to the<br />

continuous improvement of the educational programs of the college system.<br />

3.1 Review Panel Chair Selection and Training:<br />

Panel Chairs are recruited, selected, and trained through a process directed and approved<br />

by the Management Board. The process ensures that the individuals being considered as<br />

potential Panel Chairs, at minimum have:<br />

o an understanding of, and support <strong>for</strong>, the fundamental roles of Ontario’s colleges<br />

of applied arts and technology;<br />

o a knowledge of, and preferably experience with, educational or professional<br />

quality assurance processes;<br />

o a track record of successful team leadership;<br />

o credibility within the college system and, more broadly, with other stakeholders;<br />

o a willingness to undertake all of the orientation and process requirements listed.<br />

The training program <strong>for</strong> Panel Chairs will include:<br />

o training being conducted in the language specific to the college that the Audit<br />

Panel chairs will audit (French <strong>for</strong> French-language colleges and English <strong>for</strong><br />

English-language colleges);<br />

o the provincial, national, and international context of PQAPA;<br />

o an overview of the principles of a successful quality assurance audit process;<br />

o a thorough review of the policies and processes followed by the PQAPA;<br />

o case studies;<br />

o report writing, specific to the PQAPA;<br />

o a review and enhancement of the guidelines and manuals;<br />

o an introduction to, and understanding of, the appeal process.<br />

3.2 Recruitment of the Review Panel Members:<br />

The Management Board has established a process <strong>for</strong> searching, recruiting, selecting, and<br />

training a pool of review panelists. All PQAPA panel members will typically be provided<br />

from this pool. Acceptable applicants to be considered <strong>for</strong> the pool will con<strong>for</strong>m to the<br />

criteria listed in section 3.1 (above), attend a training and orientation program, and meet,<br />

in a timely way, the preparation, scheduling, and reporting obligations of a panelist.<br />

3.3 Selection of a Review Panel:<br />

The panel composition generally follows the structure outlined below; however,<br />

extenuating circumstances and the need <strong>for</strong> external confidence may demand alterations<br />

approved by the Management Board after consultation with the college(s) being<br />

reviewed.<br />

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Review panels will have three members:<br />

o a trained PQAPA Review Panel Chair; and,<br />

o two trained, objective, and competent panelists from within, or external to, the<br />

CAAT system, and external to the college being reviewed.<br />

Panelists selected from within the college system, at minimum, must:<br />

o hold, or have held, a senior faculty or academic administrative position;<br />

o possess knowledge and understanding of outcomes and standards-based<br />

assessments;<br />

o be familiar with quality assurance systems used in colleges; and,<br />

o be objective and im<strong>part</strong>ial.<br />

Further, panelists must not have an employment, advising, or contract relationship with<br />

the college under review, or any other connection that could create a conflict of interest,<br />

potential or real.<br />

When a PQAPA Review Panel is approved by the Management Board and accepted by<br />

the college being reviewed, each member will receive, at least 2 weeks prior to the actual<br />

review, copies of the documentation provided by the college being reviewed, and a letter<br />

outlining the expectations of the appointment to the Review Panel including the role of<br />

the Chair, honorarium, provision <strong>for</strong> expenses, emergency contact numbers, time lines,<br />

and obligations.<br />

3.4 The Audit:<br />

3.4.1 Pre-Audit<br />

At least two (2) months prior to the deadline <strong>for</strong> <strong>submission</strong> of documentation and<br />

at least three (3) months be<strong>for</strong>e a scheduled site visit of PQAPA Review Panel,<br />

colleges to be reviewed in the specific and current calendar year will receive a<br />

letter from the Management Board outlining the in<strong>for</strong>mation and documentation<br />

they are required to submit in advance of the review. The documentation will be<br />

submitted to the PQAPA office <strong>for</strong> distribution to the appropriate Panel members.<br />

This documentation may include, and not be limited to:<br />

· Program quality assurance and program review policies and processes<br />

that have been approved through the college’s academic policy<br />

approval process, and examples of review documents and follow-up<br />

related to programs of instruction leading to: a) Ontario College<br />

Certificates; b) Ontario College Diplomas; c) Ontario College<br />

Advanced Diplomas; and, d) Ontario College Graduate Certificates;<br />

· The name of, and contact in<strong>for</strong>mation <strong>for</strong>, the college representative<br />

responsible <strong>for</strong> liaison with the Review Panel, provision of additional<br />

in<strong>for</strong>mation, provision of answers to any additional questions, and<br />

coordination of the Panel visit;<br />

· College approved general academic policies and practices related to<br />

admission, evaluation, grading, promotion, appeal, prior learning<br />

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assessment and recognition, credit transfer, advisory committees,<br />

faculty recruitment and evaluation, and program approval and<br />

modification;<br />

· Reports of all recent self-assessments undertaken by the college in an<br />

internal quality assurance process.<br />

The Chair of the Review Panel will review the documentation received <strong>for</strong><br />

completeness and promptly <strong>for</strong>ward any request <strong>for</strong> additional in<strong>for</strong>mation to the<br />

college. This request will be made through the PQAPA office. The other members<br />

of the Review Panel, once selected, will be provided with copies of the relevant<br />

documents, and advised of the visitation date and expectations <strong>for</strong> the Audit. This<br />

communication will be facilitated through the PQAPA office.<br />

The Chair of the Review Panel will, through the PQAPA office, negotiate and<br />

confirm a date and develop a draft schedule <strong>for</strong> the site visit of the Review Panel<br />

to the college. The college site visit by the Review Panel will be scheduled as a<br />

one (1) day visit (generally about 8 hours) and may include a tour of facilities and<br />

meetings with the following people, where this is relevant to the audit of the<br />

college’s quality assurance processes and where the categories of representation<br />

have been identified ahead of time:<br />

· The academic team(s) who have overall responsibility <strong>for</strong> academic<br />

quality assurance, program reviews, and continuous improvement;<br />

· Representative program advisory committee members;<br />

· Representative faculty;<br />

· Representative students;<br />

· Representative service providers (librarians, student services, academic<br />

support and advising, etc.); and,<br />

· The President and Senior Academic Officer(s).<br />

Although it is normally expected that the Panel will visit only the main campus<br />

location of each college, far flung or highly diverse, multi-campus operations may<br />

require an additional day of campus visitations. These plans would be negotiated<br />

in advance of the site visit.<br />

3.4.2 Site Visit<br />

As outlined above, visits to the college by the Review Panel will be scheduled in<br />

advance through a negotiated process between the college liaison person and the<br />

Chair of the Review Panel.<br />

The site visit will end with an ‘exit interview’. This will serve as a way of<br />

preparing the college <strong>for</strong> the possible contents of, and recommendations to be<br />

made in, the draft Report of the Review Panel.<br />

At the end of the visit, all documentation collected by the Panel members will be<br />

left with the college liaison person. The exception will be those documents<br />

collected and retained by the Panel Chair who will require the documentation in<br />

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order to write the final report. The documentation will be returned by the Panel<br />

Chair to the college upon completion and <strong>submission</strong> of the final audit report.<br />

Requirement 4: The Final Audit Report<br />

4.1 General Parameters:<br />

The Audit Report is designed to describe the college’s <strong>Quality</strong> Assurance policies,<br />

processes, and practices and their effectiveness. The Report outlines the findings of the<br />

Panel, which are reached through its interpretation of the specific in<strong>for</strong>mation it has<br />

gathered. The Report notes strengths (commendable/best practices) as well as those areas<br />

that require improvement. Reports do not comment on individuals (positively or<br />

negatively) or comment on standards irrelevant to the quality assurance process. Reports<br />

attempt to address all relevant areas without excessive detail or presuming to be<br />

exhaustive.<br />

Audit Reports should not contain statements that cannot be substantiated. If the Review<br />

Panel believes that comment on a <strong>part</strong>icular matter needs to be made, it must gather and<br />

append evidence on which to base its comment. Conversely, firm views are stated firmly,<br />

avoiding excessive subtlety.<br />

The Final Audit Report is a public document and belongs to the Management Board of<br />

the CQAS as a whole; not to the Audit Panel or its individual members. The Panel acts on<br />

behalf of the CQAS Management Board, and it is the Management Board, not the Panel,<br />

that affirms the conclusions, supports the recommendations in the report, and issues the<br />

Final Report.<br />

All Audit Reports will adopt a similar structure 8 , while allowing some flexibility <strong>for</strong> each<br />

Audit Panel to present its findings in a manner they consider to be of most assistance to<br />

the college being audited.<br />

The Panel’s audit will be attentive to identifying best practices as well as to areas where<br />

improvements can be made. Where a best practice is identified and seen as potentially<br />

‘transferable’ to other colleges in the system, the college should be invited to prepare an<br />

explanation of the practice <strong>for</strong> inclusion in a “Best Practices Database” to be<br />

commissioned by the Management Board and available to all colleges. Recommendations<br />

<strong>for</strong> improvement will alert the college to an area <strong>for</strong> attention, rather than instructing it to<br />

take a <strong>part</strong>icular action or series of actions.<br />

The aim is <strong>for</strong> the Final Audit Report to be as helpful and constructive as possible <strong>for</strong> the<br />

college being audited, while at the same time not compromising the Panel’s conclusions<br />

or the rigor of the Report.<br />

8 A Report template is currently under development and will be approved by the Management Board prior<br />

to the initiation of the PQAPA process.<br />

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4.2 Preparation of a draft Report:<br />

Following the quality assurance process audit, which includes a thorough review of all<br />

documentation received from the college and the completion of the site visit, the Panel<br />

members will meet to discuss possible content <strong>for</strong> the final report and recommendations<br />

to be made. A draft Report will be written by the Panel Chair, with input from the other<br />

Review Panel members. The Panel has 3 options in relation to its overall findings:<br />

o Unanimous or majority* (2 out of 3) agreement that the college’s program quality<br />

assurance processes have met all requirements of each criterion; or,<br />

o Unanimous or majority* (2 out of 3) agreement that the college’s program quality<br />

assurance processes have <strong>part</strong>ially met (or is in the process of meeting) the<br />

requirements of each criterion; or,<br />

o Unanimous or majority* (2 out of 3) agreement that the college’s program quality<br />

assurance processes have not met the requirements of each criterion.<br />

(* Majority decisions require that the dissenting member write and append a minority<br />

report.)<br />

Based on input from all Panel members, the Chair prepares a draft report (including,<br />

where required, the minority report as written by the dissenting member) <strong>for</strong> review,<br />

adjustment, and approval by each Panel member. The final draft Report will, at<br />

minimum:<br />

o describe the methodology used, and the verification steps taken by the Review<br />

Panel;<br />

o provide a status report on the program reviews completed by the college;<br />

o present, in summary <strong>for</strong>m, the general principles and guidelines used by the<br />

college in its own internal program quality assurance reviews;<br />

o comment on how well the review procedures and practices used by the college<br />

con<strong>for</strong>m to the college’s own policies and the degree to which the methods<br />

actually employed meet the standards and criteria established <strong>for</strong> program quality<br />

assurance processes;<br />

o outline strengths and weaknesses in the process;<br />

o recommend improvements in the current process where policies and practices do<br />

not meet the established standards or criteria.<br />

Following the approval of the draft Report by the members of the Review Panel, the draft<br />

Report will be <strong>for</strong>warded to the relevant college <strong>for</strong> their advice, approval, and/or<br />

corrections of any errors in facts. The college is af<strong>for</strong>ded 30 days to submit their<br />

response, in writing, to the Chair of the Review Panel. The Panel will then make<br />

whatever changes to the draft Report they, at their discretion, agree to make. Any<br />

comments or corrections of facts received from the college will be included in the Final<br />

Report.<br />

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All members of the Review Panel will, once they are satisfied with the content of the<br />

draft report, sign off on the draft Report, and the Chair will submit this draft Report to the<br />

Management Board <strong>for</strong> review, approval, and release.<br />

4.3 Role of the Management Board:<br />

The Management Board has the authority to release a Final PQAPA Review Panel Report<br />

only after it has verified that the following conditions have been met:<br />

o the process used by the Review Panel con<strong>for</strong>ms to the approved audit guidelines;<br />

o the college has been given the opportunity to comment on the draft Report and<br />

has been treated fairly and consistently as compared to other reviews in other<br />

colleges;<br />

o the Final Report does not contain confidential or proprietary in<strong>for</strong>mation; and,<br />

o the college has seen the final draft Report and has had the opportunity to appeal in<br />

cases where it believes the report still contains errors of fact.<br />

4.4 Appeal Process:<br />

Colleges undertaking an appeal must appeal, in writing, within 30 days of notice of the<br />

receipt of the final draft Report. The appeal must specifically state the nature of the<br />

appeal by:<br />

o identifying any factual or logical errors;<br />

o providing evidence that the content of the report is in error;<br />

o requesting specific corrective action;<br />

o appending all relevant evidence referred to in the appeal;<br />

o appending a list of witnesses who may be called to the appeal hearing; and,<br />

o committing to cover any costs associated with holding an appeal hearing.<br />

In cases where discrepancies between the views of the college and the views of the<br />

Review Panel cannot be resolved through discussion and consultation, the Management<br />

Board will convene a <strong>for</strong>mal Appeals Committee consisting of three (3) persons selected<br />

from the pool of trained and approved Panel Chairs. It is understood that the selection and<br />

appointment of Appeals Committee members will be done in a manner consistent with<br />

the specific language requirements of the college undertaking and requesting the appeal.<br />

A meeting of the Appeals Committee will be scheduled within three (3) weeks of receipt<br />

of the written Notice to Appeal.<br />

The Appeals Committee hearing will take the <strong>for</strong>m of a <strong>for</strong>mal meeting being convened<br />

at a mutually agreed upon location (most often and most likely the offices of the<br />

PQAPA), and involving:<br />

o the 3 person appointed Appeals Committee;<br />

o the college representative (who will supply, in advance, supporting<br />

documentation and the names of relevant witnesses to be invited to the appeal<br />

session, as outlined above); and,<br />

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o the Chair of the Review Panel that produced the report being appealed (who will<br />

supply, in advance, supporting documentation and the names of relevant<br />

witnesses who may be invited to the appeal session).<br />

The Appeals Committee, after hearing and considering all <strong>submission</strong>s, will produce a<br />

report and submit this report to the Management Board. The final written decision of the<br />

Appeals Committee will be binding on the college and the Final Report, and will be<br />

<strong>for</strong>warded to the appealing college by the Chair of the Management Board. Complete<br />

documentation <strong>for</strong> the Audit and the Appeal will be kept on file.<br />

Requirement 5: Final Release of the Audit Report<br />

The Final Audit Report will be publicly released only when the following conditions<br />

have been satisfied:<br />

a) all conditions outlined in 4.2 above have been met; and,<br />

b) the deadline <strong>for</strong> undertaking an appeal has passed and no appeal has been made;<br />

or,<br />

c) the Appeals Committee has heard an appeal, ruled on any changes to be made to<br />

the Final Report, and those changes (if any) have been made.<br />

The Final Audit Report will be released to the President of the relevant college, any<br />

relevant government / ministry de<strong>part</strong>ment (e.g., the Colleges Branch of MTCU), and a<br />

copy will be held in the office of the PQAPA. It is understood these documents are<br />

subject to the Freedom of In<strong>for</strong>mation legislation, and will be released on request,<br />

charging associated costs.<br />

An Executive Summary of each Final Audit Report will be posted on the ACAATO<br />

website <strong>for</strong> a period of one (1) year from the public release of the Final Audit Report.<br />

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APPENDIX 8.6.1: CV Release<br />

The college has on file and available <strong>for</strong> inspection, from all faculty and staff whose CVs are<br />

included in this <strong>submission</strong>, signatures that attest to the truthfulness and completeness of the<br />

in<strong>for</strong>mation contained in their CV and agreeing to the inclusion of their curriculum vitae in any<br />

documents/web sites associated with the <strong>submission</strong>, review, and final status of the program<br />

application.<br />

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APPENDIX 8.7.2:<br />

Enrolment Projections and Staffing Implications<br />

Georgian’s request to change its Automotive Management Degree program to provide a<br />

broader range of offerings in the Liberal Arts and Sciences electives will have no unfavourable<br />

impact on the enrollment projections. Georgian will continue to use its existing infrastructure<br />

and rely on the current full-time and <strong>part</strong>-time faculty complements <strong>for</strong> delivery of these<br />

additional electives.<br />

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APPENDIX 12.1.1:<br />

Academic Freedom Policy<br />

DRAFT - Fall 2006<br />

In accordance with Georgian’s Academic Policies and Procedures academic freedom includes<br />

the freedom of research, of legitimate classroom discussion, and of the advocacy of alternative<br />

opinions. All members of the college community members shall support and protect this<br />

fundamental principle and work collaboratively to provide an environment of tolerance and<br />

mutual respect while respecting the dignity and worth of every person. All college community<br />

members every member of the college should be able to work, teach, and learn, in an<br />

atmosphere which is free from harassment and discrimination. Georgian College values positive<br />

and supportive interaction among all members of the college community.<br />

Georgian expects that its members exercise academic freedom responsibly. Academic freedom<br />

does not relieve anyone in the college community from his/her obligations or duties inherent in<br />

the roles associated with the teaching and learning process or Ontario Human Rights policy and<br />

legislation and the Criminal Code of Canada. It is recognized that while all employees of<br />

Georgian have rights as citizens, they should make every ef<strong>for</strong>t when speaking or writing as<br />

citizens that they are not representing the college on matters of public interest.<br />

This policy stands beside the Code of Conduct Procedure in place at the college and does not<br />

see these values as contradicting academic freedom.<br />

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APPENDIX 12.1.2:<br />

Academic Honesty Policy<br />

Georgian College Academic In<strong>for</strong>mation 2006-2007<br />

Academic Policies and Procedures<br />

7 Academic Rights and Responsibilities<br />

Higher education and society benefit when a college promotes and en<strong>for</strong>ces standards of integrity that<br />

provide a foundation <strong>for</strong> a vibrant academic life, promote progress in science and arts, and prepare<br />

students <strong>for</strong> responsible citizenship and professional conduct. The Centre <strong>for</strong> Academic Integrity<br />

(www.academicintegrity.org) defines academic integrity as a commitment to the fundamental values of<br />

honesty, trust, fairness, respect and responsibility. Georgian College endorses these values and is<br />

committed to translating them into action. Since they adversely affect the credibility of academic work by<br />

students at the College and the credentials held by alumni of the College, breaches of ethics and integrity<br />

will not be tolerated.<br />

7.1 Student Academic Rights<br />

The student’s rights in the academic, human and legal arenas are important in ensuring a smooth path to<br />

his or her success. The student must not let anyone diminish the value of his or her achievements by<br />

taking unfair advantage. The student should not accept any academic dishonesty or actions that diminish<br />

the dignity of students or staff, however they occur.<br />

7.2 Student Academic Responsibilities<br />

Students are responsible <strong>for</strong> conducting themselves in a manner that brings credit to themselves and the<br />

College community. The responsibilities can be summed up in the following attendance statements and<br />

eight cardinal rules, paraphrased and taken from Rutgers University web site:<br />

cat.rutgers.edu/integrity/student.html.<br />

7.2.1 Attendance<br />

Instructors determine the requirements <strong>for</strong> success in the student’s courses. The student is responsible<br />

<strong>for</strong> attending classes, not only <strong>for</strong> course content, but also <strong>for</strong> in<strong>for</strong>mation related to the progress of the<br />

course.<br />

Tests, examinations and assignments must be written/submitted at the time specified. Requests <strong>for</strong><br />

absence must be made prior to the test/examination/assignment date. Reasons <strong>for</strong> absence in medical,<br />

or bereavement situations, if documented, will allow instructors to make alternate arrangements <strong>for</strong><br />

assignments and tests or allow consideration of an “incomplete” contract if necessary. See also section<br />

3.4.4, Incomplete Grade Designation.<br />

Accommodations may also be made to allow <strong>for</strong> religious observance. In all cases, arrangements must<br />

be made with the instructor prior to the test, examination or assignment due date. Other reasons <strong>for</strong><br />

absence are not sufficient to receive any special consideration and will result in a mark of “0.” For more<br />

in<strong>for</strong>mation, see also sections 1.6, Accommodation of Religious Observances and 10, Test and<br />

Examination Regulations.<br />

7.2.2 Student Conduct<br />

The classroom environment and activities are controlled by the instructors, and guided by mutual respect,<br />

common sense, propriety, courtesy and etiquette. The instructor has the right to require any student to<br />

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cease and desist in actions that are disruptive or that impede positive progress in the class. The instructor<br />

has the right to require anyone to leave the class or lab if positive progress is impeded by his or her<br />

actions or comments. Further actions may be taken under law, or the College’s Student Conduct or<br />

Human Rights policies. For more in<strong>for</strong>mation, see sections 1.4, Code of Conduct and 1.5, Human Rights.<br />

7.2.3 Improper Use of Technology<br />

The instructor may ban any device deemed to impede positive progress of the class or deemed to<br />

compromise the integrity of tests or examinations. The instructor has the right to cancel a class if safety or<br />

health of any individual is at risk. Further actions may be taken under law, or the College’s Student<br />

Conduct or Human Rights policies. For more in<strong>for</strong>mation, see section 1.7, In<strong>for</strong>mation Technology<br />

Acceptable Use.<br />

7.2.4 Acknowledgement of Sources<br />

Whenever students use words or ideas that are not their own when writing papers, they must cite their<br />

sources with an in-text citation, use quotation marks where appropriate, and include a list of references<br />

<strong>for</strong> the sources cited in their papers. Faculty members have the right to submit a student’s work <strong>for</strong><br />

electronic detection of plagiarism or to require that the student submits his or her own work <strong>for</strong> detection<br />

of same.<br />

APA (American Psychological Association) is Georgian College’s standard documentation style <strong>for</strong> written<br />

papers, essays, reports and other evaluated work. Cites & Sources is Georgian College’s guide to APA<br />

style. As outlined in Cites & Sources, papers must be <strong>for</strong>matted in APA style. Cites & Sources is available<br />

at the College Bookstore.<br />

7.2.5 Protection of Work<br />

The student must not allow anyone access to the work he or she has prepared <strong>for</strong> evaluation, whether in<br />

a test, examination or assignment, etc. The student is the only one who should receive credit <strong>for</strong> what he<br />

or she knows, unless prior agreement has been reached with the instructor that group work (and group<br />

credit) will be allowed.<br />

7.2.6 Avoiding Suspicion<br />

The student should not put him or herself in a position where he or she could be suspected of having<br />

made their work accessible to others, or having copied another’s work, or having used unauthorized aids.<br />

Even the appearance of dishonesty may undermine an instructor’s confidence in a student’s ability.<br />

7.2.7 Taking Credit <strong>for</strong> Another’s Work<br />

The purpose of assignments is to develop skill and measure progress. Letting someone else do the work<br />

<strong>for</strong> which another student takes credit defeats the purpose of education and may lead to serious charges.<br />

7.2.8 Never Falsifying a Record<br />

Students must never falsify a record of any kind, nor permit another person to do so. Academic records<br />

are regularly audited and students whose grades have been altered put their entire grade history at risk.<br />

Students should keep copies of work they hand in to protect themselves from loss.<br />

7.2.9 Never Fabricating<br />

Students must not fabricate data, citations, experimental results or any other activity-derived work.<br />

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7.2.10 Always Telling the Truth<br />

Any attempt to deceive may destroy the relationship between the student and the instructor and the<br />

student and the College. Hiding, omitting or misrepresenting in<strong>for</strong>mation does not constitute the truth and,<br />

in situations where the student is a witness, may make the student an accessory who is subject to the<br />

same penalty as the culprit.<br />

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APPENDIX 12.1.3: Academic Honesty Procedure<br />

Faculty<br />

A variety of <strong>for</strong>mal mechanisms are in place to in<strong>for</strong>m faculty about Georgian’s policies<br />

pertaining to academic honesty. The full policies are available to the entire college community<br />

on the Georgian website, with direct links from the staff pages. In addition, the dean of each<br />

academic area advises faculty of new or changed policies, and new staff are in<strong>for</strong>med during<br />

our well-developed faculty orientation process. In addition, Georgian’s Centre <strong>for</strong> Teaching and<br />

Learning regularly distributes materials that concern the teaching practice; two of these<br />

documents follow this page which were distributed directly to faculty and were made available<br />

on the Georgian website.<br />

Students<br />

Similar to faculty, students are able to access Georgian’s academic honesty policies through<br />

links provided on the student pages of the Georgian website. The policies are also displayed in<br />

full in the college’s Full-time Post-secondary Calendar. When registering online <strong>for</strong> their<br />

programs, students click a button to accept that they are aware of Georgian’s policies.<br />

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APPENDIX 12.2: Draft Policy On Intellectual Products<br />

Georgian College of Applied Arts and Technology<br />

Academic & Student Services<br />

Procedure: November 28, 2005<br />

Effective Date:<br />

EDUCATIONAL SERVICES<br />

INTELLECTUAL PROPERTY POLICY<br />

PURPOSE:<br />

SCOPE:<br />

RATIONALE:<br />

This policy is to outline Georgian College’s position on the creation and<br />

development of works of intellectual property within the College, the<br />

ownership of intellectual property within those works, academic<br />

recognition and revenue sharing of proceeds from commercialized<br />

intellectual property created and developed within the College.<br />

All students, faculty and employees, full time or <strong>part</strong> time and any external<br />

creators of intellectual property on behalf of the College not covered by<br />

other agreements.<br />

Georgian College strives to encourage, promote and foster innovation,<br />

the sharing of ideas and the creation of knowledge in activities engaged<br />

in by its faculty, employees, students and external associates.<br />

RESPONSIBILITY: Responsibility <strong>for</strong> this policy lies with the Vice President, Academic.<br />

DEFINITION:<br />

Intellectual Property (IP) includes all of the interests and rights to<br />

copyrights (whether or not registered); trade names and trade marks;<br />

patents and pending applications <strong>for</strong> patents (whether Canadian or<br />

<strong>for</strong>eign issued); rights of publicity; franchises and all technology rights and<br />

licenses, including computer software and all proprietary know-how, trade<br />

secrets, inventions, discoveries, developments, research and <strong>for</strong>mulae,<br />

whether or not patentable; and all other proprietary in<strong>for</strong>mation or<br />

property relating to works created at the College, and any modifications<br />

related to the above.<br />

GENERAL PRINCIPLES:<br />

Copyright:<br />

Copyright is the legal protection of literary, dramatic, artistic, and musical<br />

works, sound recordings, per<strong>for</strong>mances, and communications signals.<br />

Copyright gives creators the exclusive right to use and reproduce their<br />

works. It is an infringement to do anything that only the copyright owner<br />

has the right to do, unless the owner’s permission is given. The “fair<br />

dealing” clause in the Copyright Act allows an individual to make a copy<br />

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of a work without the permission of the copyright owner <strong>for</strong> the purposes<br />

of private study, research, criticism, review or news reporting. Within the<br />

interpretation of the Copyright Act, if a work is created in the course of<br />

employment, the employer holds the copyright, except where an<br />

agreement to the contrary exists.<br />

Ownership:<br />

Georgian College values the sharing of ideas, scholarly activity and the<br />

creation of knowledge, and as such believes that creators should retain<br />

ownership of IP rights in the course of teaching and research activities.<br />

Two situations are exempt:<br />

Assigned tasks:<br />

Works created or modified by College employees as assigned<br />

tasks in the course of their normal employment, and which are<br />

intended to assist in the operation, administration and/or<br />

management of the College’s business, including course outlines,<br />

laboratory manuals, course syllabi, course maps, course outlines,<br />

graduate profiles, learning outcomes, examinations, policies and<br />

procedures, marketing publications, databases and computer<br />

software. Copyright <strong>for</strong> such materials is vested with the College.<br />

Materials such as learning objects (in any media) created <strong>for</strong><br />

teaching concepts, course/lecture notes, lesson plans and<br />

research belong to the creator and can only be shared with others<br />

with the Creators permission. In case a learning objects<br />

depository is established at the College or the College joins a preexisting<br />

depository in the future, signed, in<strong>for</strong>med consent by the<br />

Creator will be necessary.<br />

Sponsored or contract research activities:<br />

The IP developed in works created under a sponsored agreement<br />

or contract will be owned as per the agreement or contract, and<br />

may supersede this policy.<br />

Contributions:<br />

Moral Rights:<br />

All contributors (contributions could include ideas, expression, <strong>for</strong>m,<br />

design, computer code, criticism, financial support) to scholarly works<br />

should receive appropriate recognition <strong>for</strong> their contributions as either a<br />

creator, or through an acknowledgement or citation. The College,<br />

because of its capacity as host, facilitator and supporter of scholarly<br />

works should be recognized <strong>for</strong> its contribution.<br />

The College will respect the moral rights of creators of works, whether the<br />

College owns the IP rights, or not. The creator or author of a work has<br />

the right to request, where reasonable, to be given recognition of the work<br />

by name or by pseudonym; to remain anonymous or to choose not to be<br />

associated with any modification of the work that is perceived to be<br />

prejudicial to his/her honour or reputation. The creator’s moral right to the<br />

integrity of the work is infringed only if the work is distorted, mutilated or<br />

otherwise modified or mutilated, or used in association with a product,<br />

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service, cause or institution. College staff and students are expected to<br />

respect the College’s Copyright Policy.<br />

Conflict of Interest:<br />

Significant College resources:<br />

Conflict of interest exists when students are required to purchase<br />

teaching materials in which the instructor has a commercial interest. If<br />

the copyright is held by a publisher at arm’s length, the instructor(s) must<br />

declare a conflict of interest to the appropriate de<strong>part</strong>ment Coordinator. If<br />

the copyright is not held at arm’s length, the material will be sold at cost.<br />

The adoption of employee-owned works in College course materials will<br />

be made only with the prior approval of the appropriate Dean. See<br />

Human Resource Services Procedure: #4-126<br />

The use of offices, staff-assigned computers and software, Centre <strong>for</strong><br />

Teaching and Learning resources and library resources are generally not<br />

considered significant. The use of teaching labs and equipment are<br />

generally considered significant. The guiding factor in both cases is the<br />

amount of each resource required, and agreement must be made<br />

between the College and it’s faculty and/or staff prior to development of<br />

IP.<br />

PROCEDURE:<br />

Under Development<br />

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APPENDIX 12.3: Policy on Ethical Research Practices<br />

GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY<br />

Administration<br />

Procedure: # 2-119<br />

Effective Date: January 26, 2006<br />

RESPONSIBLE PRACTICE AND ETHICS REVIEW IN RESEARCH<br />

PURPOSE: To establish clear and defined guidelines <strong>for</strong> those wishing to undertake research,<br />

ensuring that any research done at Georgian College meets a high standard in responsible<br />

practice and ethics.<br />

RATIONALE: The growth of in<strong>for</strong>mation as a resource has been well documented, and the<br />

place that post-secondary institutions have occupied as providers of in<strong>for</strong>mation is widely<br />

known. The need to define research in a way that results in high quality in<strong>for</strong>mation <strong>for</strong> the end<br />

user is the latest goal in our in<strong>for</strong>mation-driven society.<br />

Research ethics and responsible practice guide this process and in<strong>for</strong>m the researcher as to the<br />

most appropriate research design, use of resources, intellectual property, and professional<br />

conduct. The College believes that researchers must respect the safety, welfare, and dignity of<br />

human <strong>part</strong>icipants in their research and treat them equally and fairly, and not only as a means<br />

to an end.<br />

The College values the academic freedom of its researchers, and the review process should not<br />

be used unfairly to censor researchers who support unorthodox views. However, academic<br />

freedom is complemented by the requirement to respect the rights of human <strong>part</strong>icipants.<br />

In creating this document, the Vice President, Academic of the College has understood<br />

research to be any or all of the following:<br />

• The systematic and objective process of generating in<strong>for</strong>mation outside the routine<br />

operations of the college.<br />

• Collecting and analyzing data (both quantitative and qualitative).<br />

• Linking collected data to established theories.<br />

• Theorizing relationships within collected data.<br />

SCOPE: This practice applies to all college-based research, regardless of whether the research<br />

is funded or non-funded, is per<strong>for</strong>med by faculty, support staff, or administrative staff, is a<br />

collaborative research undertaking with strategic university <strong>part</strong>ners, or is <strong>for</strong> commercial or<br />

consultative purposes. The scope of this policy encompasses ethical responsibility to human<br />

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<strong>part</strong>icipants as well as responsible research practice, including the use of resources, intellectual<br />

property, professional conduct, and research design.<br />

All research that is associated with Georgian College, including that conducted by external<br />

organizations or individuals, will be subject to the policies and procedures described within this<br />

paper. These include but are not limited to those research projects where:<br />

• The research involves human <strong>part</strong>icipants.<br />

• The College’s name is used in the contract bid or proposal to an outside agency, which<br />

includes private businesses, other organizations, individuals, or any government.<br />

• The College sponsors the research through professor classroom release time,<br />

sabbatical (study leave), or direct funding.<br />

• The College allows the use of its facilities and resources, including College employees,<br />

machines, and other College services or resources, and where the College administers<br />

a grant from an outside agency or individual (private or government).<br />

• Data are <strong>for</strong>mally collected, through whatever means or methods, from College students,<br />

faculty, administration, support staff, or other member of the College community, or from<br />

any database containing in<strong>for</strong>mation about the a<strong>for</strong>ementioned groups.<br />

• Staff are planning to use Georgian College resources <strong>for</strong> research <strong>for</strong> theses or graduate<br />

courses.<br />

The following activities are excluded from this policy:<br />

• Regular data flow through such de<strong>part</strong>ments as the Office of the Registrar, Human<br />

Resources, and Organizational Planning and Development.<br />

• De<strong>part</strong>mental or faculty projects that do not include human <strong>part</strong>icipants and do not<br />

require resources from outside that de<strong>part</strong>ment and are approved by the Dean or<br />

Director of the de<strong>part</strong>ment; <strong>for</strong> example, class data related to marks or attrition.<br />

• Technical research per<strong>for</strong>med by engineers and scientists at Georgian College’s<br />

Industrial Research and Development Institute, except as identified in the paragraphs<br />

that follow.<br />

• Mandated provincial projects where the College has no control over design or method<br />

(<strong>for</strong> example, Key Per<strong>for</strong>mance Indicators survey process).<br />

• Small external projects such as scanning surveys and simple tabulations and summaries<br />

(not related to College staff or students) <strong>for</strong> an external organization.<br />

• Surveys that have been approved by the Responsible Practice and Ethical Review<br />

Committee that are re-administered according to planned timelines (<strong>for</strong> example, First<br />

Year Student Survey), unless the survey has been significantly altered in any way.<br />

College senior management must approve any external organization wishing to conduct a study<br />

or use in<strong>for</strong>mation involving College staff or students be<strong>for</strong>e that organization may submit an<br />

application to the Review Committee.<br />

In the case of Georgian College student research projects, ethical review is not required if the<br />

research is within a course’s curriculum and is initiated and supervised by the professor. Where<br />

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students initiate the research activity and that activity is college-based (i.e., uses college data or<br />

in<strong>for</strong>mation or involves college staff or students as subjects or <strong>part</strong>icipants), students must<br />

complete the Application For Research Approval At Georgian College <strong>for</strong>m (as shown in<br />

Appendix B) and submit to the course professor <strong>for</strong> approval. The professor must retain the<br />

document <strong>for</strong> a period of one year following the completion of the research project. If he or she<br />

is uncertain whether or not the project should be approved, the professor may choose to submit<br />

a student’s application to the program Dean <strong>for</strong> consultation. If Dean is also uncertain, the Dean<br />

will <strong>for</strong>ward the application to the Responsible Practice and Ethical Review Committee <strong>for</strong><br />

approval.<br />

Technical research per<strong>for</strong>med by engineers and scientists at Georgian College’s Industrial<br />

Research and Development Institute is the responsibility of the Dean or Director responsible <strong>for</strong><br />

IRDI and/or applied research and is exempt from the policies and procedures described within<br />

this paper, EXCEPT under the following situations: the research involves human <strong>part</strong>icipants or<br />

subjects, impacts faculty and students outside their normal college activities, is subject to the<br />

commitment of college funds, or requires the funds to be administered through the college.<br />

Individuals who are students at other institutions, including the college’s university <strong>part</strong>ners, who<br />

wish to conduct college-based research <strong>for</strong> theses or graduate courses must abide by policies<br />

and procedures described within this paper regardless of whether or not they are employees of<br />

the college.<br />

Scenarios describing typical research situations where approval from the Responsible Practice<br />

and Ethical Review Committee is necessary are presented in Appendix A. The Application For<br />

Research Approval At Georgian College <strong>for</strong>m is presented in Appendix B. At this time, the <strong>for</strong>m<br />

is applicable to projects in the Social Sciences; a <strong>for</strong>m applicable to scientific and technical<br />

projects is under development.<br />

RESEARCH USING HUMAN SUBJECTS: A research investigation that involves human<br />

<strong>part</strong>icipants should be designed to take into account the perspective of the <strong>part</strong>icipants. Human<br />

<strong>part</strong>icipants should be clearly, fairly, and fully in<strong>for</strong>med of the procedures, <strong>for</strong>eseeable risks, and<br />

potential benefits. Their decision to <strong>part</strong>icipate should be fully and absolutely voluntary. Their<br />

decision not to <strong>part</strong>icipate must never have any effect on their relationship with the college in<br />

any manner whatsoever (<strong>for</strong> example, grades or college employment status). The risks, if any,<br />

should never be harmful, and the risk-to-benefit ratio should be taken into consideration when<br />

proposing the research.<br />

Participants’ confidentiality should be fully protected, unless this right is expressly waived (or<br />

unless disclosure is required by law). Honest communication with <strong>part</strong>icipants is important<br />

throughout the research project. Research design should be especially sensitive to ethical<br />

issues when the research involves special populations (such as indigenous peoples, children,<br />

the elderly, ward clients, students in one’s own courses, medical patients and prisoners) as well<br />

as when it involves risky procedures, deception, or withholding of in<strong>for</strong>mation.<br />

Survey research should include precautions to ensure privacy, etc., as in other research. Pilot<br />

or preliminary research should be conducted with the same ethical safeguards as other<br />

research, although greater flexibility may be provided in relation to reporting of minor changes to<br />

the review committee.<br />

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GUIDELINES:<br />

A. Application Process<br />

Georgian College encourages research as a means of contributing to knowledge. The college<br />

gains indirectly by raising its image to potential students and well qualified staff. The following<br />

steps are guidelines to help ensure a successful proposal.<br />

Step One: Prepare <strong>for</strong> a Successful Application<br />

• Contact the Chair of the Responsible Practice and Review Committee to determine<br />

whether or not your project requires review.<br />

• If required, determine support <strong>for</strong> time and resources from the administrative person(s)<br />

in your area. Identify areas of support <strong>for</strong> data collection or retrieval and <strong>for</strong> research<br />

expertise. Meet with a person from those areas from which you require assistance and<br />

receive a signed statement indicating their willingness to meet your needs, the amount<br />

of support they can offer you, and the timelines within which you may do it.<br />

• Read and understand applicable Georgian College procedures, including Intellectual<br />

Property Policy and Procedure as well as the Freedom of In<strong>for</strong>mation and Protection of<br />

Privacy Act (provincial legislation).<br />

• Ensure that the timing of the data gathering does not overburden any area with surveys<br />

or other data gathering methods that might negatively impact the validity of the data<br />

received or unnecessarily reduce response rate <strong>for</strong> either the proposed research project<br />

or <strong>for</strong> other research planned or in progress.<br />

Step Two: Complete the Application Form<br />

• Complete and submit to the Chair of the Responsible Practice and Review Committee<br />

the Application For Research Approval At Georgian College <strong>for</strong>m as shown in Appendix<br />

B. Seek guidance from the Chair of the Responsible Practice and Review Committee as<br />

needed.<br />

• Identify and describe any existing or potential conflict of interest that exists or may<br />

appear to exist as it relates to any of the researchers. A conflict of interest exists if there<br />

is potential benefit to the researcher(s) beyond the professional benefit from academic<br />

publication or presentation of the results (and consequent honoraria, royalties, etc.).<br />

Refer to Conflict of Interest procedure #4-126.<br />

Step Three: Respond to Committee’s Assessment<br />

The proposed review process will result in one of three outcomes:<br />

• Fully Approved. If the proposed research project meets criteria and is approved,<br />

continue with the next steps required in your process to gain full approval from the<br />

College administration and/or Funding Bodies.<br />

• Conditionally Approved. If the proposed research project does not meet criteria but is<br />

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approved conditionally upon minor revisions, it must be resubmitted to a designated<br />

contact on the Responsible Practice and Ethical Review Committee with evidence of the<br />

minor revisions being carried out within a time period suggested by the Committee.<br />

• Rejected. A rejected proposal may be revised and resubmitted to the Responsible<br />

Practice and Ethical Review Committee through its regular procedure. A rejected<br />

proposal means that the research may not be carried out using Georgian College name,<br />

logo, time, resources, or staff.<br />

Any proposal that is not fully approved may be appealed According to the guidelines below.<br />

See Appeal Process below.<br />

B. Review Committee Process<br />

The Responsible Practice and Ethical Review Committee will be as “virtual” as possible, with<br />

communication occurring electronically whenever feasible.<br />

Step One: Application Received<br />

• Members of the Responsible Practice and Ethical Review Committee are asked to<br />

declare a conflict of interest when such conflict exists. Members who are involved in a<br />

proposed research study that is submitted <strong>for</strong> review may neither <strong>part</strong>ake in its<br />

discussion nor vote on its approval.<br />

• Members will be expected to sign a Non-Disclosure Agreement to respect the<br />

confidentiality of proposed research projects that are submitted to them <strong>for</strong> review. Refer<br />

to Appendix C <strong>for</strong> more in<strong>for</strong>mation regarding the Non-Disclosure Agreement.<br />

• The Chair will identify two members to review the proposal from an ethical perspective.<br />

• The Chair will identify one member from the Responsible Practice and Ethical Review<br />

Committee to work in collaboration with a researcher, to review the proposal from a<br />

responsible practice perspective (including research design, use of the other College<br />

resources, and professional conduct)<br />

Step Two: Assessment<br />

• The two pairs will prepare their assessments <strong>for</strong> presentation to the Responsible<br />

Practice and Ethical Review Committee.<br />

• Members of the Responsible Practice and Ethical Review Committee are expected to<br />

use the guidelines in this policy and to read any relevant in<strong>for</strong>mation provided to them by<br />

the Chair. This includes any documents provided by the applicant in support of his or her<br />

proposal.<br />

• The Responsible Practice and Ethical Review Committee members may be advised by<br />

the Chair at any point in the process, <strong>part</strong>icularly in matters concerning interpretation of<br />

how the policy applies to a <strong>part</strong>icular proposal.<br />

• Responsible Practice and Ethical Review Committee members may consult with the<br />

Chair about assessment guidelines at any point in the review process.<br />

• The most practical guidelines <strong>for</strong> reviewing an application are the questions contained<br />

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within the Application For Research Approval At Georgian College; this creates a strong<br />

correlation between the applicant’s instructions and those of Responsible Practice and<br />

Ethical Review Committee member.<br />

Step Three: Decision Making<br />

• After reasonable discussion and application of policy guidelines, the Responsible<br />

Practice and Ethical Review Committee members will be asked to vote. Three out of five<br />

is considered a majority.<br />

• The committee will outline any areas of concern. These will be included in a review<br />

summary prepared <strong>for</strong> the candidate and will be the basis <strong>for</strong> conditional approval or<br />

rejection of the proposal.<br />

• If the Committee has research concerns relating to these approvals, it reserves the right<br />

to discuss the proposed research project with College senior management as <strong>part</strong> of the<br />

review process.<br />

• The Chair will facilitate determination of any conditions <strong>for</strong> approval.<br />

• The Chair will communicate the results to the candidate.<br />

C. Appeal Process<br />

Any applicant may appeal the decision handed down by the Responsible Practice and Ethical<br />

Review Committee when:<br />

• The Responsible Practice and Ethical Review Committee has indicated approval is<br />

subject to revisions to be made to the proposal.<br />

• The Responsible Practice and Ethical Review Committee has rejected a proposal.<br />

When the Chair delivers the summary indicating that full approval is not given, the Chair will<br />

in<strong>for</strong>m the candidate that intent to appeal must be received within ten academic days. The<br />

appeal must be directly related to the areas of concern outlined in the review summary prepared<br />

by the Chair. The appeal process proceeds as follows:<br />

• Give notice of intent to appeal to the Chair within ten academic days of receiving results<br />

of the review.<br />

• Identify a mutually agreeable date <strong>for</strong> <strong>submission</strong> to the Chair of the committee. The<br />

Chair will set a date to hold a committee meeting.<br />

• Submit appeal directly to the Chair and accompany with supporting documentation.<br />

Examples of supporting documentation include:<br />

o<br />

o<br />

o<br />

o<br />

Previous research that was deemed acceptable and which used a similar method<br />

or population.<br />

Journal articles that support the research design.<br />

Texts that support the research design.<br />

Expert testimony as to the ethical viability of the research design.<br />

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• The Chair will communicate the outcome of the appeal to the applicant.<br />

• The appeal with supporting documentation will be distributed by the Chair to two<br />

reviewers (preferably different than <strong>for</strong> original reviewers) <strong>for</strong> either ethical review or<br />

responsible practice review or both depending on original review summary and/or<br />

conditions of approval.<br />

• Where the modifications required were minimal, the Chair will expedite the process<br />

whenever possible.<br />

• The same three possible outcomes to this review may result.<br />

• If an appeal is rejected, the candidate is offered the opportunity to meet with the Chair of<br />

the committee and the appropriate senior administrator to determine suitable next steps<br />

be<strong>for</strong>e proceeding with another <strong>submission</strong> of the same research.<br />

• The Vice President, Academic will rule on any appeal which is not resolved through the<br />

above appeal process.<br />

GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY<br />

Administration<br />

Procedure: # 2-119<br />

Effective Date: January 26, 2006<br />

RESPONSIBLE PRACTICE AND ETHICS REVIEW IN RESEARCH<br />

Prepared By: Sylvia Barnard, Michele Beaudoin, Marie-Noelle Bonicalzi, Harvey Briggs, Cathy<br />

Brown, Jim Bryson, Dave Duncan, Bob Emptage, Chris Frank, Bill Gordon, Gail Higginson, Rob<br />

Howard, Sue Jackson, Hal Jorch, Marie Knapp, Karen MacPhatter, Barbara Marshall, Kevin<br />

McCormick, Greg Murphy, Kathryn Peet, Tony Podziemski, Janice Mawhiney-Priest, Jean Reid,<br />

Helen Sheridan, Cassandra Thompson, Judith Skuce, Heather White, Michael Wolfe, Robert<br />

Wong<br />

Recommended By: College Planning Committee January 18, 2006<br />

Date<br />

Approved By: _________________________ February 22, 2006<br />

College President – Brian Tamblyn Date<br />

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APPENDIX 13.3:<br />

Student Protection In<strong>for</strong>mation<br />

The attached screenshot captures the in<strong>for</strong>mation students need to confirm at the time of the<br />

registration process.<br />

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Web Registration – Accept Payment and Policies Fall 2003<br />

To register <strong>for</strong> full time programs/courses, students must pay a deposit to<br />

Georgian and be eligible to register (be in good standing, etc.). Once they’ve<br />

made their deposit and log in to our web pages, they select, “Register”. The<br />

student then goes through a series of web pages to check their status and accept<br />

our policies prior to selecting their timetable as follows:<br />

Select “Register”:<br />

Students then verify their student in<strong>for</strong>mation:<br />

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Web Registration – Accept Payment and Policies Fall 2003<br />

The next screen is the “accept payment and accept college policies” page:<br />

Once the student clicks the “accept” button they can proceed to the registration<br />

page to select their timetable. A code is automatically inserted into the College’s<br />

database <strong>for</strong> that student <strong>for</strong> that specific registration term (that they have<br />

“Accepted payment and policies”). This is updated <strong>for</strong> each registration term<br />

(when they accept the policies):<br />

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