submission checklist for part a - Postsecondary Education Quality ...
submission checklist for part a - Postsecondary Education Quality ...
submission checklist for part a - Postsecondary Education Quality ...
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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 />
Bachelor of Applied Business-<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 />
Bachelor of Applied Business-<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 />
Bachelor of Applied Business-<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 />
Bachelor of Applied Business-<br />
Automotive Management Renewal Page 100 of 338
• 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 />
Bachelor of Applied Business-<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 />
Bachelor of Applied Business-<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 />
Bachelor of Applied Business-<br />
Automotive Management Renewal Page 103 of 338
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 />
Bachelor of Applied Business-<br />
Automotive Management Renewal Page 104 of 338
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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