1. ORGANIZATION AND PROGRAM INFORMATION Appendix 1.1 ...

1. ORGANIZATION AND PROGRAM INFORMATION
Appendix 1.1 Submission Title Page
Full Legal Name of Organization:
Seneca College of Applied Arts and Technology
Operating Name of Organization:
Seneca College
Common Acronym of Organization (if applicable):
Not Applicable
URL for Organization Homepage (if applicable):
www.senecac.on.ca
Proposed Degree Nomenclature:
Bachelor of Applied Arts (Child Development)
Location (specify address) where program to be delivered (each location requires a
location specific consent from the Minister):
King Campus
13990 Dufferin Street
King City, ON
L7B 1B3
Contact Information:
AND
Newnham Campus
1750 Finch Avenue East
Toronto, ON
M2J 2X5
Tina DiSimone, Dean
Faculty of Applied Arts & Health Sciences
13990 Dufferin Street
King City, Ontario
L7B 1B3
Telephone: (416) 491-5050 or (905) 833-3333, x5000
Fax: (905) 833-2085
Email: Tina.DiSimone@senecac.on.ca
Appendix 1.1 - Page 1

Site Visit Coordinator (if different from above):
Mary Fisher, Academic Chair
Faculty of Applied Arts & Health Sciences
School of Early Childhood Education
13990 Dufferin Street
King City, Ontario
L7B 1B3
Telephone: (416) 491-5050, x2040
Fax: (905) 833-2085
Email: Mary.Fisher@senecac.on.ca
Anticipated Start Date: September 2008
Anticipated Enrolment for the first 4 years of the program:
Cumulative Enrolment
Full-time
Part-time
Year 1 35 0
Year 2 63 0
Year 3 88 0
Year 4 111 0
Chair, Board of Governors
Name/ Title:
Full Mailing Address:
Jean Anne McLeod, B.A. (Hon.)
Chair, Board of Governors
Seneca College
1750 Finch Avenue East
Toronto, Ontario M2J 2X5
Telephone:
416-491-5050 x2002
Fax: 416-491-7745
E-mail:
Jean.Mcleod@senecac.on.ca
Appendix 1.1 - Page 2

1. ORGANIZATION AND PROGRAM INFORMATION
Appendix 1.2 Table of Contents
Binder
Tabs
Quality Assessment Panel Nominees
1. Title Page
1.1. Submission Title Page ............................................................................... 1.1
1.2. Table of Contents....................................................................................... 1.2
2. Executive Summary
2.1. Executive Summary ................................................................................... 2.1
3. Program Abstract
3.1. Program Abstract ....................................................................................... 3.1
4. Program Degree-Level Standard
4.1. Degree-Level Summary ............................................................................. 4.1
4.2. Samples of Student Work .......................................................................... 4.2
5. Admissions, Promotion, Graduation Standard
5.1. Direct Entry Admission
5.1.1. Admissions Requirements Direct Entry........................................... 5.1.1
5.1.2. Admissions Policies and Procedures for Mature Students.............. 5.1.2
5.2. Advanced Standing
5.2.1. Credit Transfer/Recognition Policies and Procedures..................... 5.2.1
5.2.2. Advanced Placement Policies ......................................................... 5.2.2
5.2.3. Degree Completion Arrangements.................................................. 5.2.3
5.2.4. Gap Analysis ................................................................................... 5.2.4
5.2.5. Bridging Courses............................................................................. 5.2.5
5.3. Promotion and Graduation Requirements.................................................. 5.3
6. Program Content Standard
6.1. Program Advisory Committee
6.1.1. Program Advisory Committee Membership..................................... 6.1.1
6.1.2. Program Advisory Committee Minutes............................................ 6.1.2
6.2. Professional/Accreditation or Other Organization Support
6.2.1. Professional/Accreditation or Other Requirements ......................... 6.2.1
6.2.2. Letters of Support: Professional/Accreditation or Other
Requirements .................................................................................. 6.2.2
6.3. Program Content Summary Material
6.3.1. Program Level Learning Outcomes................................................. 6.3.1
6.3.2. Course Descriptions ........................................................................ 6.3.2
6.3.3. Academic Course Schedule Information
6.3.3.1 Program Hour/Credit Conversion Justification ................... 6.3.3.1
6.3.3.2 Academic Course Schedule - Full-Time Studies................ 6.3.3.2
6.3.3.3 Identification of Previously Assessed Subjects .................. 6.3.3.3
6.4. Course Outlines ......................................................................................... 6.4
6.5. Work Experience Required for Degree Completion
6.5.1. Program Structure Requirement...................................................... 6.5.1
6.5.2. Support for Work Experience .......................................................... 6.5.2
6.5.3. Work Experience Outcomes and Evaluation................................... 6.5.3
7. Program Delivery Standard
7.1. Quality Assurance for Program Delivery
7.1.1. Quality Assurance Policies.............................................................. 7.1.1
7.1.2. Policy on Student Feedback............................................................ 7.1.2
Appendix 1.2 - Page 1

7.1.3. Student Feedback Instruments ....................................................... 7.1.3
7.2. On-line Delivery
7.2.1. On-Line Learning Policies and Practices ........................................ 7.2.1
7.2.2. Academic Community Policies ........................................................ 7.2.2
8. Capacity to Deliver Standard
8.1. Demonstrated Strength.............................................................................. 8.1
8.2. Learning and Information Resources
8.2.1. Library Resources ........................................................................... 8.2.1
8.2.2. Computer Access ............................................................................ 8.2.2
8.2.3. Classroom Space ............................................................................ 8.2.3
8.2.4. Laboratories/Equipment ................................................................. 8.2.4
8.3. Resource Renewal and Upgrading ............................................................ 8.3
8.4. Support Services........................................................................................ 8.4
8.5. Policies on Faculty ..................................................................................... 8.5
8.6. Curriculum Vitae of Current Faculty Assigned to This Degree Program
8.6.1. Curriculum Vitae Release................................................................ 8.6.1
8.6.2. Curriculum Vitae for Faculty Assigned to This Degree
8.6.2.A. Curriculum Vitae Exception Statements .............................. 8.6.2A
8.6.2.B. Curriculum Vitae for Faculty Responsible for Teaching and
Curriculum Development of DW Courses............................ 8.6.2B
8.6.2.C. Curriculum Vitae for Faculty Responsible for Teaching and
Curriculum Development of DO and DL Courses................ 8.6.2C
8.6.2.D.
8.6.2.E.
Curriculum Vitae for Program Development Consultants .... 8.6.2D
Curriculum Vitae for On-line Learning Professional and
Technical Staff..................................................................... 8.6.2E
8.7. Enrolment Projections and Staffing Implications........................................ 8.7
9. Credential Recognition Standard
9.1. Program Design and Credential Recognition............................................. 9.1
10. Regulation and Accreditation Standard
10.1. Regulatory /Licensing Requirements
10.1.1. Current Regulatory or Licensing Requirements .............................. 10.1.1
10.1.2. Letters of Support From Regulatory/Licensing Bodies.................... 10.1.2
11. Program Evaluation Standard
11.1 Periodic Review Policy and Schedule....................................................... 11.1
12. Academic Freedom and Integrity Standard
12.1. Policy on Academic Freedom and Academic Honesty
12.1.1 Academic Freedom Policy ............................................................. 12.1.1
12.1.2 Academic Honesty Policy .............................................................. 12.1.2
12.1.3 Academic Honesty Procedure ....................................................... 12.1.3
12.2. Policy on Intellectual Products ................................................................. 12.2
12.3. Policy on Ethical Research Practices....................................................... 12.3
13. Student Protection Standard
13.1. Academic Calendar Information............................................................... 13.1
13.2. Student Protection Policies
13.2.1. Dispute Resolution .......................................................................... 13.2.1
13.2.2. Fees and Charges........................................................................... 13.2.2
13.2.3. Student Dismissal............................................................................ 13.2.3
13.2.4. Withdrawals and Refunds ............................................................... 13.2.4
13.3. Student Protection Information................................................................. 13.3
14. Economic Need
14.1. Evidence of Economic Need .................................................................... 14.1
Appendix 1.2 - Page 2

15. Non-Duplication of Programs
15.1. Similar/Related College Programs ........................................................... 15.1
15.2. Similar/Related University Programs........................................................ 15.2
16. Optional Material
16.1. Other Relevant College Information......................................................... 16.1
- Academic Calendar (2007/2008) .......................................................... 16.1
- Seneca Student Handbook (2006/2007)................................................ 16.1
- Seneca College eLearning Plan (2006/2009) ........................................ 16.1
- Brochure Seneca King Campus............................................................. 16.1
- Seneca College Admission Handbook (2006/2007) .............................. 16.1
- Seneca College Academic Policy (2006/2007) ..................................... 16.1
- Student Rights and Responsibilities (2005/2006) .................................. 16.1
- Seneca College Academic Plan (2004/2009) ........................................ 16.1
- Seneca College Strategic Plan (2004/2009).......................................... 16.1
- Seneca College Business Plan (2006/2007) ......................................... 16.1
- Seneca College Viewbook (2006/2007) ................................................ 16.1
- Seneca College Degree Handbook........................................................ 16.1
16.2. Honorary Bachelor of Applied Studies ..................................................... 16.2
Appendix 1.2 - Page 3

2. EXECUTIVE SUMMARY
Appendix 2.1 Executive Summary
The early education of children has grown in importance over the past ten years. No longer
seen as solely child care providers, early childhood educators are now recognized as integral to
the healthy development of young children. The increased interest in this role is evidenced by
such important studies and initiatives as The Early Years Study (Reversing the Real Brain
Drain: The Early Years Study, Final Report April 1999) by Dr. F. Mustard and the Hon.
Margaret McCain commissioned by the Ontario Government, the Ontario Government’s Best
Start initiative, the previous Liberal government’s historic move to set up a Federal Child Care
system and the new College of Early Childhood Educators.
Research has shown not only do children who have received an appropriate early education do
better in school but it makes good economic sense for the country.
“The better the care and stimulation a child receives, the greater the benefit – for the
national economy as well as the child. The world is finally recognizing that children’s
rights to education, growth and development – physical, cognitive, social, emotional and
moral – cannot be met without a comprehensive approach to serving their needs from
birth”. (The State of the World’s Children 1999 Carol Bellamy, Executive Director, United
Nations Children’s Fund. As quoted in The Early Years Study page 10)
Canada is finally recognizing that investing in the well being of our children from birth will mean
there will be fewer remedial, social and mental health issues to deal with in later life. But in order
to meet the needs of the children, the country will require a growing number of educated
professionals to address the social, mental health and education needs of our children. The
Bachelor of Applied Arts - Child Development, with its solid programming in the arts, education
and psychosocial studies, is the program that will provide qualified graduates to become the
leaders in the early education and development field for the future.
The ECE diploma serves the field well. ECEs with two year’s training and guided by The Day
Nurseries Act have provided safe, stimulating and nurturing environments. However,
government policy built on research which shows that integrated services are both more
effective and more efficient has created a demand for leaders with additional knowledge and
skills. The scope of practice for early child development in Ontario has broadened. In addition to
the skills acquired in an ECE diploma, lead practitioners must be able to work as part of an
interdisciplinary team and advocate for young children and their families. The changing face of
early childhood services points to the need for professionals with degree level training.
College and Program Strengths
The School of Early Childhood Education at Seneca College resides on both the Newnham and
King Campuses both of which are in high growth areas with very diverse populations. The
campuses are accessible by public transportation and provide residences for those students
who choose to live and study in the same place. Both sites have lab schools and specialized
workshop rooms to model the best and latest theories in early education of children.
Initially the proposed degree will be offered at our King Campus to allow the students to study
and work in a multi-disciplinary environment. In our complex society, no one group can work in
isolation. If it “takes a village to raise a child” with all of the different skill sets that are implied in
Appendix 2.1 - Page 1

that statement, we need to make sure that the graduates who are charged with educating our
children from birth have access to all of the professionals who are involved in the village. The
education of children involves the physical, social, emotional, mental and cultural aspects of
their learning. King Campus has the programming and facilities to allow for cross-discipline
learning for the Child Development students to enrich their studies. Students will learn in class,
in labs, in field placements, in co-op work sites and in the student lounges from other students
who study in such diverse fields as nursing, therapeutic recreation (pending approval), forensic
health studies, recreation, environmental studies, social services, animal health and business.
Through informal learning environments, the degree students will learn the importance of
drawing on the strength of other professionals to provide the best education and support for the
children in their care.
Program Outcomes and Curriculum Design
The learning outcomes for the program were developed in consultation with ECE faculty and an
advisory committee made up of senior professionals from a broad cross section of organizations
involved in the provision of care and education to young children. Discussions at the advisory
meetings focused on how to address the gaps in early education and how best to prepare
individuals for future work opportunities in an expanding field.
There was overwhelming support for a well-rounded professional who possessed the
understanding of current practices in early childhood education and who could provide
programs to deal with children with emotional and social problems; who could provide
educational programming that prepared children to be successful as they move into the school
age years; who was prepared to deal with the new realities of interdisciplinary work teams in
organizations serving families with young children and the need to include families as full
partners in the education of their children.
The Advisory Committee made it clear that there will be a need for a broadly skilled graduate
who can work with existing Early Childhood Educators and traditional school systems to develop
new models for a seamless education system for all children in Ontario. The proposed
baccalaureate program will provide the graduates through its multidisciplinary model and handson
placements, co-op opportunities and research studies with a firm grounding to begin a career
working with families and children.
The proposed degree delivers depth and breadth of knowledge in the field. In-depth studies
occur in the three streams (each stream is firmly based in the knowledge of child development):
1) Teaching/Learning
Includes courses in: curriculum models, history of early education, the constructivist
approach to math, science and language, and theories and applications in art, music,
and drama in education.
2) Development/Special Needs
Includes courses in: assessment skills, developmental psychopathology, play therapy,
brain development, the effects of stress and trauma, and attachment theory.
3) Family Services/Interdisciplinary Practice
Includes courses in: partnering with families, working with colleagues from other
disciplines, developing case management skills, early intervention, and designing
educational programs for adults.
Appendix 2.1 - Page 2

The proposed program addresses the critical need for communication skills in diverse settings.
Students will take communication courses with a significant practical component, where
students will be required to practice and demonstrate the concepts. The communication skills
acquired will enhance critical thinking.
The application of concepts is reinforced in all courses through self-directed activity and
problem-based learning, through research projects, case studies, and in three field placements,
and a supervised co-op work term. Students are required to integrate theories and concepts
from a variety of courses and disciplines, demonstrate application of content and concepts,
reflect on their practice and adjust their application in the “real world”.
Students in the proposed degree program will benefit from the opportunity to select from a wide
range of electives offered by the liberal studies faculty. Through liberal studies, students will
gain an understanding of human behaviour that will enhance their ability to work in the global
milieu.
Note: A program map of the Bachelor of Applied Arts - Child Development has been included on
page 5 of this appendix.
Capacity to Deliver
The mission of Seneca College of Applied Arts and Technology is to contribute to Canadian
society by being a transformational leader in providing students with career-related education/
training. How better to contribute to Canadian society than by offering a program that will
graduate educators who will ensure that the next generation of Canadians is prepared from birth
to meet the challenges of our complex nation
The School of Early Childhood Education (ECE) at Seneca College is a leader in the country.
The broad programming, emergent curriculum, the high caliber of professors and staff, the
selection of professors to serve on provincial and federal task forces and committees along with
the international opportunities within the program make it a truly outstanding example of
education in action.
Professors from Seneca’s School of ECE have served on the Early Years, Best Start and the
College of ECE projects. They have hosted national and local conferences and are actively
involved in all aspects of early education in the province, the country and internationally with
field placements for students and exchanges for faculty.
Recently the School of Early Childhood Education was asked to be a partner in bringing the
Reggio Emilia 100 Hundred Languages of Children exhibit to Toronto for the first time. Working
with the Toronto District School Board, York University and Bishop Strachan School, this exhibit
was open to the public and was used to educate the public, school teachers, professors and
students on the importance of early education. This exhibit has toured the world for 20 years
and Toronto will be its final stop on the tour before it is retired. It is a real testimony to the high
regard others hold Seneca’s School of ECE that we were chosen as a decision making partner
in bringing the exhibit to Toronto.
Appendix 2.1 - Page 3

Opportunities for Graduates
The Early Childhood Education programs offered at Ontario community colleges provide
graduates with the skills needed to work in today’s childcare settings. Whereas the proposed
degree will prepare graduates for the future of early childhood education that will require the
skills, values and attitudes essential to working in an integrated, multi-disciplinary environment
where the early educator is seen as an equal member of the education team providing a
continuum of appropriate experiences for all children.
Because of the broad nature of its program offerings and the size of its programs, Seneca’s
School of Early Childhood Education is closely aligned to childcare centres, public and separate
school boards and specialized care facilities for children in both the GTA and York Region.
These relationships will open doors for graduates to play leadership roles in advocating for
young children and their families and enable them to help shape the future of education for
children in Ontario.
The Ontario College of Teachers has recognized the value of four year baccalaureate degrees
from the Ontario colleges. Many graduates of the program may choose to go on to get their
teaching credentials to work within the educational system in Ontario to provide the necessary
skills to ensure curricula meets the needs of children from birth to post-secondary education.
Other graduates will seek further studies in Master’s programs in the arts, social sciences and
public policy. To date, letters of credential recognition for the proposed degree have been
received from:
• University of Buffalo
• University of New Brunswick
• D’Youville College
• Concordia University
• Griffith University
• Edith Cowan University
It is expected that graduates from the proposed degree will be in high demand by agencies who
work closely with health care professionals, therapeutic and treatment center staff, child
protection services and others working with families and their young children. To date, letters of
support have been received from:
• Adventure Place
• Family Day
• Community of Maple Child Care Services
• North York General Hospital
• Toronto District School Board
• York Child Development and Family Services
• York Region, Early Intervention Services
Current theory identifies best practice as the provision of integrated services through the
collaboration of professionals. The emphasis on interdisciplinary practice in the proposed
program contributes to the preparation of excellent practitioners and better quality service to
families. Over the years, collaborative, interdisciplinary practice will make a significant difference
to the health and well being of countless Canadian families.
Appendix 2.1 - Page 4

Bachelor of Applied Arts (Child Development) – Program Map
Year Sem A B C D E F Hrs/wk
1
EAD 102
Healthy Environments:
Health, Safety and Nutrition
4 DW
EAD 110
Play in Early Childhood
3 DW
EAD 104
Human Development, Part I
3 DW
ENG 106
Writing Strategies
3 DO
EAD 106
Foundations of Teaching
and Learning in Early
Childhood, Part I
3 DW
EAD 108
Professional Practice in a
Diverse Culture
3 DW
19
1
2
3
4
2
3
4
5
6
7
8
EAD 202
Observation Methodology
3 DW
EAD 302
Ethics, Policy, and
Legislation
3 DW
EAD 402
Artistic Development
and Studio
3 DW
EAD 506
Interdisciplinary Practice: A
Team-Based Approach to
Child & Family Services
4 DW
EAD 602
Brain Research and
Cognitive Development
Implications for Practice
3 DW
EAD 702
The Effects of Stress,
Trauma and Violence on
Learning
3 DW
EAD 802
Designing Educational
Programs for Adults
3 DW
LSO XXX
Introduction
to Psychology
3 DO
LSO XXX
Liberal Studies Option
3 DO
EAD 404
Theories and Applications
of Music, Movement and
Dramatic Play
3 DW
EAD 502
Attachment in Infancy and
Early Childhood
3 DW
EAD 606
Case Management and
Leadership
3DW
EAD 710
Childhood in a Global
Context
3 DW
EAD 804
Reflective Practice
3 DW
EAD 204
Human Development, Part II
3 DW
EAD 310
Developing & Sustaining
Partnerships with Families
3 DW
EAD 406
Dynamics of the Family
3 DL
EAD 504
Play Therapy: Theory and
Process
3 DW
EAD 604
Play Therapy Techniques
3 DW
EAD 650: Coop Work Term
EAD 706
Research, Methods &
Statistical Analysis
3 DL
EAD 806
Applied Research Paper
3 DW
LSO XXX
Introduction to
Sociology
3 DO
EAD 306
Children with Special
Needs
3 DW
EAD 410
Developmental
Psychopathology, Part I
3 DW
EAD 510
Developmental
Psychopathology,Part II
3 DW
EAD 600
Co-op Professional
Practice
2 DL
EAD 708
Early Intervention,
Screening, and
Assessment, Part I
3 DW
EAD 808
Early Intervention,
Screening, and
Assessment, Part II
3 DW
EAD 206
Foundations of Teaching
and Learning in Early
Childhood, Part II
3 DW
EAD 308
Historical & Philosophical
Traditions in ECEC
3 DW
EAD 408
Curriculum Approaches in
ECE
3 DW
EAD 508
A Constructivist Approach
to Math and Science
3 DW
EAD 608
A Constructivist Approach
to Language and Literacy
3 DW
EAD 700
Coop Integration and
Career Planning
2 DL
PRO XXX
One Professional Option
3 DW
EAD 200
Integrative Seminar/
Field Placement I
4 DW
LSP 320
Interpersonal
Communication
3 DO
EAD 400
Integrative Seminar/
Field Placement II
4 DW
EAD 500
Integrative Seminar/
Field Placement III
4 DW
19
18
19
20
EAD 610
Environmental Design
3 DW 17
LSO XXX
Liberal Studies Option
3 DO 17
LSO XXX
Liberal Studies Option
3 DO
Legend: Development/ Family Services/ Teaching/ Liberals Professional Research
Special Needs Interdisciplinary Practice Learning Practice
18
Appendix 2.1 - Page 5

3. PROGRAM ABSTRACT
Appendix 3.1 Program Abstract
The Bachelor of Applied Arts - Child Development is a four-year degree program which
responds to the need for better educated early childhood development professionals. The field
of early child development has been expanding and is experiencing the pressure for greater
professionalism. Increased knowledge of brain development and the importance of early
intervention in the early years has led to increased integrated services and programs, which, in
turn, have created a demand for more skilled professionals. The recent legislative recognition of
ECE as a profession and the creation of a College of ECE have taken the field up a notch.
Integration of health, education and social services has long been the gold standard for best
practice in service and program delivery to young children and their families. However, the
education of professionals tends to be one-dimensional, where the focus is on one discreet area
of knowledge and few programs teach the skills of interdisciplinary practice.
Graduates of the proposed degree receive a firm grounding in early child development and
multi-disciplinary family practice. The curriculum focuses on human development theory,
research and promising practice. It prepares the graduate to contribute to emerging models of
working with families and children. The graduate will possess specialized knowledge and
training in Teaching and Learning, Development and Special Needs, and Child and Family
Service models. Professional skills, values and attitudes essential to an integrated, team-based
approach successfully learned in class and practiced in supervised field and co-op placements
will produce a graduate who will be able to play a leadership role in advancing the well-being of
young children and their families.
Appendix 3.1 - Page 1

4. PROGRAM DEGREE-LEVEL STANDARD
Appendix 4.1 Degree-Level Summary
Overview
The proposed degree addresses the need for more highly trained early development
practitioners. There is a solid foundation of early childhood development knowledge and skills
with thorough integration of the theory and practice of interdisciplinary practice as applied to the
education and the social and emotional health of young children.
The proposed program of study distinguishes itself in several ways. There is an emphasis on
the use of the creative arts to provide outlets for children to express themselves using a variety
of media. Students practice skills of analysis and evaluation to choose and create programs
based on current research and best practices for a diverse range of families and children.
There are three integrative seminar/field placement courses that give students the needed
practical experience to integrate the theory and practice through the process of reflection. The
co-op semester between semesters 6 and 7 provides a focused, long term opportunity to apply
theoretical knowledge in a real life setting. In the last semester, students will complete a
research project to reflect on their practice and explore in depth questions related to Early
Childhood Education.
Depth and Breadth of Knowledge
The proposed degree delivers depth and breadth of knowledge in the field. In depth studies
occur in the three streams: Teaching/Learning, Development/Special Needs, and Family
Services/Interdisciplinary Practice.
The three streams taken together allow for integration of knowledge and an understanding of
the “ecology” of providing care, education and service to families and their young children. The
combination deepens the student’s understanding of each individual stream. The courses in
each of the three streams are shown in the table below.
Teaching/Learning
EAD 106 Foundations of Teaching and Learning Part I
EAD 206 Foundations of Teaching and Learning Part II
EAD 110 Play in Early Childhood
EAD 102 Healthy Environments: Health, Safety and Nutrition
EAD 202 Observation Methodology
EAD 308 Historical and Philosophical Traditions in ECE
EAD 408 Curriculum Approaches in ECE
EAD 402 Artistic Development and Studio
EAD 404 Theories and Applications of Music, Movement and Drama
EAD 508 A Constructivist Approach to Math and Science
EAD 602 Brain Research and Cognitive Development Implications for Practice
EAD 610 Environmental Design
EAD 608 A Constructivist Approach to Language and Literacy
Appendix 4.1 - Page 1

Development/Special
Needs
EAD 104 Human Development Part I
EAD 204 Human Development Part II
EAD 306 Children with Special Needs
EAD 410/510 Developmental Psychopathology I and II
EAD 502 Attachment in Infancy and Early Childhood
EAD 504 Play Therapy: Theory and Process
EAD 604 Play Therapy Techniques
EAD 702 The Effects of Stress, Violence and Trauma on Learning
Family Services/
Interdisciplinary Practice
EAD 310 Developing and Sustaining Partnerships with Families
EAD 406 Dynamics of the Family
EAD 506 Interdisciplinary Practice: A Team-based Approach to Child and
Family Services
EAD 606 Case Management and Leadership
EAD 708/808 Early Intervention, Screening and Assessment I and II
In addition to the three distinct streams are courses in professional practice. These courses are
designed to teach the content and skills essential for all the vocational courses, as well as
provide the opportunity for students to integrate classroom learning into practice. The courses
that provide students with professional practice are shown in the table below.
Professional Practice
EAD 108 Professional Practice in a Diverse Culture
EAD 302 Ethics, Policy and Legislation
EAD 200 Integrative Seminar/Field Placement I
EAD 400 Integrative Seminar/Field Placement II
EAD 500 Integrative Seminar/Field Placement III
EAD 600 Co-op Professional Practice
EAD 650 Co-op Work Term
EAD 700 Co-op Integration and Career Planning
EAD 710 Childhood in a Global Context
EAD 802 Designing Educational Programs for Adults
EAD 804 Reflective Practice
Depth of knowledge is achieved both in the level and complexity of the course learning
outcomes and in the evaluation requirements. Learning outcomes have been carefully written
and reviewed using Bloom’s Taxonomy to require higher level learning outcomes. Application of
knowledge at this level focuses on critical thinking, evaluation and analysis. Course grading
requirements ask students to demonstrate knowledge, synthesis and the application of that
knowledge at the higher levels. The learning outcomes and the evaluation strategies firmly
establish the proposed program at the undergraduate degree level.
The curriculum taken as a whole reflects progressively complex levels of skills, knowledge, and
interpretations in the field of child development. Initial courses focus on a detailed
understanding of human development. A more abstract application of these principles is
delivered in mid-curricula courses, where the emphasis shifts to developing analytical skills. In
the final two years, courses will require students to integrate theory, to synthesize information,
Appendix 4.1 - Page 2

and to observe, assess and implement strategies to develop and sustain professional relations
with children, families, co-workers, and community service personnel.
The proposed degree also delivers depth and breadth of knowledge outside the field. The
curriculum offers many opportunities for students to broaden their knowledge through their
liberal studies options. They are able to choose from an extensive list of previously approved
degree level liberal options. In addition to the mandatory liberal arts subjects, the students will
take courses to develop critical thinking and analytical skills and to study and apply research
methodologies. The liberal arts, communication and research courses are shown in the table
below.
Liberal Arts/
Communication
Three Liberal Studies electives
ENG 106 Writing Strategies
LSO XXX Introduction to Sociology
LSO XXX Introduction to Psychology
LSP 320 Interpersonal Communication
Research
EAD 706 Research Methods and Statistical Analysis
EAD 806 Applied Research Paper
Knowledge of Methodologies
Throughout the degree program, students will be required to exercise and develop the abilities
to critically analyze situations and problem solve. The curriculum exposes the students to a
variety of projects, case studies, guest lecturers from varying backgrounds, and a variety of
practice environments. As a result, they will develop the ability not only to create and test new
solutions, but also to recognize patterns in problems and be able to apply appropriate solutions.
They will understand and be able to implement the most recent and innovative ideas in
curriculum development such as the constructivist approach and the updated multi-
/interdisciplinary approach to case management and will be able to disseminate current ideas
and practice in the field. Graduates who communicate effectively in an organizational
environment and have an up to date knowledge of early development, education and care will
be effective problem solvers, and desirable employees.
Graduates will be able to research, evaluate, and implement effective solutions as part of an
interdisciplinary team or on their own. Students will be able to respond to the needs of the
field’s client groups utilizing analytical skills.
Using an investigative approach in all courses, students will be constantly engaged in the
collection and analysis of information. The emphasis will be on the ability to use information
strategically in achieving specific objectives. This emphasis on comprehension versus
information requires students to demonstrate a capacity for critical thinking and evaluation.
Graduates of this program will have the knowledge, skills and attitudes to be information
seekers and information providers.
Application of Knowledge
The application of concepts is reinforced in all courses through self-directed activity and
problem-based learning, projects, case studies, and three field placement experiences and a
supervised co-op work term. Students are required to integrate theories and concepts from a
Appendix 4.1 - Page 3

variety of courses and disciplines, demonstrate application of content and concepts, reflect on
their practice and adjust their application in the “real world”.
Throughout the degree, the students will develop the habit of reviewing current research.
Students will learn that in order to keep up with advances in their field, they must commit to
lifelong learning, self-reflection and renewal. They must be able to evaluate critically the
conceptual frameworks of current theory in light of new knowledge.
In a degree in applied studies it is important to understand the dynamic between theory and
practice. Knowledge generated through experience informs theory and theory, in turn, informs
practice. Students will be actively testing theory against practice in both the field and co-op
experiences. Back in the classroom, and as part of their professional reflection, students will
continue to evaluate what they are learning and experiencing and form ideas of what constitutes
best practice.
Communications Skills
The ability to communicate effectively in a variety of forms and to a variety of audiences is
critical to success in any career today, but particularly in the field of early care and development.
Early childhood professionals must be able to fully articulate their expertise, advocate
successfully and manage highly sensitive situations.
In the past decade, the ability to communicate effectively has become increasingly important
and complex. Professional conduct must reflect a global, networked environment, and yet
traditional communication techniques have never been more important. For example, the ability
to write objective documents and to effectively process and evaluate the merits of written
information from the Internet is critical. Presentations must be delivered to audiences in various
geographic locations, of diverse levels of knowledge, and of various cultures. Audience
expectations have risen to the point where even relatively minor presentations require the use of
multimedia. Presenters are expected to know and use a wide array of presentation
technologies.
The proposed program addresses the critical need for communication skills in diverse settings.
Students are required to take communication courses including critical thinking, writing, and
interpersonal communications. All communication courses have a significant practical
component. Students will practice and demonstrate the concepts. The communication skills
acquired will enhance critical thinking.
Students in the degree program will benefit from the opportunity to select from a wide range of
electives offered by the liberal studies faculty. Through liberal studies, students will gain an
understanding of human behaviour that will enhance their ability to work in the global milieu.
Awareness of Limits of Knowledge
Child development methodologies determine the of scope and boundaries for a professional
approach. In the delivery of services for children and their families, a graduate will face the
challenge of working within these boundaries to attain the required scope. Graduates of this
program will recognize that they are generalists with areas of specialty and possess the
capability to work effectively in any child and family context. Through course work and field
experiences they will develop an awareness of when to refer families and children to other
professionals. Graduates will understand that in the child development field, change is
inevitable and that the criteria for success depend on the ability to not only apply fundamental
Appendix 4.1 - Page 4

concepts, but also to look forward to changes that may occur in the future and to continue the
process of lifelong learning.
Working directly in the field, or in advisory and teaching capacities, graduates can be confident
that the skill sets provided by this program will form a strong foundation for future learning and
applications.
Professional Capacity/Autonomy
As early childhood professionals, graduates of the program enter a field that touches the lives of
people at the most intimate of levels. The highest professional integrity is required in good
practice. In addition to good or best practice there is a social responsibility to advocate for some
of the most vulnerable members of society and influence public policy to ensure the health and
well-being of families.
Graduates of the proposed program will understand the importance and value of further
education. During the program it is expected students will have learned the necessity of
continuing professional development to maintain currency, openness to new ideas and a
genuine interest in the lives of those different from oneself. The significance of acquiring new
competencies is highlighted in EAD 700 Co-op Integration and Career Planning.
Graduates of the proposed program in child development will have many transferable skills:
strong human development knowledge, education methodologies, communication techniques,
critical thinking and problem-solving, to name a few. Armed with transferable skills, graduates
will be equipped to learn about and adapt to new trends, changes, and research-informed
practice.
More formally, graduates will have opportunities for admission to university graduate studies
programs.
Summary
The field of child development demands effective communication skills, comprehensive
knowledge of children and their families, understanding of human behaviour, an analytical
intellect and compassionate and caring practice. The Bachelor of Applied Arts - Child
Development will enable its graduates to develop the required skills at a level appropriate to a
degree program.
Appendix 4.1 - Page 5

5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.1.1 Admission Requirements Direct Entry
Program Admission Requirements
Academic
High School Graduates
• Completion of OSSD or
equivalent
• A minimum average of 65
percent
• Six university or
university/college courses at the
Grade 12 level including
− Grade 12 (U) Mathematics
− ENG4 (U) University
Preparation English
− Four other Grade 12 U or
U/C courses (recommend
two C or U/C courses – one
in Human Development)
Mature Students
• Mature students (age 19 or
older) will be considered
for admission consistent
with Ministry of Training,
Colleges and Universities
policies and upon
demonstration of academic
preparedness in
prerequisite disciplines
• Mature students must
submit proof of credits in
the above courses or
equivalent credits at the
post-secondary level or an
entrance examination
Related work/
volunteer experience
Applicants with related experience will be given preference.
Other
Prior to second semester students are required to have the following
completed successfully in order to attend field placement:
− Standard First Aid/CPR
− Criminal Reference Check
- immunization schedule/TB test
Appendix 5.1.1 - Page 1

5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.1.2 Admission Policies and Procedures for Mature Students
General Admission Requirements (Source: Academic Policy 2005-2006, 2.2, p. 1)
The basic admission requirement to post-secondary programs is the Ontario Secondary School
Diploma (Grade 12) or its equivalent, with the majority of senior credits at the college, university,
college/university level – or mature student status (age 19 or over).
In addition, a minimum average of 65% is required for admission to the applied degree
programs with 6 OAC’s or 6 University or University/College credits at the grade 12 level. Any
additional requirements will be published for the specific program.
Subject Prerequisites (Source: Academic Policy 2005-2006, 2.3, p. 1)
Several programs require specific subject and level prerequisites among the 30 credits in the
Ontario Secondary School Diploma. These prerequisites will be published in the College
Calendar. It is the responsibility of the student to ensure that his/her studies follow program
requirements.
Qualifications and Equivalencies (Source: Academic Policy 2005-2006, 4.1-4.2 p. 3)
4.1 Academic Qualifications from Other Countries - Full-Time Students
A Board of Admissions will consider applications for admission from students who have gained
their educational qualifications abroad. International applicants must provide proof of academic
standing equivalent to the Ontario Secondary School Graduation Diploma (OSSD).
The following certificates are acceptable for admission to post-secondary certificate or diploma
programs:
• Hong Kong Certificate of Education with credit standing in five academic subjects or
pass standing in six academic subjects.
• Chinese University of Hong Kong Entrance Examination with a pass in five academic
subjects.
• For England, Asian countries, the West Indies and African the General Certificate of
Education with grades of A, B, C, or 1, 2, 3 in five academic subjects at the "O" or
ordinary level; or the Caribbean Examination Council Certificate with grades A, B, C or 1,
2, 3 in five academic subjects at the general level.
For some programs there may be selective admission requirements such as a high school credit
in science or mathematics. The program information in the calendar will specify any special
entrance standards.
Only original documents will be considered. These should be sent by registered mail.
For admission to the applied degree programs, the applicant will be assessed for equivalencies
on an individual basis. Secondary school graduation certificates or diplomas should be at the
higher or senior level. General Certificates of Education with subjects at the general or "0" level
should include at least two subjects at the Advanced level.
Appendix 5.1.2 - Page 1

4.2 English Proficiency - Full-Time Students (Academic Policy 2005-2006 p.3)
For direct admission, applicants are expected to have acceptable levels of English proficiency.
For applicants whose education has taken place in a country where English is not the only
language of common usage, English proficiency must be demonstrated by submitting
successful test scores from a recognized English proficiency test: TOEFL; IELTS; MELAB;
CAEL. For TOEFL, candidates who score a minimum of 550 (213 computer based), and who
demonstrate strength in listening comprehension, will be considered for regular programs. For
applied degree programs, a minimum total TOEFL score of 570 (230 computer based) is
required, and for graduate certificate programs, a minimum total TOEFL score of 580 (237
computer based) is required.
For information, contact:
Test of English as a Foreign Language
P.O. Box 6151
Princeton, New Jersey 08541-6151
b) Policy for Mature Students: (Source: Academic Policy 2005-2006 2.5, p.2)
Mature students, age 19 or over, who wish to resume their education in a course of study at
Seneca College, will be evaluated by a Board of Admissions which may recommend an
appropriate preparatory program of study offered at Seneca College, or direct entry into a
program.
Procedures for Mature Students: (Source: Academic Calendar 2005-2006, p. 3)
MATURE APPLICANT STATUS
Seneca College welcomes applications from adults who have made the decision to
return to school. The requirement for using the “Mature Applicant” status as the basis
for meeting the Ontario Secondary School Diploma admission requirement is that the
applicant is nineteen years of age or older.
As a ‘Mature Applicant’ you do not require an Ontario Secondary School Diploma (or its
equivalent). However, you do require academic credits in English, Mathematics,
Biology, Physics, and Chemistry if any of these subjects are listed as a part of the
program’s admission requirements.
In some instances, Mature Status applicants may be allowed to write the Mature Student
Entrance Tests in English and/or Mathematics in lieu of having these Ontario Secondary
schools credits or their equivalent. Applicants should confirm with the Admissions Office if
writing the English and/or Mathematics entrance test is permitted for their desired program and
should also confirm with the Admissions Office if upgrading courses are acceptable
substitutions for Ontario Secondary School credits. For applied degree programs, mature
students are considered on an individual basis for meeting non-subject specific credits,
generally stated as a number of 4U or M or OAC subjects in addition to the subject specific
courses that are required.
Appendix 5.1.2 - Page 2

5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.1 Credit Transfer/ Recognition Policies and Procedures
Seneca’s Differentiated College Mandate Accountability Agreement (2003) with the Ministry of
Training, Colleges and Universities commits Seneca to the pursuit of multiple entry/exit points
and pathways to promote student success. Specifically, the Accountability Agreement
(Paragraph 10, p.4) states: “Consistent with the provincial goal of increasing accessibility to
applied degree education for current and future college diploma graduates and consistent with
the terms and condition of the Minister’s consent for each applied degree, the College will
undertake to articulate learning pathways for students within the college system and facilitate
students accessing these pathways through appropriate prior learning assessment opportunities,
bridging programs or other transfer agreements or arrangements.
“Access to Success” is also one of the priority Goals identified in Seneca’s Strategic Plan 2004-
2009. As such, Seneca has made a commitment to: “…become the Canadian model for the
creation of access opportunities to higher education and training. This will be accomplished by
(a) creating a national network of agreements for credit transfer; (b) establishing partnership
agreements with schools, school boards, and agencies; (c) extending counseling, financial and
other supports that promote access, retention and student success; (d) making available
multiple entry and bridging opportunities from college prep through postgraduate programs; (e)
engaging in research to identify the most effective/promising access and retention strategies in
Canada; (f) assisting foreign-trained persons to readily attain appropriate credentials and
experience, and (g) being proactive in facilitating access and success for students and
employees with disabilities” (Strategic Plan 2004-2009, p. 3).
In order to achieve these goals, Seneca College has in place and continues to negotiate
articulation agreements with other post-secondary institutions in this province, across Canada
and Internationally.
Articulation agreements
Source: University Transfer Guide: http://www.senecac.on.ca/fulltime/stuserv/tran-01.htm
Seneca College currently has 62 University Transfer Arrangements (both formal and informal)
with 24 Universities from across Ontario, Canada, the United States, and Internationally.
Currently Seneca is the only Ontario College with a dedicated University Transfer Office
(located in Student Services) acting as a central resource of college and system wide
information, and offering advisement and assistance for current and prospective students
wishing to examine further education pathways.
Beyond the standard undergraduate degree completion partnerships, collaborative program,
joint delivery and concurrent models, Seneca has recently made steps to have its Ontario
College Graduate Certificate programs recognized at the Masters level in a ground breaking
agreement with Australia's University of Western Sydney.
Tracking student success and uptake of these agreements is the next major focus of the
University Transfer initiatives at Seneca. In a current Pilot Project with Athabasca University,
select Seneca students have begun pursuing their degree while still at Seneca, completing a 3-
Appendix 5.2.1 - Page 1

year diploma. It is the hope that these students will provide a sampling of the potential for future
concurrent arrangements and follow up information beyond graduation.
Transfer credits for entry into Seneca bachelor’s degree programs:
Many of the universities with which Seneca has transfer agreements currently award significant
academic credit towards their baccalaureate programs to graduates of Seneca’s diploma
programs. We would anticipate that similar credits will be warranted for diploma graduates
entering our college bachelor’s degree programs. However, transfer credits will be based solely
on an assessment of the equivalencies between the learning outcomes achieved by the
applicant at the previous academic level (e.g., the diploma level) as compared with the learning
outcomes expected at various points of entry into the degree program. In some instances the
applicants will be required to do additional work or a bridging program as appropriate to address
any gaps identified. Assessments for transfer credit are conducted by the Chair (or the chair’s
designate) in consultation with the faculty of the program to which entry is sought. Applications
for transfer credit will be assessed on an individual student basis, except where a formalized
degree completion pathway has been approved and published. In addition, block credits may
be granted based on a careful assessment of programs with high affinity for the particular
bachelor’s degree program sought, as well as for those programs that are not closely related to
the degree program. The College has on file and available upon request, samples of such
assessments and any signed formalized block transfer agreements.
Previously, Seneca policies for credit transfer were developed primarily for applicants seeking to
enter diploma programs. Nevertheless, these policies and practices were consistent with the
guidelines established by the Post Secondary Education Quality Assessment Board (PEQAB)
for bachelor’s degree programs. A revised policy was approved by the Senior College
Executive on September 14, 2005 (see below) and will be included in the 2006/2007 Academic
Policy handbook.
Policy: Advanced Standing/Transfer Credit
Approved: Academic Council, May 16, 2005
Applied Degree Implementation Committee, June 9, 2005
Deans, Chair and Directors, June 14, 2005
Senior College Executive, September 14, 2005
POLICY STATEMENT
Many students who enter Seneca College will have earned academic credits in post-secondary
educational institutions which they may be able to apply toward completion of a Seneca College
program.
Requests for Advanced Standing must be for a specific subject in a specific semester. It is the
policy of Seneca College that all applications for Advanced Standing will be considered by the
School responsible for the subject. Criteria for the granting of Advanced Standing are
established and published by each School/Faculty. The criteria will ensure that a fair,
reasonable, and consistent process is in place. Candidates must have official transcripts and
detailed subject descriptions in order to be considered for Advanced Standing.
A minimum grade of “C” (60%) is generally required for a subject to be considered for Advanced
Standing. For applied degree programs, the minimum grade considered for Advanced Standing
is ”C+” (65%).
Appendix 5.2.1 - Page 2

Requests for Advanced Standing should be made as early as possible before the beginning of
the semester to which they apply and no later than two weeks after the beginning of the
semester.
Granting of Advanced Standing/Transfer Credit
Advanced Standing is granted or denied by the Chair or designate who may seek the advice of
a promotion committee and the decision will be communicated to the student by means of a
transcript.
If a student transfers programs, any Advanced Standings will be reviewed by the Chair or
designate. Any changes in Advanced Standings granted previously will be communicated to the
student by means of a transcript.
A student has the right to appeal the decision, consistent with Academic Policy.
Advanced Standing/Transfer Credit from Diploma Programs to Degree Programs
To ensure that the appropriate degree level standard has been met, a gap analysis of the
program content and outcomes of the studies for which transfer credit is being awarded will be
completed. Normally, no more than 65% of a degree level program may be awarded credit
through Advanced Standing for credits from a 3-year diploma program, and no more than 40%
for credits from a 2-year diploma program.
Advanced Standing/Transfer Credit from Degree Programs to Degree Programs
Credits recognized for Advanced Standing in a degree program must be earned at a
postsecondary institution which is (i) a Canadian public university, (ii) an organization authorized
to offer the degree program on the basis of an Ontario Ministerial Consent; or (iii) an
organization that has the legal authority to grant degrees, is accredited by a recognized
accrediting body where relevant, applies quality assurance policies to programs consistent with
the program evaluation policy requirements of the Board, and is a member of a recognized
association of degree-granting institutions, or (iv) another institution acceptable to the
Postsecondary Education Quality Assessment Board.
ADMINISTRATIVE GUIDELINES
Advanced Standing decisions are monitored, reviewed and evaluated through Seneca’s
Program Review/Quality Assurance process to ensure that the process is fair, reasonable and
consistent. Personnel responsible for determining advanced standing/transfer credit receive
training and support as appropriate.
Appendix 5.2.1 - Page 3

Limit on number of credits:
Residency Requirement (Academic Policy 2005-2006, 5.9, p.5)
A Faculty of Seneca College may recommend a student for a certificate, diploma only after the
student has earned a minimum of twenty-five percent of the credit for that program under the
authority of the recommending Faculty.
The following amendment is proposed and is in the process of being approved:
Normally, no more than 65% of a degree level program may be awarded credit through
Advanced Standing for credits from a 3-year diploma program, and no more than 40% for
credits from a 2-year diploma program.
Duplicate Use of Credit & Subject Equivalency (Source: Academic Policy 2005-2006, 5.5,
pp 4-5)
Where Seneca subject credits (whether earned directly, granted as equivalent, or obtained
through Advanced Standing) have been used toward the granting of a certificate, diploma or
degree, these subjects may be used toward the granting of subsequent certificates, diplomas or
degrees when:
i. such a sequence of certificates/diplomas/degrees is approved by the College, or
ii. a specific subject is common to both certificates, diplomas or degrees, or
iii. a specific subject required in the subsequent program is deemed to be the equivalent of
a subject completed in the first program.
Notwithstanding the above, duplicate use of credit may be denied by the receiving College
official(s) where competence in the current learning outcomes of the relevant subject(s) cannot
be clearly demonstrated or documented. (see also 15.1 "Conditions for Graduation")
Requests for credit towards an applied degree program will be assessed on an individual basis.
Equivalent Admission Requirements (Source: Academic Calendar, 2005-2006, p.4)
Academic standing from other provinces and other countries recognized by the College as
equivalent to an OSSD/SSGD will be considered for admission. Generally, the standards are as
follows:
• A valid Secondary School Graduation Diploma at the General Level, or equivalent, for
the following provinces: Alberta, British Columbia, Manitoba, New Brunswick,
Newfoundland, Nova Scotia, Prince Edward Island, Quebec and Saskatchewan.
• United States of America - Grade 12 (A minimum of 16 units of credit at the Secondary
School level; at least four credits of which are in English).
• All other applicants will be considered on an individual basis.
• Applied degree programs may have additional requirements.
Board of Admissions and Notice of Acceptance (Source: Academic Calendar, 2005-2006,
p.4)
All applications are assessed by our Board of Admissions which is empowered to accept, defer
or reject the admission of any applicant to a program. You will be advised of your acceptance by
an official letter from the Admissions Office. Except in the pursuit of an approved sequence of
Appendix 5.2.1 - Page 4

certificates, diplomas or degree, you will be considered for admission to a second or
subsequent diploma or certificate program at a lower level of priority and on receipt of
documentation of work experience in the area of the first diploma or certificate.
Academic Qualifications from Other Countries (Source: Academic Calendar, 2005-2006,
p.4)
In accordance with the policy on priority of admission the Board of Admissions will consider
applications for admission from those of you who have gained your educational qualifications
abroad. It will be necessary for you to provide an original and an official translation of your
transcript, including both the grades and the interpretative information related to the institution's
credit grading system.
Appendix 5.2.1 - Page 5

5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.2 Advanced Placement Policies
Policy: Prior Learning Assessment
Approved: Academic Council, May 16, 2005
Applied Degree Implementation Committee, June 9, 2005
Deans, Chair and Directors, June 14, 2005
Senior College Executive, September 14, 2005
POLICY STATEMENT
Seneca College recognizes that in many instances the learning outcomes defined for an
individual semester subject can be achieved by a number of alternative means. These include
relevant work/life experience. A student may apply for Prior Learning Assessment (PLA) at
Seneca College, where mastery of the learning outcomes of a Seneca subject can be clearly
demonstrated through the assessment of a portfolio and/or by means of a challenge process.
A subject matter expert will select, administer and evaluate the prior learning assessment to
determine if the outcomes of the desired subject have been met. The PLA Facilitator will
provide information on the procedure for PLA. A fee will be charged for each subject where
assessment is requested. PLA credits earned will be communicated to the student by means of
a Seneca College transcript.
Applicants obtaining credit through PLA shall proceed through the published admissions
process to gain entry into a specific College program.
The granting of prior learning credits does not guarantee entrance into any program of study.
However, in keeping with the College's commitment to student access and student success,
every effort will be made to facilitate a timely entrance into the candidate's program of choice.
Credit earned through PLA shall be recorded on the transcript, where possible, using a letter
grade, when that is the usual practice for that subject. When the assignment of a grade is not
possible, the designation of SAT shall be used to signify that the essential learning outcomes of
the subject have been achieved, as evaluated through PLA.
A student has the right to appeal the decision, consistent with Academic Policy.
If a student fails a subject, he/she may apply for PLA in that subject, only after one year has
passed and he/she can offer a reasonable explanation of additional relevant learning.
PLA Credits for Degree Programs
PLA credit will only be awarded in a degree program for degree level learning. No more than
50% of a degree level program may be awarded credit through PLA.
ADMINISTRATIVE GUIDELINES
PLA decisions are monitored, reviewed and evaluated through Seneca’s Program
Review/Quality Assurance process to ensure that the process is fair, reasonable and consistent.
Personnel responsible for determining prior learning credit receive training and support as
appropriate.
Appendix 5.2.2 - Page 1

Limit on number of credits:
Residency Requirement (Academic Policy 2005-2006, 5.9, p.5)
A Faculty of Seneca College may recommend a student for a certificate, diploma only after the
student has earned a minimum of twenty-five percent of the credit for that program under the
authority of the recommending Faculty.
The following amendment is proposed and is in the process of being approved:
Normally, no more than 65% of a degree level program may be awarded credit through
Advanced Standing for credits from a 3-year diploma program, and no more than 40% for
credits from a 2-year diploma program.
Duplicate Use of Credit & Subject Equivalency (Source: Academic Policy 2005-2006, 5.5,
pp 4-5)
Where Seneca subject credits (whether earned directly, granted as equivalent, or obtained
through Advanced Standing) have been used toward the granting of a certificate, diploma or
degree, these subjects may be used toward the granting of subsequent certificates, diplomas or
degrees when:
i. such a sequence of certificates/diplomas/degrees is approved by the College, or
ii. a specific subject is common to both certificates, diplomas or degrees, or
iii. a specific subject required in the subsequent program is deemed to be the equivalent of
a subject completed in the first program.
Notwithstanding the above, duplicate use of credit may be denied by the receiving College
official(s) where competence in the current learning outcomes of the relevant subject(s) cannot
be clearly demonstrated or documented. (see also 15.1 "Conditions for Graduation")
Requests for credit towards an applied degree program will be assessed on an individual basis.
Appendix 5.2.2 - Page 2

5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.3 Degree Completion Arrangements
Not applicable to this proposed program at this time.
Appendix 5.2.3 - Page 1

5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.4 Gap Analysis
The Early Childhood Education Diploma Program offered at Ontario colleges is a two-year, foursemester
program. The program delivers a curriculum rich in child development, curriculum and
courses in history, philosophy, administration and working with families. The graduates are well
equipped to facilitate learning and care for preschool children, in a prepared and safe
environment. They understand their ethical responsibilities to the children, the children’s families,
their colleagues and to the community through observance of the Day Nurseries Act and the
Association of Early Childhood Educators of Ontario (AECEO) Code of Ethics.
We have performed a gap analysis between the proposed degree program level learning
outcomes and the corresponding ECE diploma vocational outcomes to determine a suitable
block credit transfer arrrangement for ECE diploma graduates transferring to the degree.
The ECE Diploma Vocational Outcomes are:
1. plan curriculum that is based on a thorough understanding of child development.
2. plan and implement individual programs and curriculum to meet the developmental
needs of children.
3. utilize a variety of observation techniques to enhance work with children, families, and
co-workers.
4. maintain responsive relationships with individual children and groups of children.
5. establish and maintain safe and healthy environments which best meet the requirements
of current legislation, regulatory bodies, and program policies.
6. develop and maintain effective written, oral, nonverbal, and electronic communications
with children, families, co-workers, employers, and individuals/agencies.
7. apply relevant legislation, policies, procedures, and regulations to early childhood
education programs and settings in a changing social context.
8. apply a personal philosophy of early childhood education within the framework of ethical
and professional standards.
9. act in a manner consistent with principles of fairness, equity, and diversity to support the
development and learning of individual children, within the context of his/her family,
culture, and society.
Appendix 5.2.4 - Page 1

Table 1. Gap Analysis
Comparing Child Development program level learning outcomes to the corresponding vocational outcomes from the ECE Diploma
program. Note: A description of the vocational outcomes for the ECE Diploma Program are located on the previous page.
Child Development Program Level
Learning Outcome
1. Analyze and evaluate past and current
theories of child development and
determine their relevance for application in
a variety of child and family programs and
services.
2. Plan and implement appropriate and
comprehensive individual and group
programs and curricula to meet the
developmental needs of children and their
families in a variety of contexts.
3. Integrate and apply relevant legislation,
policies, procedures and regulations in a
broad range of early childhood education
programs and settings within a changing
social context.
Degree Course Eligible for Block
Transfer Credit
EAD 104
Human Development, Part I
EAD 202
Observation Methodology
EAD 204
Human Development, Part II
EAD 306
Children with Special Needs
EAD 308
Historical and Philosophical Traditions
in ECEC
EAD 106
Foundations of Teaching and
Learning in Early Childhood, Part I
EAD 108
Professional Practice in a Diverse
Culture
EAD 110
Play in Early Childhood
EAD 206
Foundations of Teaching and
Learning in Early Childhood, Part II
EAD 306
Children with Special Needs
EAD 102
Healthy Environments, Health, Safety
and Nutrition
EAD 108
Professional Practice in a Diverse
Culture
Corresponding Vocational Outcome
from the ECE Diploma Program
ECE outcomes 1, 2, and 3
ECE outcomes 1,2 and 3
ECE outcomes 1,2 and 3
ECE outcomes 1,2, 3, 4, 6, 7, and 9
ECE outcome 8
ECE outcomes 1, 2, 3, 4, 6, and 9
ECE outcomes 7, 8, and 9
ECE outcomes 1, 2, 3, 4, 5, and 9
ECE outcomes 1, 2, 3, 4, 6, and 9
ECE outcomes 1, 2, 3, 4, and 9
ECE outcomes 5 and 7
ECE outcomes 7 and 9
Appendix 5.2.4 - Page 2

4. Make sound judgments using effective
critical thinking and problem-solving skills
and act according to professional ethics
and standards.
5. Demonstrate respect for diversity and
fairness in all contexts related to children
and their families.
6. Develop programs and services that are
responsive to and inclusive of the diverse
needs of groups and individuals.
EAD 200
Integrative Seminar/Field Placement I
EAD 302
Ethics, Policy and Legislation
EAD 108
Professional Practice in a Diverse
Culture
EAD 200
Integrative Seminar/Field Placement I
EAD 302
Ethics, Policy and Legislation
EAD 306
Children with Special Needs
EAD 108
Professional Practice in a Diverse
Culture
EAD 302
Ethics, Policy and Legislation
EAD 306
Children with Special Needs
EAD 106
Foundations of Teaching and
Learning in Early Childhood, Part I
EAD 108
Professional Practice in a Diverse
Culture
EAD 110
Play in Early Childhood
EAD 200
Integrative Seminar/Field Placement I
EAD 206
Foundations of Teaching and
Learning in Early Childhood, Part II
EAD 306
Children with Special Needs
All ECE outcomes
ECE outcome 7
ECE outcomes 7, 8, and 9
All ECE outcomes
ECE outcomes 7, 8 and 9
ECE outcomes 1, 2, 3, 8, and 9
ECE outcomes 4, 6, and 9
ECE outcome 9
ECE outcomes 1, 2, 3, 4, and 9
ECE outcomes 1, 2, 3, 4, 8, and 9
ECE outcomes 4, 6, and 9
ECE outcomes 4 and 9
All ECE outcomes
ECE outcomes 1, 2, 3, 4, 8, and 9
ECE outcomes 1, 2, 3, 4, and 9
Appendix 5.2.4 - Page 3

7. Develop and maintain positive, respectful,
nurturing and responsive relationships with
individual children, groups of children,
families, co-workers and the community
through effective written, oral, non-verbal,
visual and electronic communication.
8. Plan, communicate and evaluate
responses to client needs as part of an
interdisciplinary team serving families and
young children.
EAD 310
Developing & Sustaining Partnerships
with Families
ENG 106
Writing Strategies
EAD 108
Professional Practice in a Diverse
Culture
EAD 200
Integrative Seminar/Field Placement I
EAD 202
Observation Methodology
EAD 306
Children with Special Needs
EAD 310
Developing & Sustaining Partnerships
with Families
LSP 320
Interpersonal Communication
ENG 106
Writing Strategies
EAD 108
Professional Practice in a Diverse
Culture
EAD 306
Children with Special Needs
EAD 310
Developing & Sustaining Partnerships
with Families
LSP 320
Interpersonal Communication
ECE outcomes 2, 3, 6, 7, and 9
ECE outcome 6
ECE outcomes 2, 3, 4, 6, and 9
All ECE outcomes
ECE outcomes 1, 2, 3, and 4
ECE outcomes 1, 2, 3, 4, 6, and 9
ECE outcomes 4, 6, and 9
ECE outcomes 4, 6 and 9
and ECE English and Liberal Studies
outcomes
ECE outcome 6
ECE outcomes 1, 2, 3, 7, and 9
ECE outcomes 2, 3, 6, and 9
ECE outcomes 4, 6, and 9
ECE outcomes 4, 6 and 9
and ECE English and Liberal Studies
outcomes
Appendix 5.2.4 - Page 4

9. Utilize a variety of effective observation
techniques and research strategies to
pursue best practices and conduct applied
research relevant to the field of early child
development and family service.
10. Plan, develop and implement
integrated/effective advocacy strategies in
collaboration with colleagues, families and
community partners to further the interests
of all stakeholders.
11. Examine and reflect upon one’s own
practice to assess one’s effectiveness and
modify actions/activities accordingly.
12. Demonstrate in depth knowledge,
understanding and appreciation of the
society and culture in the world, and genre
of a traditional liberal arts education.
EAD 202
Observation Methodology
EAD 108
Professional Practice in a Diverse
Culture
EAD 302
Ethics, Policy and Legislation
EAD 306
Children with Special Needs
EAD 310
Developing & Sustaining Partnerships
with Families
ENG 106
Writing Strategies
EAD 108
Professional Practice in a Diverse
Culture
EAD 200
Integrative Seminar/Field Placement I
LSO XXX
Introduction to Sociology
EAD 302
Ethics, Policy and Legislation
LSO XXX
Introduction to Sociology
LSO XXX
Introduction to Psychology
LSP 320
Interpersonal Communication
and one Liberal studies option
ECE outcomes 1, 2, and 3
ECE outcomes 6, 7, and 9
ECE outcomes 2, 4 and 6
ECE outcomes 2, 3, and 9
ECE outcomes 5, 7, and 9
ECE outcome 6
ECE outcomes 1, 2, 7, 8, and 9
All ECE outcomes
ECE English and Liberal Studies
outcomes
ECE outcomes 8 and 9
ECE English and Liberal Studies
outcomes
Appendix 5.2.4 - Page 5

From the above analysis we have determined that Ontario College ECE diploma graduates
transferring to the Bachelor of Applied Arts (Child Development) with a minimum G.P.A. of 3.0
will receive direct entry into Year 2, Semester 4.
The courses eligible for block credit transfer are shaded in the program map below (note that
only the first two years of the degree are shown).
Table 2. Block credit transfers within the first two years of the Child Development Degree
Year Sem A B C D E F
EAD 102
Healthy
EAD 110
Play in Early
EAD 104
Human
ENG 106
Writing Strategies
EAD 106
Foundations of
EAD 108
Professional
1
Environments: Childhood Development 3 DO Teaching and Practice in a
Health, Safety 3 DW
Part I
Learning in Early Diverse Culture
and Nutrition
4 DW
3 DW
Childhood Part I
3 DW
3 DW
1
2
3
EAD 202
Observation
Methodology
3 DW
EAD 302
Ethics, Policy,
and Legislation
3 DW
LSO XXX
Introduction
to Psychology
3 DO
LSO XXX
Liberal Studies
Option
3 DO
EAD 204
Human
Development
Part II
3 DW
EAD 310
Developing &
Sustaining
Partnerships with
Families
3 DW
TRK 204
Introduction to
Sociology
3 DO
EAD 306
Children with
Special Needs
3 DW
EAD 206
Foundations of
Teaching
and Learning in
Early Childhood
Part II
3 DW
EAD 308
Historical &
Philosophical
Traditions in
ECEC
3 DW
EAD 200
Integrative
Seminar/
Field Placement I
4 DW
LSP 320
Interpersonal
Communication
3 DO
2
4
EAD 402
Artistic
Development
and Studio
3 DW
EAD 404
Theories and
Applications of
Music, Movement
and Dramatic
Play
3 DW
EAD 406
Dynamics of the
Family
3 DL
EAD 410
Developmental
Psychopathology,
Part I
3 DW
EAD 408
Curriculum
Approaches in
ECE
3 DW
EAD 400
Integrative
Seminar/
Field Placement
II
4 DW
Appendix 5.2.4 - Page 6

5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.5 Bridging Courses
Not applicable to this proposed program at this time.
Appendix 5.2.5 - Page 1

5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.3 Promotion and Graduation Requirements
Policy: Promotion and Graduation Policy for Applied Degree Programs
Source: Academic Policy, 2005-2006, 8.10, p. 7 and 11.1, p. 8
Approved: Academic Council, May 12, 2003
Board of Governors, June 26, 2003
8.10 Minimum Acceptable Performance for Graduation in applied degree programs
For applied degree programs, the minimum requirement for graduation is an average of C+
(2.5) in subjects in the main field of study, and an average of C (2.0) in all other subjects.
11.1 Minimum Requirements for Promotion in applied degree programs
For applied degree programs, the minimum requirement for promotion is an average of C+ (2.5)
in subjects in the main field of study, and an average of C (2.0) in all other subjects.
8.1 Grading Policy (final grades and grade point averages)
Effective September 1, 2000 all subjects offered by the College are graded or designated as
follows:
Final Grade Grade Point Percentage
A+ 4
90% to 100%
A 4
80% to 89%
B+ 3.5
75% to 79%
B 3
70% to 74%
C+ 2.5
65% to 69%
C 2
60% to 64%
D 1
55% to 59%
F 0
0 to 54%
(not a pass)
Or
EXC
SAT
UNSAT
Excellent
Satisfactory
Unsatisfactory
Appendix 5.3 - Page 1

Appendix 5.3 Promotion and Graduation Requirements
Program Requirement
Promotion
Level of Achievement
Graduation
Course in disciplines outside the
main field(s) of study
C
C
Course in disciplines within the
main field(s) of study
C+ C+
Other - Work Placement SAT SAT
Other - Laboratories Not applicable Not applicable
Overall achievement C+ C+
Appendix 5.3 - Page 2

6. PROGRAM CONTENT STANDARD
Appendix 6.2.1 Professional/ Accreditation or Other Requirements
Graduates of the proposed Bachelor of Applied Arts (Child Development) will be eligible to apply
for certification by the Association of Early Childhood Educators of Ontario (AECEO). In order
to be certified, students will require an AECEO membership, in addition to successfully
completing the degree, and be currently engaged in practice in the field of Early Childhood
Education in Ontario. The membership can be applied for during their studies.
AECEO certification is a two-step process as outlined below:
Part One: A series of 10 essay questions.
Part Two: Applicants must prepare a professional portfolio. The portfolio is based on the
Occupational Standards by Gilllian Doherty.
AECEO Benchmarks based on the Occupational Standards
1. The graduate has demonstrated the ability to plan curriculum that is based on a
thorough understanding of child development.
2. Plan and implement individual programs and curriculum to meet the developmental
needs of children.
3. Utilize a variety of observation techniques to enhance work with children, families
and co-workers.
4. Maintain responsive relationships with individual children and groups of children.
5. Establish and maintain safe and healthy environments, which best meet the
requirements of current legislation.
6. Develop and maintain effective written, oral, nonverbal, and electronic
communications with children, families, co-workers, employers and
individuals/agencies.
7. Apply relevant legislation, policies, procedures, and regulations to ECE programs
and settings in a changing social context.
8. Apply a personal philosophy of ECE within the framework of ethical and professional
standards.
9. Act in a manner consistent with principles of fairness, equity and diversity to support
the development of learning of individual children, within the context of his or her
family, culture, and society.
Note: Students in the proposed degree are required to prepare a portfolio as part of the course:
EAD 700 Co-op Integration and Career Planning.
Appendix 6.2.1 - Page 1

The AECEO certification knowledge areas will have been taught in the following courses in the
proposed program:
1. The graduate has demonstrated the ability to plan curriculum that is based on a thorough
understanding of child development.
EAD 104
EAD 202
EAD 204
EAD 306
EAD 410
EAD 502
EAD 510
EAD 602
EAD 708
EAD 808
Human Development, Part I
Observation Methodology
Human Development, Part II
Children with Special Needs
Developmental Psychopathology, Part I
Attachment in Infancy and Early Childhood
Developmental Psychopathology, Part II
Brain Research and Cognitive Development Implications for Practice
Early Intervention, Screening, and Assessment, Part I
Early Intervention, Screening, and Assessment, Part II
2. Plan and implement individual programs and curriculum to meet the developmental needs
of children.
EAD 102
EAD 106
EAD 108
EAD 110
EAD 200
EAD 206
EAD 306
EAD 400
EAD 402
EAD 404
EAD 408
Healthy Environments: Health, Safety and Nutrition
Foundations of Teaching and Learning in Early Childhood, Part I
Professional Practice in a Diverse Culture
Play in Early Childhood
Integrative Seminar/Field Placement I
Foundations of Teaching and Learning in Early Childhood, Part II
Children with Special Needs
Integrative Seminar/Field Placement II
Artistic Development and Studio
Theories an Applications of Music, Movement and Dramatic Play
Curriculum Approaches in ECE
Appendix 6.2.1 - Page 2

EAD 500
EAD 502
EAD 508
EAD 602
EAD 608
EAD 702
Integrative Seminar/Field Placement III
Attachment in Infancy and Early Childhood
A Constructivist Approach to Math and Science
Brain Research and Cognitive Implications for Practice
A Constructivist Approach to Language and Literacy
The Effects of Stress, Trauma and Violence on Learning
3. Utilize a variety of observation techniques to enhance work with children, families and coworkers.
EAD 108
EAD 200
EAD 202
EAD 306
EAD 310
EAD 400
EAD 406
EAD 410
EAD 500
EAD 502
EAD 506
EAD 510
EAD 708
EAD 710
EAD 808
Professional Practice in a Diverse Culture
Integrative Seminar/Field Placement I
Observation Methodology
Children with Special Needs
Developing and Sustaining Partnerships with Families
Integrative Seminar/Field Placement II
Dynamics of the Family
Developmental Psychopathology, Part I
Integrative Seminar/Field Placement III
Attachment in Infancy and Early Childhood
Interdisciplinary Practice: A Team-based Approach to Child and
Family Services
Developmental Psychopathology, Part II
Early Intervention, Screening and Assessment, Part I
Childhood in a Global Context
Early Intervention, Screening and Assessment, Part II
Appendix 6.2.1 - Page 3

4. Maintain responsive relationships with individual children and groups of children.
EAD 106
EAD 110
EAD 200
EAD 206
LSP 320
EAD 400
EAD 402
EAD 404
EAD 408
EAD 500
EAD 502
EAD 508
EAD 608
EAD 610
EAD 702
Foundations of Teaching and Learning in Early Childhood, Part I
Play in Early Childhood
Integrative Seminar/Field Placement I
Foundations of Teaching and Learning in Early Childhood, Part II
Interpersonal Communication
Integrative Seminar/Field Placement II
Artistic Development and Studio
Theories and Applications of Music, Movement and Dramatic Play
Curriculum Approaches in ECE
Integrative Seminar/Field Placement III
Attachment in Infancy and Early Childhood
A Constructivist Approach to Math and Science
A Constructivist Approach to Language and Literacy
Environmental Design
The Effects of Stress, Trauma and Violence on Learning
5. Establish and maintain safe and healthy environments, which best meet the requirements
of current legislation.
EAD 102
EAD 108
EAD 200
EAD 302
LSP 320
EAD 400
EAD 500
EAD 600
EAD 650
Healthy Environments: Health, Safety and Nutrition
Professional Practice in a Diverse Culture
Integrative Seminar/Field Placement I
Ethics, Policy and Legislation
Interpersonal Communication
Integrative Field Seminar/Field Placement II
Integrative Field Seminar/Field Placement III
Co-op Professional Practice
Co-op Work Term
Appendix 6.2.1 - Page 4

6. Develop and maintain effective written, oral, nonverbal, and electronic communications
with children, families, co-workers, employers and individuals/agencies.
ENG 106
EAD 108
EAD 200
EAD 310
LSP 320
EAD 400
EAD 500
EAD 506
Writing Strategies
Professional Practice in a Diverse Culture
Integrative Seminar/Field Placement I
Developing and Sustaining Partnerships with Families
Interpersonal Communication
Integrative Seminar/Field Placement II
Integrative Seminar/Field Placement III
Interdisciplinary Practice: A Team-Based Approach to Child and
Family Services
7. Apply relevant legislation, policies, procedures, and regulations to ECE programs and
settings in a changing social context.
EAD 108
EAD 200
EAD 302
EAD 310
EAD 400
EAD 500
EAD 506
EAD 650
Professional Practice in a Diverse Culture
Integrative Seminar/Field Placement I
Ethics, Policy and Legislation
Developing and Sustaining Partnerships with Families
Integrative Seminar/Field Placement II
Integrative Seminar/Field Placement III
Interdisciplinary Practice: A Team-Based Approach to Child and
Family Services
Co-op Work Term
8. Apply a personal philosophy of ECE within the framework of ethical and professional
standards.
EAD 108
EAD 200
EAD 302
EAD 308
Professional Practice in a Diverse Culture
Integrative Seminar/Field Placement I
Ethics, Policy and Legislation
Historical and Philosophical Traditions in ECEC
Appendix 6.2.1 - Page 5

EAD 310
EAD 400
EAD 500
EAD 506
EAD 650
Developing and Sustaining Partnerships with Families
Integrative Seminar/Field Placement II
Integrative Seminar/Field Placement III
Interdisciplinary Practice: A Team-Based Approach to Child and
Family Services
Co-op Work Term
9. Act in a manner consistent with principles of fairness, equity and diversity to support the
development of learning of individual children, within the context of his or her family,
culture, and society.
EAD 108
EAD 200
EAD 302
EAD 306
EAD 310
EAD 400
EAD 410
EAD 500
EAD 502
EAD 506
EAD 510
EAD 650
EAD 702
Professional Practice in a Diverse Culture
Integrative Seminar/Field Placement I
Ethics, Policy and Legislation
Children with Special Needs
Developing and Sustaining Partnerships with Families
Integrative Seminar/Field Placement II
Developmental Psychopathology, Part I
Integrative Seminar/Field Placement III
Attachment in Infancy and Early Childhood
Interdisciplinary Practice: A Team-Based Approach to Child and
Family Services
Developmental Psychopathology, Part II
Co-op Work Term
The Effects of Stress, Trauma and Violence on Learning
Note: Courses in the proposed program have been designed based on the College Standards
and Accreditation Council (CSAC) learning outcomes and the new Occupational
Standards developed by Gillian Doherty for the Canadian Child Care Federation. The
graduates are well-prepared to practice, and participate in the field’s professional
organization(s).
Appendix 6.2.1 - Page 6

6. PROGRAM CONTENT STANDARD
Appendix 6.2.2 Letters of Support: Professional/Accreditation or Other Requirements
A letter of support for the BAA in Child Development has been received from the Association of
Early Childhood Educators Ontario (AECEO) and is included on the following page.
Appendix 6.2.2 - Page 1

Appendix 6.2.2 - Page 2

6. PROGRAM CONTENT STANDARD
Appendix 6.3.1 Program Level Learning Outcomes
Graduates of the proposed Bachelor of Applied Arts (Child Development) program will
demonstrate the ability to consistently:
1. Analyze and evaluate past and current theories of child development and determine their
relevance for application in a variety of child and family programs and services.
(Cognitive/Evaluation)
2. Plan and implement appropriate and comprehensive individual and group programs and
curricula to meet the developmental needs of children and their families in a variety of
contexts. (Cognitive/Synthesis)
3. Integrate and apply relevant legislation, policies, procedures and regulations in a broad
range of early childhood education programs and settings within a changing social context.
(Cognitive/Synthesis)
4. Make sound judgments using effective critical thinking and problem-solving skills and act
according to professional ethics and standards. (Cognitive/Evaluation);
5. Demonstrate respect for diversity and fairness in all contexts related to children and their
families. (Affective/Valuing)
6. Develop programs and services that are responsive to and inclusive of the diverse needs of
groups and individuals. (Cognitive/Synthesis)
7. Develop and maintain positive, respectful, nurturing and responsive relationships with
individual children, groups of children, families, co-workers and the community through
effective written, oral, non-verbal, visual, and electronic communication. (Cognitive/
Application, Affective/Valuing)
8. Plan, communicate and evaluate responses to client needs as part of an interdisciplinary
team serving families and young children. (Cognitive/Evaluation)
9. Utilize a variety of effective observation techniques and research strategies to pursue best
practices and conduct applied research relevant to the field of early child development and
family service. (Cognitive/Evaluation)
10. Plan, develop and implement integrated/effective advocacy strategies in collaboration with
colleagues, families and community partners to further the interests of all stakeholders.
(Cognitive/Evaluation)
11. Examine and reflect upon one’s own practice to assess one’s effectiveness and modify
actions/activities accordingly. (Cognitive/Application, Affective/Reflection)
12. Demonstrate in depth knowledge, understanding and appreciation of the society and culture
in the world, and genre of a traditional liberal arts education. (Cognitive/Comprehension,
Affective Valuing).
Appendix 6.3.1 - Page 1

Table of Courses that Contribute to the Program Level Learning Outcomes:
Graduates of the
proposed Bachelor of
Applied Arts (Child
Development) will
demonstrate the ability
to:
1. Analyze and evaluate
past and current
theories of child
development and
determine their
relevance for
application in a variety
of child and family
programs and
services.
Courses that contribute to this outcome:
EAD 104 Human Development, Part I
EAD 202 Observation Methodology
EAD 204 Human Development, Part II
EAD 306 Children with Special Needs
EAD 308 Historical and Philosophical Traditions in ECEC
EAD 410 Developmental Psychopathology, Part I
EAD 502 Attachment in Infancy and Early Childhood
EAD 510 Developmental Psychopathology, Part II
EAD 602 Brain Research and Cognitive Development: Implications
for Practice
EAD 702 The Effects of Stress, Trauma and Violence on Learning
EAD 708 Early Intervention, Screening and Assessment, Part I
EAD 710 Childhood in a Global Context
EAD 808 Early Intervention, Screening and Assessment, Part II
2. Plan and implement
appropriate and
comprehensive
individual and group
programs and
curricula to meet the
developmental needs
of children and their
families in a variety of
contexts.
EAD 106 Foundations of Teaching and Learning in Early
Childhood, Part I
EAD 108 Professional Practice in a Diverse Culture
EAD 110 Play in Early Childhood
EAD 206 Foundations of Teaching and Learning in Early
Childhood, Part II
EAD 306 Children with Special Needs
EAD 402 Artistic Development and Studio
EAD 404 Theories and Applications of Music, Movement and
Dramatic Play
EAD 408 Curriculum Approaches in ECE
EAD 508 A Constructivist Approach to Math and Science
EAD 602 Brain Research and Cognitive Development: Implications
for Practice
EAD 608 A Constructivist Approach to Language and Literacy
EAD 702 The Effects of Stress, Trauma and Violence on Learning
EAD 802 Designing Educational Programs for Adults
Appendix 6.3.1 - Page 2

3. Integrate and apply
relevant legislation,
policies, procedures
and regulations in a
broad range of early
childhood education
programs and settings
within a changing
social context.
EAD 102 Healthy Environments, Health, Safety and Nutrition
EAD 108 Professional Practice in a Diverse Culture
EAD 200 Integrative Seminar/Field Placement I
EAD 302 Ethics, Policy and Legislation
EAD 400 Integrative Seminar/Field Placement II
EAD 500 Integrative Seminar/Field Placement III
EAD 506 Interdisciplinary Practice: A Team-Based Approach to
Child and Family Services
EAD 600 Co-op Professional Practice
EAD 606 Case Management and Leadership
EAD 708 Early Intervention, Screening and Assessment, Part I
EAD 808 Early Intervention, Screening and Assessment, Part II
EAD 700 Co-op Integration and Career Planning
4. Make sound
judgments using
effective critical
thinking and problemsolving
skills and act
according to
professional ethics
and standards.
EAD 108 Professional Practice in a Diverse Culture
EAD 200 Integrative Seminar/Field Placement I
EAD 302 Ethics, Policy and Legislation
EAD 306 Children with Special Needs
EAD 400 Integrative Seminar/Field Placement II
EAD 500 Integrative Seminar/Field Placement III
EAD 506 Interdisciplinary Practice: A Team-Based Approach to
Child and Family Services
EAD 600 Co-op Professional Practice
EAD 606 Case Management and Leadership
EAD 700 Co-op Integration and Career Planning
5. Demonstrate respect
for diversity and
fairness in all contexts
related to children and
their families.
EAD 108 Professional Practice in a Diverse Culture
EAD 302 Ethics, Policy and Legislation
EAD 306 Children with Special Needs
EAD 506 Interdisciplinary Practice: A Team-Based Approach to
Child and Family Services
EAD 606 Case Management and Leadership
EAD 804 Reflective Practice
6. Develop programs and
services that are
responsive to and
inclusive of the diverse
needs of groups and
individuals.
EAD 106 Foundations of Teaching and Learning in Early
Childhood, Part I
EAD 108 Professional Practice in a Diverse Culture
EAD 110 Play in Early Childhood
EAD 200 Integrative Seminar/Field Placement I
EAD 206 Foundations of Teaching and Learning in Early
Childhood, Part II
EAD 306 Children with Special Needs
EAD 310 Developing and Sustaining Partnerships with Families
EAD 400 Integrative Seminar/Field Placement II
Appendix 6.3.1 - Page 3

EAD 406 Dynamics of the Family
EAD 500 Integrative Seminar/Field Placement III
EAD 502 Attachment in Infancy and Early Childhood
EAD 504 Play Therapy: Theory and Process
EAD 506 Interdisciplinary Practice: A Team-Based Approach to
Child and Family Services
EAD 604 Play Therapy Techniques
EAD 702 The Effects of Stress, Trauma and Violence on Learning
EAD 708 Early Intervention, Screening and Assessment, Part I
EAD 710 Childhood in a Global Context
EAD 808 Early Intervention, Screening and Assessment, Part II
EAD 804 Reflective Practice
7. Develop and maintain
positive, respectful,
nurturing and
responsive
relationships with
individual children,
groups of children,
families, co-workers
and the community
through effective
written, oral, nonverbal,visual,
and
electronic
communication.
ENG 106 Writing Strategies
EAD 108 Professional Practice in a Diverse Culture
EAD 200 Integrative Seminar/Field Placement I
EAD 202 Observation Methodology
EAD 306 Children with Special Needs
EAD 310 Developing and Sustaining Partnerships with Families
LSP 320 Interpersonal Communication
EAD 400 Integrative Seminar/Field Placement II
EAD 500 Integrative Seminar/Field Placement III
EAD 506 Interdisciplinary Practice: A Team-Based Approach to
Child and Family Services
EAD 606 Case Management and Leadership
8. Plan, communicate
and evaluate
responses to client
needs as part of an
interdisciplinary team
serving families and
young children.
ENG 106 Writing Strategies
EAD 108 Professional Practice in a Diverse Culture
EAD 306 Children with Special Needs
EAD 310 Developing and Sustaining Partnerships with Families
LSP 320 Interpersonal Communication
EAD 406 Dynamics of the Family
EAD 410 Developmental Psychopathology, Part I
EAD 506 Interdisciplinary Practice: A Team-Based Approach to
Child and Family Services
EAD 510 Developmental Psychopathology, Part II
EAD 606 Case Management and Leadership
EAD 702 The Effects of Stress, Trauma and Violence on Learning
EAD 802 Designing Educational Programs for Adults
9. Utilize a variety of
effective observation
techniques and
research strategies to
EAD 202 Observation Methodology
EAD 706 Research Methods and Statistical Analysis
EAD 708 Early Intervention, Screening and Assessment, Part I
Appendix 6.3.1 - Page 4

pursue best practices
and conduct applied
research relevant to
the field of early child
development and
family service.
EAD 804 Reflective Practice
EAD 806 Applied Research Paper
EAD 808 Early Intervention, Screening and Assessment, Part II
10. Plan, develop and
implement
integrated/effective
advocacy strategies in
collaboration with
colleagues, families
and community
partners to further the
interests of all
stakeholders.
EAD 108 Professional Practice in a Diverse Culture
EAD 302 Ethics, Policy and Legislation
EAD 306 Children with Special Needs
EAD 310 Developing and Sustaining Partnerships with Families
EAD 406 Dynamics of the Family
EAD 502 Attachment in Infancy and Early Childhood
EAD 506 Interdisciplinary Practice: A Team-Based Approach to
Child and Family Services
EAD 606 Case Management and Leadership
EAD 702 The Effects of Stress, Trauma and Violence on Learning
EAD 802 Designing Educational Programs for Adults
11. Examine and reflect
upon one’s own
practice to assess
one’s effectiveness
and modify
actions/activities
accordingly.
ENG 106 Writing Strategies
EAD 108 Professional Practice in a Diverse Culture
EAD 200 Integrative Seminar/Field Placement I
LSO XXX Introduction to Sociology
EAD 302 Ethics, Policy and Legislation
EAD 400 Integrative Seminar/Field Placement II
EAD 500 Integrative Seminar/Field Placement III
EAD 600 Co-op Professional Practice
EAD 700 Co-op Integration and Career Planning
EAD 804 Reflective Practice
12. Demonstrate in depth
knowledge,
understanding and
appreciation of the
society and culture in
the world, and genre
of a traditional liberal
arts education.
All Liberal Studies Options, and
LSO XXX Introduction to Psychology
LSO XXX Introduction to Sociology
LSP 320 Interpersonal Communication
EAD 710 Childhood in a Global Context
Appendix 6.3.1 - Page 5

6. PROGRAM CONTENT STANDARD
Appendix 6.3.2 Course Descriptions
Year 1 Semester 1
Course Title
EAD 102
Healthy Environments:
Health, Safety and Nutrition
EAD 110
Play in Early Childhood
EAD 104
Human Development,
Part I
ENG 106
Writing Strategies
Calendar Course Description
This course will provide students with the knowledge, application
and synthesis of resources on healthy environments, promoting
safety and good health and nutrition in young children. The
student will be able to see critical relationships between health,
nutrition, and safety through research-based information.
Students will develop practical suggestions for creating highquality
environments that maximize children’s well-being and
development. Case studies, review activities, and exposure
through interactive media-rich lectures give students the tools
they need to fully comprehend, design and implement healthy
environments. Specific information on diseases and common
childhood afflictions, as well as information on such special
interest topics as children and medication and cultural diversity in
meal planning, gives students the knowledge they need to
encourage healthy practices in children and their families.
Reporting suspected child abuse will be examined. Students will
be encouraged to collaborate among parents and other
professionals in promoting children’s wellness. Students will
have the opportunity to review and critique numerous resources
of children’s book titles that reinforce healthy, safe lifestyles.
The nature and development of play and its cultural, educational
and therapeutic functions will be examined from different
theoretical and applied perspectives. Students will have the
opportunity of observing and recording children of different ages
at play in a variety of settings: home, child-care, drop-in centre,
hospital, etc.
This course is an in-depth study of contemporary issues related
to the growth, development and learning of the child (conception
through adolescence), and throughout the lifespan, within an
ecological context. The course examines a diverse array of
theories of development and engages students in a critique of
these theories. Students study the major physical, cognitive, and
perceptual changes that occur during this period. The course
recognizes that developmental theory and research is the
foundation for practice, and provides the conceptual framework
from which programs evolve.
This course focuses on critical thinking and the rhetorical
elements of both persuasive and evaluative forms of writing.
Students will learn to differentiate between shades of fact and
opinion, objectivity and bias, and apply the techniques of sound
argument for a variety of purposes. The main elements of
effective communication, listening and research techniques are
Appendix 6.3.2 - Page 1

EAD 106
Foundations of Teaching
and Learning in Early
Childhood, Part 1
EAD 108
Professional Practice in a
Diverse Culture
also examined. Techniques explored and skills developed in this
course are applied throughout the four years of the program.
Foundations of Teaching and Learning in Early Childhood will
provide the basis for future curriculum courses. It is designed for
students to develop an understanding of the teaching and
learning process in early childhood along with a practicum
experience. Students will reflect on their own educational
experience to construct their own knowledge of teaching and
learning. Students will integrate the theories of teaching and
learning into their practice.
Students will analyze the multiple roles of the professional
practitioner engaged in practice in early childhood development
service delivery models. Students will reflect on the historical,
philosophical and social foundation of the field and explain the
influence of current thought and practice. Students will develop
the inter-professional communication skills necessary to work in
a collaborative practice. In practicing both collaboration and
reflection students will celebrate diversity and foster ethnic pride
in children, families and colleagues. Students will work towards
developing the skills of a leader within the field of early childhood
development.
Year 1 Semester 2
Course Title
EAD 202
Observation Methodology
LSO XXX
Introduction to Psychology
EAD 204
Human Development,
Part II
Calendar Course Description
Students will observe, record and assess young children’s
development and learning for the purpose of planning
appropriate programs, environments, interactions and adapting
for individual differences including special needs. The use of
formal and informal assessment instruments and strategies to
diagnose and assess young children’s learning and
development, using the assessment information to plan
developmentally appropriate experiences for young children and
develop IEPs, will be examined. Students will examine current
practices and trends in observation. Students will have
opportunities to observe children through in-class, real-time and
archived video guided observations. Issues of confidentiality,
family involvement, accuracy and meaningfulness in appropriate
assessment will be addressed as the student completes a
comprehensive developmental case study of a single child.
The discipline of psychology is the study of human behaviour. It
is concerned with the observable behaviour of an individual and
its relationship to unseen mental and physical processes, as well
as to external events. Introduction to Psychology will provide a
framework within which the student can begin to explore the
human personality.
This course is an in-depth study of contemporary issues related
to the growth, development and learning of the child (conception
through adolescence), and throughout the lifespan, within an
ecological context. The course examines a diverse array of
Appendix 6.3.2 - Page 2

LSO XXX
Introduction to Sociology
EAD 206
Foundations of Teaching
and Learning in Early
Childhood, Part II
EAD 200
Integrative Seminar/
Field Placement I
theories of development and engages students in a critique of
these theories. Students study the major language, social, moral
and emotional changes that occur during this period. The course
recognizes that developmental theory and research provides the
conceptual framework from which programs evolve.
Sociology is the scientific study of society. This course is a
general introduction to the concepts, theories, and major
perspectives of sociology. An examination of research studies
drawn from Canadian society and beyond our borders will
highlight the significance of utilizing a sociological perspective or
sociological imagination.
Foundations of Teaching and Learning in Early Childhood, Part II
continues to provide the basis for future curriculum courses. It is
designed to delve deeper into the teaching and learning as the
student moves ahead on their educational journey. Students will
reflect on their own educational experience of teaching and
learning focusing on identifying their motivation to continue the
journey. Students will integrate theories of teaching and learning
into their practice.
This course is the foundation field placement (and accompanying
integrative seminar) designed to support students in integrating
practice skills and knowledge learned in their first and second
semester. This course focuses on developing a solid foundation
for practice with children and their families in early childhood
settings. The integrative seminar component is designed to allow
students to discuss experiences from their field placement, and
compare these experiences with other students, through active
student involvement and experiential learning. There is an
expectation that client confidentiality will be rigorously protected.
Year 2 Semester 3
Course Title
EAD 302
Ethics, Policy and
Legislation
EAD 310
Developing and Sustaining
Partnerships with Families
Calendar Course Description
The provision of early childhood development services clearly is
influenced by economic, political and social justice policies. As
professionals working in a collaborative delivery of early
childhood development services, it is crucial not only to be aware
of the nature of these influences and how they impact on
professional practice of the professional including the
management of early development settings. This subject
provides students with opportunities to develop an understanding
of ethics, policy and legislation that is relevant to young children,
families and early childhood settings. After a thorough
examination of relevant codes of ethics students will
demonstrate an understanding and commitment to ethical
professional conduct. Students will develop in their roles as
leaders and advocates.
This course is designed to help students foster professionalfamily
relationships that are meaningful, cooperative, and
productive. Theory and practice will be emphasized which are
Appendix 6.3.2 - Page 3

EAD 306
Children with Special
Needs
EAD 308
Historical and Philosophical
Traditions in ECEC
LSP 320
Interpersonal
Communication
relevant to helping parents and other family members work with
their child. Students will learn about critical roles they will play
as an Early Childhood Educator, both individually and as part of
team interactions with families, as well as gain knowledge and
skills necessary to promote and sustain supportive partnerships.
This course will provide an overview of children with special
needs. It will focus the student’s attention on recognizing the
child as an individual, identifying how genetics, growth and
culture affect the development of individual children, and the
process of early intervention. Current research on
exceptionalities and developing an Individual Program Plan will
be covered. The role of the early childhood educator will be
examined for working with children with special needs and their
families.
An understanding of the historical and philosophical traditions of
the field will help students build on past success and develop
their own critical understanding of this field. Both the Eastern and
Western traditions will be explored, including but not limited to
African, Meso-American, Pre-Columbian North American,
Chinese, Hindu, Buddhist, Islamic and the Greek, Roman,
Medieval periods, the Renaissance, Reformation, Enlightenment,
and the pre- and post- Industrial Revolution period leading to
contemporary education. This course explores the multidimensional
definition of philosophy and education, and their
purpose as well as branches of philosophy
(metaphysics/ontology, epistemology, axiology, ethics), schools
of philosophy (idealism, realism, pragmatism, existentialism,
behaviorism), and educational philosophies (perennialism,
essentialism, progressivism, reconstructionism/critical pedagogy,
postmodernism, existentialism, holism, behavioral engineering).
This course enables students to explore the impact that one’s
interpersonal skills and attitude has on their careers. Through
self-assessments, skill building exercises and practice,
participants will develop a variety of interpersonal skills such as
active listening, assertive communications, stress management,
negotiating skills, conflict management, developing personal
power and understanding the political context of organizations.
Year 2 Semester 4
Course Title
EAD 402
Artistic Development and
Studio
Calendar Course Description
This subject introduces visual arts in early childhood focusing on
artistic development and methods of facilitating the emergence
of children’s communication through visual language. Using play,
aesthetic learning and cognition as central themes students will
participate in studio experiences to develop practical skills with
core materials and art making processes. Students will identify
teaching strategies that foster aesthetic development, creative
expression and cognition development.
Appendix 6.3.2 - Page 4

EAD 404
Theories and Applications
of Music, Movement and
Dramatic Play
EAD 406
Dynamics of the Family
EAD 410
Developmental
Psychopathology, Part I
EAD 408
Curriculum Approaches
in ECE
This subject explores the principles, methods and materials for
teaching children music, movement and dramatic play through
process-oriented experiences. Students will participate in
experiences to develop practical skills with found and pre-made
materials. Students will focus on assessing and creating
environments that foster music, movement and dramatic play
experiences through active facilitation in their role as an early
childhood educator.
This course is designed to assist students in recognizing the
roles, responsibilities, and importance of the family. The
examination of past and present forms of family from around the
world using a sociological perspective will be explored. Students
will explore how families are defined and how this has changed
over time, as well as how family life is continually shaped by
broader social forces and institutions including culture, social
class, gender, religion, work, government and economy. This
course is designed to teach student how to think sociologically
about family life, apply major sociological theories to understand
family dynamics, research, evaluate and present sociological
findings about family life.
The goal of developmental approaches to psychopathology is to
understand both the risk factors and the protective factors for
emotional and behavioural disorders. This approach considers
the complex transactions of genetic, biological and psychosocial
processes that hinder adaptation at particular points in
development. The perspective of developmental
psychopathology emphasizes the importance of early
identification of possible contributors to developmental issues in
order to prevent the onset of major disorders in infancy,
childhood, and adolescence.
This course examines curriculum development in programs for
young children spanning from ages 0 to 12. Emphasis will be
placed on contemporary education theory, models, methodology,
materials and strategies for dealing with children at different
ages and development as well as from diverse backgrounds.
This comprehensive study of contemporary early childhood
education and care programs will focus on ideological roots of
learning theories and demonstrate the eclectic nature of planning
classroom curricula. Students will work towards an
understanding of the impact of the physical, material, and social
organization of the environment on the learning of young
children. Students will have an opportunity to have field
experience in a placement reflecting a particular
approach/model.
Appendix 6.3.2 - Page 5

EAD 400
Integrative Seminar/
Field Placement II
This is the second in sequence of Integrative Seminar/Field
Placement courses for students in the Child Development BAA
Degree Program. Emphasis will be placed on theories, models
and techniques related to working in a variety of child and family
settings. This course will elaborate on strengths of planning,
implementing and evaluating appropriate programming for
groups of children, within an inclusive environment. The
integrative seminar component is designed to allow students to
have broadened discussions generating from their experiences
in field placement.
Year 3 Semester 5
Course Title
EAD 506
Interdisciplinary Practice:
A Team-Based Approach
to Child and Family
Services
EAD 502
Attachment in Infancy and
Early Childhood
EAD 504
Play Therapy: Theory and
Process
Calendar Course Description
This interdisciplinary course will provide a forum to explore and
understand the exciting possibilities of interdisciplinary education
and service provision. Many different community organizations,
places of worship, service providers, residents, and large
institutions must work together to enhance child and family
services. Therefore, professionals must collaborate effectively in
order to support existing community strengths and identify
resources and gaps in service. This course will provide students
with multiple lenses to view child and family services. Because
students will be exposed to a number of disciplines such as
social work, medicine, nursing, public health, community
psychiatry and education, and infant development/early
intervention, they will experience the benefits of collaborative
relationships in a practical way.
Attachment theory (Bowlby, Ainsworth, Main) is well supported
by empirical research and it includes accounts of socialemotional
and intellectual development. The students will
engage in observations in naturalistic settings like home (infant
observation), child-care and school (toddler and preschool
observation), etc. They will become familiar with different
measures of attachment, e.g.: The Strange Situation, Attachment
Story Completion Task etc., and proficient in the use of the
Attachment Q-sort. (AQS). The opportunity of participating in
Attachment research will be available through this course.
This course is based on the understanding that play is inherently
therapeutic as a process of self-expression that allows the child
to come to terms with a reality both internal and external that is
at times overwhelming. Playing with or in the presence of the
therapist is also a vehicle for an interpersonal relationship as the
therapist’s attention, respect, and responsiveness to the child’s
play provides the safe “holding environment” necessary for play
and also a benign, corrective relationship. The historical
beginnings and diverse theoretical foundations of this popular
treatment modality will be reviewed with special emphasis on a
psychodynamic approach. Case studies, “in vivo
demonstrations”, and videotapes of play therapy will be used to
Appendix 6.3.2 - Page 6

EAD 510
Developmental
Psychopathology, Part II
EAD 508
A Constructivist Approach
to Math and Science
EAD 500
Integrative Seminar/
Field Placement III
illustrate the major psychopathologies of childhood and the
corresponding treatment process.
The perspective of developmental psychopathology emphasizes
the importance of early and comprehensive assessment in order
to identify the possible contributors to developmental issues and
to provide the necessary prevention and early intervention
programs. Different classification systems of disorders of early
childhood will be examined including the Diagnostic and
Statistical Manual of Mental Disorders, fourth edition (DSM-IV-
TR), The International Classification of Diseases (ICD-10), the
Diagnostic Classification System (Zero to Three), and the
Psychodynamic Diagnostic Manual (Alliance of Psychoanalytic
Organizations).
Students will develop an understanding of the importance of
math and science as curriculum areas, working towards an
implementation of related teaching experiences within a
constructivist environment. After an introduction to constructivist
theory (Piaget) and social constructivist theory (Vygotsky)
students will analyze and research constructivism with an
emphasis on the implications in the curriculum areas of math and
science. Students will focus on the structure of the environment
and the role of the teacher.
This is the third in sequence of Integrative Seminar/Field
Placement courses for students in the BAA - Child Development
degree program. This course offers the Child Development
student an opportunity to participate as part of a team and
interact with children and families in a community organization.
Classroom activities model and encourage reflective practice
and group problem-solving. The field placement will be
supervised, and will assist the student in applying theory to
practice, working with children and their families. Students will
be responsible for planning, implementing, and evaluating
programs and are expected to take on a facilitation role. The
field placement offers the student the opportunity to work in
diverse settings that vary from work experiences and from
previous field placement experiences to extend understanding
and promote new skills. The course includes an integrative
seminar, to allow students to have broadened discussions
generated from their experiences in field placement.
Year 3 Semester 6
Course Title
EAD 602
Brain Research and
Cognitive Development:
Implications for Practice
Calendar Course Description
The purpose of this course is for early childhood educators to
examine the practical implications of research on brain and
cognitive development. Students will explore research in terms
of raising and teaching children, examining the kinds of
opportunities provided to children, and the optimum time to
provide them. As well, students will examine the potential role
that research has on shaping children’s personalities and
Appendix 6.3.2 - Page 7

EAD 606
Case Management and
Leadership
EAD 604
Play Therapy Techniques
EAD 600
Co-op Professional
Practice
EAD 608
A Constructivist Approach
to Language and Literacy
EAD 610
Environmental Design
behaviours. Based on this critical thinking process, students will
be in a good position to think about the kinds of additional
research on brain and cognitive development that would benefit
the services provided to children and their families.
This course is designed to familiarize the early childhood
educator with the purpose, function and rationale for case
management to support service delivery of child and family
agencies, involving interdisciplinary practice. Cost effective and
efficient delivery models will be explored. Various definitions and
applications of case management will be examined, including
case management internal to organizations, across levels of
services and levels of ability. Students will be exposed to
selected principles and concepts of leadership as they are
applied to: systems, organizational designs and governance,
roles and relationships, quality improvement, cost efficiency, and
as ethical and legal responsibilities.
Building on the theoretical foundations of Play therapy: theory
and process, this course provides the student actual and virtual
access to the world of play psychotherapy. The course will
contemplate all practical aspects of the treatment with emphasis
on individual therapy modalities with toddlers and preschoolers
based on a psychodynamic orientation, and parent-child therapy
with infants, toddlers and preschoolers following approaches
such as “Watch, Wait, and Wonder”, and the “Guided
Videotaping Viewing”. Students will complete a six month’s
therapy with two cases (one child, another parent-child) with
individual and group supervision provided by the faculty teaching
the course. This course has in effect its own built in practicum.
Co-op education is meant to provide learners with the
opportunity to integrate academic learning with relevant work
experience. It also provides the opportunity to learn more about
themselves and their chosen field of study. The purpose of this
work term is to enable the learner to make a smooth transition
from the academic setting to a work environment. In this course,
learners will develop strategies to assist them in the job search
process.
Students will develop an understanding of the importance of
language and literacy as curriculum areas, working towards an
implementation of related teaching experiences within a
constructivist framework. Students will, based on constructivist
theory of Piaget and Vygotsky, analyze and research
constructivism principles, methods and materials for teaching
young children language and literacy through a play-based,
integrated curriculum. Students will focus on assessing and
creating constructivist environments in their role as an early
childhood educator.
This course will help students understand how we are profoundly
affected by the built and natural environments around us.
Students will examine environmental design concepts as they
apply to the early childhood education field of practice. Students
Appendix 6.3.2 - Page 8

will be exposed to design principles and have the opportunity to
assess various child and family services. Based on needs,
students will have an opportunity to build an environmental
design, selecting manufactured or natural objects, and state the
conditions (physical, cultural, social, political, economic,
technical, and aesthetic factors) that constitute the constructed
and natural surroundings. The course combines work in class,
research, visits to various child and family agency sites, and
lectures by guest speakers.
Year 3 Summer Semester
Course Title
EAD 650
Co-op Work Term
Calendar Course Description
Upon successful completion of semesters one through four, the
student will be eligible to do the co-op in the summer semester
between the third and fourth year of the program. The Co-op
work term is 14 weeks in length and is a paid or unpaid work
experience whereby a student is employed in a job directly
related to the program outcomes of the degree. The work term
is based on a faculty approved co-op site. It provides the
student with the opportunity to practice in his/her chosen field. A
faculty supervisor helps the student prepare for, select, and
contract an approved co-op opportunity. The faculty supervisor
provides support for the learning experience throughout the
student’s time in placement.
Year 4 Semester 7
Course Title
EAD 702
The Effects of Stress,
Trauma and Violence on
Learning
EAD 710
Childhood in a Global
Context
Calendar Course Description
This course is designed to help students identify and effectively
support children affected by stress, trauma and/or violence.
Students will learn the signs and symptoms of stress and
trauma, including exploring key definitions and statistics
associated with child abuse and neglect. Students will explore
how stress, violence and trauma affect children’s learning,
cognitive brain development and social-emotional development.
The short and long term consequences of being exposed to
stress, trauma or violence, as well as the social and family
causes, will be reviewed. Students will be able to identify
specific factors that exist in families and communities where
stress and violence are common. A major emphasis in this
course is to help students understand the special learning needs
of the children who experience stress, trauma or violence in
his/her life and how to meet his/her needs in a supportive
environment. Working with parents and community agencies are
also emphasized.
As future practitioners, it is imperative that students gain a
thorough understanding of childhood from a global perspective.
This course will focus on normal developmental processes which
occur in children of different cultures with special emphasis on
Appendix 6.3.2 - Page 9

EAC 706
Research, Methods, and
Statistical Analysis
EAD 708
Early Intervention,
Screening and
Assessment, Part I
EAD 700
Co-op Integration and
Career Planning
how childhood is viewed globally. Not only will students learn
about the research on children and families in traditional western
cultures, but will also, through selected readings and lectures, be
exposed to research from around the world. Students will be
exposed to the political, economic, social and cultural events
impacting childhood.
This course is intended to help students become familiar with the
research process. Students will come to understand the many
decisions they will have to make to develop a research project
based on a question of their design. To this end this course will
provide students with a practical understanding of the research
methodologies relevant to the field. Topics covered will include:
types of quantitative and qualitative research (and the perils and
benefits of a synthesis of the two), preparing the research
proposal (including developing a research
question/hypothesis/purpose that is appropriate to the field and
in need of study), how to carry out a literature search and write a
review of the literature, developing a theoretical framework,
research design and questions of methodology (including data
collections techniques, and analyzing and interpreting data),
reliability, validity, and statistics (including descriptive and
inferential statistical techniques), articulating the findings,
understanding assumptions, biases, limitations of the study, and
identifying the implications for the field and future research. By
the end of this course, students will be expected to prepare a
research proposal and will therefore learn to develop a research
question/hypothesis/purpose that is appropriate to the field and
in need of study. Topics secondary to the research process such
as time management, personal motivation, organization,
identifying the audience, writing conventions and formatting will
also be explored. Since it is presumed that human subjects may
be involved in such projects students will learn about research
ethics and how to complete an ethical review process.
In the early years it is important to rule out health and
developmental issues before determining that there is a mental
health problem. The more recent trend of assessing children at
home, in child -care settings, and at schools using play will be
emphasized together with family focused intervention strategies.
Students will gain experience in play assessments, and with
several screening and assessment measures frequently used
with families and children zero to six years of age.
The integration of classroom activities with work term experience
is vital for the complete and successful learning and
understanding of co-op work placement experiences. Structured
integration and reflective learning with peers provides the
opportunity to evaluate work experience into a broader context.
Guest speakers from the field will give students further
employment exposure and an opportunity to network.
Appendix 6.3.2 - Page 10

Year 4 Semester 8
Course Title
EAD 802
Designing Educational
Programs for Adults
EAD 804
Reflective Practice
EAD 806
Applied Research Paper
EAD 808
Early Intervention,
Screening and
Assessment, Part II
Calendar Course Description
This course is intended to introduce students to principles,
theories, and considerations for educational endeavours in
community settings where adults are the target audience of
learners. As a generalist, students will design and implement
adult learning activities, within a community based forum. This
course explores the various ways an early childhood educator
includes learning theory, human development, learning styles,
cultural needs, values and relationships, as well as advocacy,
and awareness of sensitivities necessary for success in
designing educational programs for adults. As a seventh
semester subject, the course assignments are tailored within an
area of focus as selected by the student, thus supporting the
specific career interest of each student.
In this course students will document growth and transformation
over time through reflective thought and critical analysis of
practice. Students will reflect upon and document contextual
factors that affect teaching in the early years and look at their
own growth developmentally. Students will employ various tools
for reflective practice and establish goals for future learning
including participation in an on-line discussion forum.
This course will focus on the development and successful
completion (meets the program degree criteria) of an applied
research paper carried out under the direct supervision of an
appropriate member of the faculty. Research papers will be
based on the research proposals developed in the Research,
Methods and Statistical Analysis course and be based on a fieldrelevant
question and an appropriate methodology. Projects will
attempt to contribute to the field by further developing research
documented in the literature or propose a new direction for further
research. Such papers will include a review of the literature
(including the foundational work and theoretical components upon
which the study is based), definitions of key terms and concepts,
field and social relevance of the study, statement of methodology,
a discussion of the ethical safeguards taken with human subjects,
biases and assumptions, presentation of field and/or lab data,
analysis and interpretation of the data, statement of the
applied/practical implications, summary and implications for future
research, an abstract and works cited and consulted. Students will
also be required to present their findings to the field (college
community or conference presentation, publication, community
seminar, etc..).
In the early years it is important to rule out health and
developmental issues before determining that there is a mental
health problem. The more recent trend of assessing children at
home in child -care settings, and at schools using play will be
emphasized together with family focused intervention strategies.
Students will gain experience in family focused interventions and
Appendix 6.3.2 - Page 11

Year 4 Semester 8 – Professional Options
practice in a parenting program that enhances the social
emotional competence of children.
Course Title
TRC 601
Community Organizing
TRC 705
Volunteer Management
TRC 806
Fund Raising
Calendar Course Description
This course explores the following topics: history and
foundations of community development; theories, components of
community development, empowerment, mobilization,
techniques, project management, documentation, litigation,
effectiveness, and preserving successes.
This course explores the following topics: overview of
volunteerism in Canada, developing organizational capacity for a
volunteer program, assessing agency and community need,
development of vision and mission statements, recruitment
process, screening and interviewing, orientation and training of
volunteers, supervision, record keeping, special supervisory
situations, corrective action, termination, retention and
recognition, volunteer-staff relations, risk management, measuring
volunteer program effectiveness, legal and insurance requirements
and issues, working with staff to develop job descriptions.
This course explores the following topics: preparing an
organization for fundraising, fundraising ethics, legal
requirements, bookkeeping for fundraising, special events,
gaming, auctions, grants, bursaries, donation management, mail
solicitation, using the media, campaigns.
Appendix 6.3.2 - Page 12

6. PROGRAM CONTENT STANDARD
Appendix 6.3.3.1 Program Hour/Credit Conversion Justification
1. Does the program include lab/field work components
Yes
No
2. If “yes”, will the calculation of program breadth be based on a conversion of all program
hours into program credits
Yes
No
3. If “yes”, complete Table 6.3.3.1. If “no”, proceed to Appendix 6.3.3.2.
Table 6.3.3.1
Field Placements
Contact Hours
each field placement consists
of 8 hours per week in the
field, for 14 weeks (total for
each placement: 112 hours)
Credit Equivalency
equivalent to 2 hours per
week in the classroom
(4:1 ratio)
Justification:
Similar credit weightings for courses and field practicum can be found at:
Institution: York University
Program comparison: Bachelor of Science in Nursing
Number of credits assigned to number of course hours:
3 credits for 1 semester course of 3 lecture hours per week
Number of credits assigned to number of clinical hours:
9 credits for integrated practicum degree requirement of 432 hours
(432 hours/12 weeks = 36 hours/4 = 9 credits)
Institution: University of Ottawa
Program comparison: Bachelor of Science in Nursing
Number of credits assigned to number of course hours:
3 credits for 1 semester course of 3 lecture hours per week
Number of credits assigned to number of clinical hours:
3 credits for practicum-related courses of 99 to 177 hours per practicum
(on avg 144 hours/12 weeks = 12 hours/4 = 3 credits)
Appendix 6.3.3.1 - Page 1

6.3.3.2 A Academic Course Schedule - Full-Time Studies
Year and
Semester
Year 1
Sem 1
Course
Code
EAD 102
Course Title
Healthy Environments:
Health, Safety and Nutrition
Total DW
Course
Semester
Hours
EAD 110 Play in Early Childhood 42
EAD 104 Human Development, Part I 42
56
Total DO
Course
Semester
Hours
ENG 106 Writing Strategies 42
EAD 106
EAD 108
Foundations of Teaching and
Learning in Early Childhood,
Part I
Professional Practice in a
Diverse Culture
42
42
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
Proposed Instructor (or
indicate if faculty to be
recruited)
Geraldine Lyn-Piluso
Dale Long
Mary Fisher
Lynne Besner
Patricia Robertson
Diane Kashin
Patricia Robertson
Valerie Quann
Mary Fisher
Lynne Besner
Laila Shah
Alain Koo
Lynn Caruso
Dale Long
Jennifer Barbour
Pat Resnick
Pat Street
Marino Tuzi
Abdollah Zahiri
Jonathan Singer
Angus Cleghorn
Allison McNaught
Diane Kashin
Alain Koo
Dale Long
Laila Shah
Olga Decock
Pat Street
Louise Jupp
Geraldine Lyn-Piluso
Sharon Quan-McGimpsey
Valerie Quann
Laila Shah
Highest
Qualification
Ed.D.
M.Ed.
M.Ed.
M.Sc.
M.Ed.
Ed.D.
M.Ed.
M.Ed.
M.Ed.
M.Sc.
M.Ed.
Ed.D. (in progress)
M.Ed.
M.Ed.
M.Ed.
M.Ed.
M.Ed. (in progress)
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Ed.D.
Ed.D. (In progress)
M.Ed.
M.Ed.
M.Ed (in progress)
M.Ed (in progress)
M.Ed (in progress)
Ed.D.
Ed.D. (in progress)
M.Ed.
M.Ed.
Appendix 6.3.3.2A - Page 1

Year and
Semester
Year 1
Sem 2
Course
Code
Course Title
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
EAD 202 Observation Methodology 42 EAD 104
LSOXXX Introduction to Psychology 42
EAD 204 Human Development Part II 42 EAD 104
LSOXXX Introduction to Sociology 42
EAD 206
EAD 200
Foundations of Teaching and
Learning in Early Childhood,
Part II
Integrative Seminar/
Field Placement I
42
56
EAD 106,
204
EAD 102,
104, 106,
108, 110
Proposed Instructor (or
indicate if faculty to be
recruited)
Kadri-Ann Laar
Patricia Robertson
Karen Nolan
Kadri-Ann Laar
Gus Lyn-Piluso
Abdollah Zahiri
Naomi Kestenbaum
Christina Whyte-Earnshaw
Ken Sproul
Alain Koo
Lynn Caruso
Dale Long
Jennifer Barbour
Pat Resnick
Pat Street
Marino Tuzi
Gus Lyn-Piluso
Patricia Reeves
Gail Nisker
Diane Kashin
Alain Koo
Dale Long
Laila Shah
Pat Street
Olga Decock
Diane Kashin
Patricia Robertson
Lynn Caruso
Laila Shah
Highest
Qualification
Ph.D.
M.Ed.
M.Ed.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Ph.D. (ABD)
M.A.Sc.
Ed.D. (in progress)
M.Ed.
M.Ed.
M.Ed.
M.Ed.
M.Ed (in progress)
Ph.D.
Ph.D.
M.A.
M.S.W
Ed.D.
Ed.D. (In progress)
M.Ed.
M.Ed.
M.Ed (in progress)
M.Ed (in progress)
Ed.D.
M.Ed.
M.Ed.
M.Ed
Appendix 6.3.3.2A - Page 2

Year and
Semester
Year 2
Sem 3
Course
Code
Course Title
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
Proposed Instructor (or
indicate if faculty to be
recruited)
EAD 302 Ethics, Policy, and Legislation 42
Kadri-Ann Laar
Diane Kashin
Valerie Quann
Lynn Caruso
Mary Fisher
LSOXXX Liberal Studies Option 42 to be determined
EAD 310
Developing and Sustaining
Partnerships
with Families
42
LSP 320,
Sociology
EAD 306 Children with Special Needs 42 EAD 204
EAD 308
Historical and Philosophical
Traditions in ECE
LSP 320 Interpersonal Communication 42 ENG 106
42
Sharon Quan-McGimpsey
Nadia Hall
Lynne Besner
Elaine Winick
Kadri-Ann Laar
Dale Long
Karen Nolan
Cindy Smith
Pat Resnick
Gus Lyn-Piluso
Geraldine Lyn-Piluso
Patricia Robertson
Mary Fisher
Louise Jupp
Geraldine Lyn-Piluso
Gail Nisker
Elaine Winick
Ph.D.
Ed.D.
M.Ed.
M.Ed.
M.Ed.
Highest
Qualification
Ed.D. (in progress)
M.Ed.
M.Sc.
M.Ed.
Ph.D.
M.Ed.
M.Ed.
M.Ed.
M.Ed.
Ph.D.
Ed.D.
M.Ed.
M.Ed.
M.Ed (in progress)
Ed.D.
M.S.W.
M.Ed.
Appendix 6.3.3.2A - Page 3

Year and
Semester
Year 2
Sem 4
Course
Code
EAD 402
EAD 404
Course Title
Artistic Development and
Studio
Theories and Applications of
Music, Movement and
Dramatic Play
Total DW
Course
Semester
Hours
42
42
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
EAD 406 Dynamics of the Family 42
EAD 410
EAD 408
EAD 400
Developmental
Psychopathology, Part I
Curriculum Approaches in
ECE
Integrative Seminar/
Field Placement II
Course
Prerequisites
and Corequisites
EAD 110,
206
EAD 204,
402
Psychology
and
Sociology
Proposed Instructor (or
indicate if faculty to be
recruited)
Patricia Robertson
Valerie Quann
Lynn Caruso
Patricia Robertson
Valerie Quann
Geraldine Lyn-Piluso
Dale Long
Lynne Besner
Gail Nisker
Elaine Winick
M.Ed.
M.Ed.
M.Ed.
M.Ed.
M.Ed.
Highest
Qualification
Ed.D.
M.Ed.
M.Sc.
M.S.W.
M.Ed.
42 EAD 204 Kadri-Ann Laar Ph.D.
42
EAD 108,
110, 202,
206, 306
56 EAD 200
Geraldine Lyn-Piluso
Diane Kashin
Dale Long
Geraldine Lyn-Piluso
Diane Kashin
Valerie Quann
Laila Shah
Patricia Robertson
Ed.D.
Ed.D.
M.Ed.
Ed.D.
Ed.D.
M.Ed.
M.Ed.
M.Ed.
Appendix 6.3.3.2A - Page 4

Year and
Semester
Year 3
Sem 5
Course
Code
EAD 506
EAD 502
EAD 504
EAD 510
EAD 508
EAD 500
Course Title
Interdisciplinary Practice: A
Team-based Approach to
Child and Family Services
Attachment in Infancy and
Early Childhood
Play Therapy: Theory and
Process
Developmental
Psychopathology, Part II
A Constructivist Approach to
Math and Science
Integrative Seminar/
Field Placement III
Total DW
Course
Semester
Hours
56
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
LSP 320,
EAD 406
42 EAD 310
42
EAD 110,
310
Proposed Instructor (or
indicate if faculty to be
recruited)
Kadri-Ann Laar
Gus Lyn-Piluso
Diane Kashin
Valerie Quann
Nadia Hall
Kadri-Ann Laar
Sharon Quan-McGimpsey
Nadia Hall
Lynne Besner
Kadri-Ann Laar
Highest
Qualification
Ph.D.
Ph.D.
Ed.D.
M.Ed.
M.Ed.
Ph.D.
Ed.D. (in progress)
M.Ed.
M.Sc.
Ph.D.
42 EAD 410 Kadri-Ann Laar Ph.D.
42
EAD 206,
110, 408
56 EAD 400
Diane Kashin
Dale Long
Patricia Robertson
Lynn Caruso
Louise Jupp
Geraldine Lyn-Piluso
Diane Kashin
Valerie Quann
Patricia Robertson
Laila Shah
Ed.D.
M.Ed.
M.Ed.
M.Ed.
M.Ed (in progress)
Ed.D.
Ed.D.
M.Ed.
M.Ed.
M.Ed.
Appendix 6.3.3.2A - Page 5

Year and
Semester
Year 3
Course
Code
EAD 602
EAD 606
Course Title
Brain Research and Cognitive
Development
Case Management and
Leadership
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
42 EAD 408
42
LSP 320,
EAD 506
Proposed Instructor (or
indicate if faculty to be
recruited)
Kadri-Ann Laar
Gus Lyn-Piluso
Geraldine Lyn-Piluso
Nadia Hall
Kadri-Ann Laar
Gus Lyn-Piluso
Nadia Hall
Ph.D.
Ph.D.
Ed.D.
M.Ed.
Ph.D.
Ph.D.
M.Ed.
Highest
Qualification
EAD 604 Play therapy Techniques 42 EAD 504 Kadri-Ann Laar Ph.D.
Sem 6
EAD 600 Co-op Professional Practice 28 EAD 500 Patricia Robertson M.Ed.
EAD 608
A Constructivist Approach to
Language and Literacy
42
EAD 508,
602
EAD 610 Environmental Design 42 EAD 602
Nadia Hall
Valerie Quann
Patricia Robertson
Elaine Winick
Nadia Hall
Dale Long
Valerie Quann
Patricia Robertson
Pat Street
M.Ed.
M.Ed.
M.Ed.
M.Ed.
M.Ed.
M.Ed.
M.Ed.
M.Ed.
M.Ed. (in progress)
Summer Semester: EAD 650 - Co-op Work Term
Appendix 6.3.3.2A - Page 6

Year and
Semester
Year 4
Sem 7
Course
Code
EAD 702
Course Title
The Effects of Stress, Trauma
and Violence on Learning
Total DW
Course
Semester
Hours
EAD 710 Childhood in a Global Context 42
EAD 706
EAD 708
EAD 700
Research, Methods and
Statistical Analysis
Early Intervention, Screening,
and Assessment, Part I
Co-op Integration and Career
Planning
42
42
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
28 14
28
Course
Prerequisites
and Corequisites
EAD 306,
502, 602
EAD 308,
602
EAD 202,
702
Co-op work
term
Proposed Instructor (or
indicate if faculty to be
recruited)
Kadri-Ann Laar
Gus Lyn-Piluso
Geraldine Lyn-Piluso
Nadia Hall
Sharon Quan-McGimpsey
Valerie Quann
Mary Fisher
Kadri Ann Laar
Gus Lyn-Piluso
Geraldine Lyn-Piluso
Kadri-Ann Laar
Dale Long
Nadia Hall
Valerie Quann
Patricia Robertson
Highest
Qualification
Ph.D.
Ph.D.
Ed.D.
M.Ed.
Ed.D. (in progress)
M.Ed.
M.Ed.
Ph.D.
Ph.D.
Ed.D.
Ph.D.
M.Ed.
M.Ed.
M.Ed.
M.Ed.
LSOXXX Liberal Studies Option 42 to be determined
Appendix 6.3.3.2A - Page 7

Year and
Semester
Year 4
Sem 8
Course
Code
EAD 802
Course Title
Designing Educational
Programs for Adults
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
42 EAD 408
EAD 804 Reflective Practice 42 EAD 302
EAD 806 Applied Research Paper 42 EAD 706
EAD 808
Early Intervention, Screening,
and Assessment, Part II
42 EAD 702
Proposed Instructor (or
indicate if faculty to be
recruited)
Dale Long
Lynn Caruso
Mary Fisher
Nadia Hall
Patricia Robertson
Geraldine Lyn-Piluso
Diane Kashin
Valerie Quann
Nadia Hall
Mary Fisher
Louise Jupp
Kadri-Ann Laar
Gus Lyn-Piluso
Geraldine Lyn-Piluso
Kadri-Ann Laar
Dale Long
Nadia Hall
Highest
Qualification
M.Ed.
M.Ed.
M.Ed.
M.Ed.
M.Ed.
Ed.D.
Ed.D.
M.Ed.
M.Ed.
M.Ed.
M.Ed. (in progress)
Ph.D.
Ph.D.
Ed.D.
Ph.D.
M.Ed.
M.Ed.
PROXXX Professional Option 42 Thomas Raterman M.A, M.Div, M.F.A.
LSOXXX Liberal Studies Option 42 to be determined
Subtotal Course Hours 1624 350 84
Total Program Hours 2058
Calculate the percentage of the program
offered in DO and DL courses
Calculate the percentage of the breadth courses
offered in DO courses
Calculate the percentage of the breadth courses
offered in DL courses
21% Must be at least 20% of total program
81% Must be at least 75% of total DO and DL courses
19% Must not be greater than 25% of the total DO and DL course
Appendix 6.3.3.2A - Page 8

6. PROGRAM CONTENT STANDARD
Appendix 6.3.3.3 Identification of Previously Assessed Subjects
Year 1 Semester 1
Course Title
EAD 102
Healthy Environments: Health, Safety
and Nutrition
EAD 110
Play in Early Childhood
EAD 104
Human Development, Part I
ENG 106
Writing Strategies
EAD 106
Foundations of Teaching and Learning in
Early Childhood, Part I
EAD 108
Professional Practice in a Diverse
Culture
Type
DW
DW
DW
DO
DW
DW
Previously
Assessed
No
No
No
Yes
No
No
Consent Program
B.A.B. Municipal and
Corporate Administration
Year 1 Semester 2
Course Title
EAD 202
Observation Methodology
LSO XXX
Introduction to Psychology
EAD 204
Human Development, Part II
LSO XXX
Introduction to Sociology
EAD 206
Foundations of Teaching and Learning in
Early Childhood, Part II
EAD 200
Integrative Seminar/Field Placement I
Type
DW
DO
DW
DO
DW
DW
Previously
Assessed
No
Yes
No
Yes
No
No
Consent Program
B.A.T. Informatics and
Security
B.A.B. Human Resource
Strategy and Technology
Year 2 Semester 3
Course Title
EAD 302
Ethics, Policy and Legislation
EAD 310
Developing and Sustaining Partnerships
with Families
Type
DW
DW
Previously
Assessed
No
No
Consent Program
Appendix 6.3.3.3 - Page 1

with Families
EAD 306
Children with Special Needs
EAD 308
Historical and Philosophical Traditions in
ECEC
LSP 320
Interpersonal Communication
DW
DW
DO
No
No
Yes
B.A.B. Human Resource
Strategy and Technology
Year 2 Semester 4
Course Title
EAD 402
Artistic Development and Studio
EAD 404
Theories and Applications of Music,
Movement and Dramatic Play
EAD 406
Dynamics of the Family
EAD 410
Developmental Psychopathology, Part I
EAD 408
Curriculum Approaches in ECE
EAD 400
Integrative Seminar/Field Placement II
Type
DW
DW
DL
DW
DW
DW
Previously
Assessed
No
No
No
No
No
No
Consent Program
Year 3 Semester 5
Course Title
EAD 506
Interdisciplinary Practice: A Team-
Based Approach to Child and Family
Services
EAD 502
Attachment in Infancy and Early
Childhood
EAD 504
Play Therapy: Theory and Process
EAD 510
Developmental Psychopathology, Part II
EAD 508
A Constructivist Approach to Math and
Science
EAD 500
Integrative Seminar/Field Placement III
Type
DW
DW
DW
DW
DW
DW
Previously
Assessed
No
No
No
No
No
No
Consent Program
Appendix 6.3.3.3 - Page 2

Year 3 Semester 6
Course Title
EAD 602
Brain Research and Cognitive
Development: Implications for Practice
EAD 606
Case Management and Leadership
EAD 604
Play Therapy Techniques
EAD 600
Co-op Professional Practice
EAD 608
A Constructivist Approach to Language
and Literacy
EAD 610
Environmental Design
Type
DW
DW
DW
DL
DW
DW
Previously
Assessed
No
No
No
Yes
No
No
Consent Program
B.A.B. Municipal and
Corporate Administration
Year 4 Semester 7
Course Title
EAD 702
The Effects of Stress, Trauma and
Violence on Learning
EAD 710
Childhood in a Global Context
EAC 706
Research, Methods, and Statistical
Analysis
EAD 708
Early Intervention, Screening and
Assessment, Part I
EAD 700
Co-op Integration and Career Planning
EAD 702
The Effects of Stress, Trauma and
Violence on Learning
Type
DW
DW
DW
DW
DL
DW
Previously
Assessed
No
No
No
No
Yes
No
Consent Program
B.A.A. Therapeutic
Recreation
(pending approval)
B.A.B. Municipal and
Corporate Administration
Year 4 Semester 8
Course Title
EAD 802
Designing Educational Programs for
Adults
EAD 804
Reflective Practice
Type
DW
DW
Previously
Assessed
No
No
Consent Program
Appendix 6.3.3.3 - Page 3

EAD 806
Applied Research Paper DW No
EAD 808
Early Intervention, Screening and
DW No
Assessment, Part II
TRC 601
Community Organizing DW Yes
TRC 705
Volunteer Management DW Yes
TRC 806
Fund Raising DW Yes
B.A.A. Therapeutic
Recreation
(pending approval)
B.A.A. Therapeutic
Recreation
(pending approval)
B.A.A. Therapeutic
Recreation
(pending approval)
B.A.A. Therapeutic
Recreation
(pending approval)
Appendix 6.3.3.3 - Page 4

6. PROGRAM CONTENT STANDARD
Appendix 6.5.1 Program Structure Requirements
Year
September January April
Semester 1 Semester 2 Semester 3
Year One On-Campus Studies On-Campus Studies Vacation
Year Two On-Campus Studies On-Campus Studies Vacation
Year Three On-Campus Studies On-Campus Studies
Full-Time Coop Work
Term*
Year Four On-Campus Studies On-Campus Studies GRADUATION
* Unpaid work term = 14 consecutive weeks
Please note: Traditionally, the Early Childhood field has never had paid work placements.
The majority of placement sites are in the not-for-profit sector. A reasonable comparison can
be made with social work where co-ops are usually not paid. More commonly paid co-ops are
placed in the for-profit sector.
Support for unpaid work experience
At the Ad Hoc Advisory Committee Meeting held at King Campus on April 15, 2005 the
committee expressed concern that it would be difficult to obtain paid co-op experiences for
students in the BAA Child Development, since many schools (e.g. Ryerson) currently place
students on unpaid work internships.
Industry experts in attendance at the meeting include: Gayle Whitehead (York Region District
School Board), Ruth Lambert (York Region District School Board), Cheryl Neave (Pathways for
Children, Youth and Families), Joanne Murrell (Corvette Early Years), and Karen Kemp (Blue
Hills Child and Family Services).
This concern was repeated again at a second advisory meeting held on April 29, 2005.
Industry experts in attendance at the second meeting include: Cheryl Neave (Pathways for
Children, Youth and Families), Karen Kemp (Blue Hills), Joy Vance (York District School Board),
and Carol Bromby (North York General Hospital).
Appendix 6.5.1 - Page 1

6. PROGRAM CONTENT STANDARD
Appendix 6.5.2 Support for Work Experience
A cornerstone of applied learning is the structured time and place to use what is learned in
books, workshops, classes, videos, case studies and role plays in the delivery of a program or
service to real families and children. The applied learning is facilitated by a mentoring staff and
supported by organizations or agencies in the field.
There are field placement days built into the proposed curriculum that give students the needed
practical experience to integrate the theory of the classroom in a work setting. The co-op
semester between semesters 6 and 7 provides a focused, long term opportunity to apply
theoretical knowledge and consolidate learning. Students will follow up this on-the-job
opportunity with the required research component in their last year of study.
This proposed degree will meet the needs of the students, the early childhood development
community and most importantly, the needs of the children entrusted to professionals in the
field. Placement opportunities for students are available in traditional child care environments
(child cares, nursery schools); educational environments such as kindergartens; parent-focused
programs such as Ontario Early Years Centres, Best Start Programs, and First Duty Programs;
child and family service agencies for children with special needs; health facilities specializing in
therapeutic support for children; family protection agencies such as women shelters; child abuse
centres; resource centres; and counseling and addiction centres. The field placements and coop
opportunities will support the student in moving towards a multi-skilled, interdisciplinary team
approach to providing the best care and development opportunities for children.
Seneca’s degree program coordinator will work closely with each student and our Student
Services department. Seneca will ensure that a high level of support will be extended to
students finding and securing field and co-op placements for the duration of the degree. The
School of Early Childhood Education’s extensive partnerships with the community provide a
solid foundation to meet the requirements of the degree students as well as creating new co-op
sites.
We expect that field placement and co-op will result in the gaining of valuable experience and
references for work opportunities or lead directly to a job.
Appendix 6.5.2 - Page 1

6. PROGRAM CONTENT STANDARD
Appendix 6.5.3 Work Experience Outcomes
Work Experience Outcomes
On successful completion of the
work experience, the student will be
able to:
• integrate classroom theory of
development and education,
with workplace practice;
• develop and adhere to a
learning plan;
• demonstrate professional
conduct;
• plan, implement, and evaluate a
variety of resources;
• adhere to organizational
systems (roles, responsibilities,
policies, and procedures);
• design work term goals, and
evaluate scope of meeting
those goals;
• use journaling as a tool for
developing self-awareness;
• evaluate professional practice;
• demonstrate the ability to be an
effective team member;
• demonstrate belief in sensitivity
towards individuals and cultural
and social diversity; and
• organize and display evidence
of learning through electronic
medium (i.e. computer).
How work experience puts into
practice the program outcomes
The primary goal of the work
experience is to apply the concepts
studied in an academic setting in the
real world.
A typical work term will touch upon
elements from each of the streams
(Development/Special Needs,
Teaching/Learning, Family Services/
Interdisciplinary Practice) and will
require expertise in two or all three of
these areas.
The experience in the work term will
emphasize the program outcomes and
will reinforce the relevance of these
outcomes to the student.
In addition, the work experience will
expose the student to measures of
success that differ from those in an
academic environment, giving the
student an appreciation of what is
important in the workplace.
Following the work term, the student will
be required to take EAD 700 Co-op
Integration and Career Planning, a
course which provides the opportunity
to assess and evaluate the work
experience.
Method of
evaluating
student during
placement
See next page
for details.
Appendix 6.5.3 - Page 1

Method of evaluating student during placement
1. An online discussion board will be used to give students a forum for sharing information
with peers and problem solving, and to keep track of their time.
Students will be required to post at least one challenge they are facing, plus at least one
innovation they have designed, on a monthly basis, and record their time.
They will be required to post possible solutions to at least 8 of their peers' challenges by
the end of the work term.
Over time, the discussion board will contain a database of the challenges and
innovations posted in previous semesters, which will be used as a reference for future
co-op students.
The Professor will moderate the discussion board. Students currently on work terms as
well as those on school terms will access the forum.
2. The Professor will perform a midterm site-visit to assess the employee/ employer
relationship, workload, working conditions, and to provide/receive feedback and support.
3. Students will maintain a weekly journal of tasks completed on the job and details of the
work experience. The journal will form the basis of the final report to be submitted upon
completion of the work term.
4. Students will complete an end-of-term self-assessment using an online form.
5. Employers will complete an end-of-term employment supervisor report using an online
form and perform an exit interview.
Appendix 6.5.3 - Page 2

7. PROGRAM DELIVERY STANDARD
Appendix 7.1.1 Quality Assurance Policies
Policy: Quality Assurance Policy
Approved: Senior Executive Committee, October 20, 2004
Board of Governors, November 24, 2004
POLICY STATEMENT
It is the policy of Seneca College to ensure that all of its program and services regularly undergo
Quality Assurance review. Quality Assurance “…relates to mechanisms and procedures used
to assure or measure the level or existence of quality in a system or property” (Quality
Assurance in Ontario’s Colleges of Applied Arts & Technology, MTCU/CCVPA Discussion
Paper November 30, 2003, p. 4). This includes but is not limited to the following in scope:
i) Academic Program review at all levels, (i.e., certificate, diploma and degree
programs), both full time and part time and addresses vocational, general
education/liberal studies and essential employability skills outcomes at the program
level.
ii)
iii)
iv)
English, Liberal Studies and Essential Employability Skills curriculum content
mapped across the college programs.
The College’s capacity to deliver college-wide services, such as: infrastructure
and supporting services such as libraries, learning centers, computer labs,
appropriately equipped classrooms, cafeterias, student services and student work
areas, human resources policies and practices, donor accountabilities and
stewardship, financial practices, marketing, and institutional communications.
Seneca Residences which includes practices specific to that environment.
Quality assurance review is mandatory for all programs and services.
All programs and services will perform ongoing (formative) review. Subject to availability of
resources, a full, formal (summative) review will normally be conducted every 7 to 10 years, or
more frequently if indicated (i.e., consistent with evidence based practice).
Specific policies and procedures for implementing quality assurance in the areas identified in
the scope above will be developed by the faculty and administrative and support staff directly
responsible for those programs and services and approved by the responsible Senior Executive.
Where an appropriate external accreditation process is available, this may be used in lieu of the
College's review process.
The College will dedicate a reasonable amount of Quality Assurance funds in the budget for
each fiscal year. These funds are to be used for the implementation of recommendations arising
out of formal quality assurance processes, with distribution to be based on current college
priorities.
Appendix 7.1.1 - Page 1

ADMINISTRATIVE GUIDELINES
The appropriate Senior Executive is responsible (in collaboration with the deans/ directors as
appropriate) for identifying the programs/services to be reviewed each year as part of the local
operational plan, (including budget allocations specifically for the review process) and for
initiating the process.
For the purposes of the full summative review, each area will establish a Review Team that
reports to the appropriate chair/manager/supervisor. Membership in the Review Team must
include external representation as appropriate. External representation means knowledgeable
representatives external to the program/service from within the College, and/or external to the
College, as appropriate.
The appropriate Senior Executive in collaboration with the faculty and staff of the
program/service assessed, will be responsible to make the final decisions and resource
allocations (along with implementation timelines) in developing action plans as appropriate to
respond to the recommendations made by the Review Team.
The program/service chairs/managers will be responsible to report regularly to their immediate
supervisor and appropriate Senior Executive on the progress of the implementation of the
approved action plan(s).
Regular reports of Quality Assurance initiatives will be made to the appropriate sub-committee
of the Board of Governors by the Staff Resources person.
PROCEDURES
The Review Team shall be responsible for:
• collecting and analyzing the appropriate data
• communicating regularly with all relevant constituents
• developing and making recommendations for changes, including suggested
implementation timelines
• preparing a formal written report to be submitted in a timely manner to the
appropriate chair/dean/manager/director and Senior Executive.
All members of the Review Team will receive orientation/training in the QA process provided
collaboratively by the Centre for Professional Development (CPD), Institutional Research (IR),
and the Office of Research & Innovation (ORI) as required.
Throughout the review process, centralized support and guidance will be provided to
Review Team through CPD, IR, and ORI.
The findings of the Review Team shall be communicated to all
• stakeholders (e.g., faculty, staff, students, advisory committee members,
executive) and will include an opportunity for response/feedback provided.
In developing their final report, the Review Team will give due consideration to the feedback
received. The final report of the Review Team will clearly identify the input received from
external members of the Review Team.
Appendix 7.1.1 - Page 2

7. PROGRAM DELIVERY STANDARD
Appendix 7.1.2 Policy on Student Feedback
During the first 2 weeks in February each year, all students participate in the Key Performance
Indicator (KPI) Student Satisfaction Survey mandated for the colleges by the Ontario
government. In addition, individual professors and programs regularly invite students to provide
feedback through surveys or focus groups regarding their learning experience and the
course/program content. All graduating student are asked to complete a pre-graduation survey
to again provide feedback on their learning experience in the program they are graduating from.
An effort is also made to contact early leaving students to assess their reasons for leaving.
In addition, the College Policy on Student Feedback is part of the Faculty Performance
Review Policy (approved by the Board of Governors, March 1992; revised September 1997,
March 1998 and February 12, 2002; revisions approved by the Board of Governors June 26,
2003).
The full policy and working documents are available upon request.
1. Purpose of Faculty Performance Review
Performance Review provides explicit and systematic feedback on all relevant aspects
of performance. It supports and actively encourages the development of the individual
professor and his/her teaching. Performance Review enhances and ensures teaching
excellence, program quality and student success.
2. Components
Performance Review involves four components. Student feedback is an annual and
required component. Peer review and self-evaluation are optional elements but are
strongly encouraged to ensure that the review is based on multiple perspectives.
Performance evaluation is a required component and is conducted on a cyclical basis.
3. Scope
Performance Review is not restricted to classroom teaching; it addresses the elements
in the Class Definition for Professor as stated in the Collective Agreement. These
include (a) design, revision and updating of subjects and programs; (b) teaching of
assigned subjects, and (c) academic leadership and ancillary responsibilities.
4. The Performance Evaluation Cycle
In the probationary period, written Faculty Performance Evaluations are provided every
four months. After the probationary period, faculty are provided with Performance
Evaluation at least once every four years.
Appendix 7.1.2 - Page 1

Process
There are two phases in Faculty Performance Review. The first consists of the collection of
data and comments from a variety of sources. This feedback is helpful to faculty as they
prepare their individual professional development plans each year. The second is the periodic
formal Performance Evaluation with the chair, based on the data presented and reviewed. The
table below identifies the elements of the Performance Review cycle. Responsibility for
performance review and for relevant professional development rests with both the professor and
the College.
Student Feedback – Required every academic year. Normally done in November.
Results go to professor and chair in January.
• Normally the students in three classes taught by each professor are asked to provide their
feedback.
• Most surveys are done in the fall semester; selected surveys are done in other semesters as
needed.
• With consultation, the chair selects classes to be surveyed to include first, second and third
year students and to minimize survey fatigue.
• The Seneca College Student Feedback Form is used to maximize validity and reliability.
• The professor and the chair receive a computer-generated analysis of the students’
responses following completion of the semester.
• To ensure anonymity, students’ written comments are keyed into a computer file before
forwarding to the professor and chair.
Self-Evaluation - Optional
• Four processes are recommended for this activity
Peer Review - Optional
• The Alliances for Change process is recommended; further resources are available from the
Centre for Teaching and Learning
Performance Evaluation by the Chair – Required at least once every four years
• In addition to the formal evaluation cycle, the chair provides the professor with ongoing and
timely feedback related to student surveys, student concerns or any other matters relevant
to performance.
• At the beginning of the academic semester the chair notifies each professor to be evaluated.
• Performance evaluation begins with a meeting in which the professor and chair discuss the
context (previous evaluations and development plans), the current assignment and relevant
survey and other information.
• The process normally includes a classroom/lab visit by the chair or designate.
• At the second meeting, discussion focuses on the Faculty Performance Evaluation Form
and leads to the professor’s professional development plan.
• The chair forwards copies of the completed Faculty Performance Evaluation Form to the
professor and to the professor’s personnel file.
• In Applied Degree programs, the performance evaluation will include a review of faculty
participation in applied research where applicable
See Appendix 7.1.3 for the Student Feedback forms used.
Appendix 7.1.2 - Page 2

7. PROGRAM DELIVERY STANDARD
Appendix 7.1.3 Student Feedback: Criteria and Instruments
See Student Feedback Questionnaire attached
Student Feedback is a required component of the Faculty Performance Review Process. The
students of all faculties, full-time and part-time, are formally surveyed in November and/or
March of each year. Student responses are tabulated by an external consultant and means
reported for individual professors, by program, by faculty, and across the college and compared
to means generated in previous years.
Student Feedback Instruments
The computer-scored questionnaire (7 point scale ranging from very poor to outstanding) that is
used as part of the formal Faculty Performance Review process is an adaptation (with the
consent of the originator of the tool, Dr. Harry Murray) of a similar questionnaire used by
professors at Western University. This tool requests students’ feedback on the performance of
the professor, the subject and the physical environment:
Evaluation of the Professor
Students are asked to evaluate the professor on a 7 point scale ranging from very-poor to
outstanding:
• Displays enthusiasm and energy in conducting class session …
• Conducts class sessions in an organized, well planned manner …
• Explains concepts clearly and understandably …
• Encourages student participation and independent thinking through class activities …
• Responds to student questions clearly and thoroughly …
• Presents subject materials in an interesting way …
• Shows concern for student progress and offers to help students with problems …
• Is available for individual consultation with students …
• Communicates subject outcomes and requirements clearly and explicitly …
• Maintains close agreement between stated subject outcomes and what is actually taught
• Makes it clear how each topic fits into the subject as a whole …
• Uses methods of evaluation (e.g., quizzes, assignments, exams) that reflect important
aspects of the subject matter and provides a fair evaluation of student learning …
• Grades student work promptly, and provides helpful comments and feedback where
appropriate …
• Has motivated me to increase my knowledge and competence in the area of study of
this subject …
• All things considered, is effective as a college teacher …
Appendix 7.1.3 - Page 1

Evaluation of Subject
Students are asked to evaluate the subject on a 7 point scale ranging from
very poor to outstanding:
• Overall, how would you rate this subject as a learning experience
Physical Environment
Students are asked to evaluate the learning environment on a 7 point scale ranging from
very-poor to outstanding:
• My impression of the physical environment (e.g., class/lab) is that is… (very-poor to
outstanding)
An external consultant does the statistical analysis of the students’ responses and reports
individual professor’s means to the professor and to the chair, benchmarked against the
program, school, Faculty and college means.
In addition, faculty are strongly encouraged to request on an ongoing basis and annually, openended
qualitative feedback using one or more of suggested formats such as: Supplementary
Comments sheets, One-Minute Papers, Start-Stop-Continue forms.
Appendix 7.1.3 - Page 2

7. PROGRAM DELIVERY STANDARD
Appendix 7.2.1 On-line Learning Policies and Practices
Plans
1) Seneca Academic Plan (2004-2009)
Our vision is to lead in student success through:
• Development of eLearning strategies that enhance the classroom experience and
address new learning styles.
• Engagement in pedagogical research on learning and teaching through our
Technology Enhanced Learning (TEL) institute or other educationally related
research initiatives.
Our vision is to lead in access to higher education through:
• Development of delivery modes that allow students to broaden their learning styles
and to use preferred learning styles.
• Students should be able to complete subjects on-line or ‘at-a-distance’ if that is what
their situation requires.
• Access for students to a wide range of subjects accomplished, in part, through the
continuing development of on-line and distance learning.
2) Seneca eLearning Plan (2006-2009) - Approved by Board of Governors, June 2006
i) Scope of eLearning
The terms eLearning and Technology Enhanced Learning (or TEL) are used synonymously
throughout this document. These are defined broadly as:
the use of information and communications technology in teaching
and learning.
Online learning then is a subset of eLearning, as are all learning activities and teaching and
learning communication stored or distributed via a digital medium.
Appendix 7.2.1 - Page 1

ii) Goals of eLearning
Objective: To provide a broad range of learning opportunities and modes of interaction that
support diverse learning styles, abilities and needs through the integration of technology in
teaching and learning.
a. Engagement: Enhance interactive, exploratory, experiential, and collaborative learning.
b. Communication and Sharing: Enrich communication and relationships between and
among students, faculty, staff and administration and support intra and inter school and
institutional sharing of course materials and best practices.
c. Quality: Increase breadth and depth learned, and relevance and currency of information
to support learning outcomes.
d. Access: Expanded access to learning activities at a time and place that is responsive to
students’ needs, and broader access to course materials and learning activities that
support a range of students’ academic backgrounds, learning styles and abilities.
e. Acquire eLearning, Technology, and Information Skills: Acquire skill in the use of a
range of eLearning environments and approaches to online learning, technology, and
information practices to support ongoing learning facility in a knowledge economy and
society.
f. Innovation: Encourage innovative approaches to teaching and learning.
iii) Implementation
Strategy: eLearning material and activities that support and reinforce learning outcomes
and that help students acquire lifelong learning skills using technology will be made
available to students in multiple modes.
Implementation: Faculty training and development, technology support, development of
eLearning objects, and decisions around technologies purchased and supported in the
college will reflect the objectives and support the strategies in this eLearning plan.
eLearning involves three components:
1. Technology-based learning resources that enhance teaching and learning in the
classroom, the laboratory, and the Library and Computing Commons;
2. Web-based resources that faculty and students use for reference, communication,
collaboration and research; and
3. Online learning, either as a course component (referred to as mixed-mode or blended
learning) or for an entire course.
Appendix 7.2.1 - Page 2

3) Seneca Business Plan 2005/2006, 2006/2007, 2007/2008
For three consecutive years Seneca’s annual business plan has contained the following
initiative (specifically related to enhancing eLearning at the College):
Initiative H: Increase and Enhance eLearning Opportunities.
• Development of Library policy and procedures to integrate eReserves into course
work.
• Active Joint College/Student Academic IT Committee for student input into eLearning.
• Increase leadership in eLearning through creation of Director of Academic
Instructional Technologies position.
• Increase engagement of students through support for new technologies.
• Enhance information literacy skills of students through online objects supporting
research skills and development of customized online eLearning training modules.
• Increase professional development in TEL for faculty.
• Collaborative applied research related to pedagogy, curriculum, learning materials,
and evaluation tools, with the Seneca/York U TEL Institute.
• Identify and raise funds for selected initiatives.
Policies
1. Seneca Academic Policy (2007/2008)
The following additions to Academic Policy were approved by Academic Council for
2007/2008:
i) Online Courses, Grades and Examinations:
Distance Learning is a term used to describe learning via a number of potential modes
including correspondence, online and mixed mode. Where the majority of a course is
delivered at a distance, normally a proctored, in person, final examination of no less than
30% will be a required element of the modes of evaluation.
ii) Electronic Devices and Recording of Classes
The use of electronic devices and recorded learning activities will respect the work,
dignity and reasonable expectations of privacy of all individuals in the College
community. To support students' learning, electronic devices and recording of classes
may be permitted at the discretion of the faculty, and as required by the Ontario Human
Rights Code and/or the Accessibility for Ontarians with Disabilities Act. Recordings can
only be used for individual study of materials presented during class. The faculty will
inform all individuals participating in a class of any electronic recording of teaching and
learning activities. Where required, program and subject information will identify that
classes may be recorded. No recording can be reproduced, distributed and/or used in
any other manner without the express consent of the Professor or the College.
Intentional misuse of electronic devices or recordings, or intentional misrepresentation
when requesting the use of a device or recording, shall constitute a violation of the
Appendix 7.2.1 - Page 3

College's Academic Policy and will be pursued through the Student Rights and
Responsibilities.
2. Seneca Professional Development Policy
(Approved by Executive Committee, 2003)
As part of the professional development requirements of faculty during their two year
probationary period, they are required to successfully complete or demonstrate the learning
outcomes of a 40 hour course on technology enhanced teaching and learning. This course
covers all aspects of developing and teaching in both fully online and hybrid delivery modes.
Implementation
1. Online Course Development
• Campus-based eLearning centers (ELCs) and Center for Distributed Learning support
development including:
o Sound pedagogy, including a progression of expectations from first to senior
semesters and high quality instructional design.
o Realistic activity level targets and implementation plans.
o Faculty input at every stage from planning to development to delivery.
o Valid means for evaluating student performance in on-line learning courses
o Accessibility for students with disabilities.
• Fair means for dealing with intellectual property (see IP Policy, 2003) and workload.
• Means for students and faculty to provide feedback on eLearning resources and
materials through surveys and Student Federation representatives.
• Access to easy-to-use tools to develop course content, tests, interaction, voice and
video content including screen/mouse capture, communication such as blogs, journals,
and discussion boards, collaboration such as wikis and teams (group work online).
• Participation and leadership in provincial e-learning consortia such as Ontario Learn.
• Continued investigation and acquisition of high quality on-line materials.
• The development and implementation of modules for the fully online course, Introduction
to Computer Applications for all students.
• In 2007 Seneca won 2 of 5 Provincial awards in eLearning from the Educational
Technology Committee (subcommittee of CCVPA of Colleges Ontario including the
inaugural Platinum Award for exceptional contribution).
• All full time programs will have a minimum standard of material that must be available to
students online in every course by 2009.
• Online educational games and simulations developed each year.
• More than one hundred Seneca courses are available online, with thousands of students
enrolled annually.
2. Services and Training
• Campus-based student helpdesks and employee helpdesk available online or by phone
for comprehensive timely technical support.
• Means for students and employees to provide feedback on services (see IT Service
Plan).
• Comprehensive online synchronous Library and eResources support.
Appendix 7.2.1 - Page 4

• eLearning and technology training for staff and faculty through:
o IT: many levels of LMS training sessions at each campus.
o PD: staff support for information literacy, business software applications.
o ELCs: 1 on 1 training and support.
o TechRangers: mentored students who support faculty learn low level technology
skills 1 on 1 in their office.
o TEL course open to all faculty each semester.
o Online modules available to students and employees to learn office software and
Seneca’s eLearning tools and environment.
o Sharing best practices with Seneca and Ontario College faculty at annual IT Day
and This is IT conference respectively. 50 faculty attended provincial conference
in 2007.
• The development and offering of the award winning Designing Curriculum using
Instructional Technology (CTC) Program and the related e-Learning: Teaching
and Training with Technology (eLT800) Program.
• Initiated and developed site to share policies, practices, eLearning materials, and
discussion with Ontario Colleges’s eLearning Technology Committee (sub committee of
CCVPAs).
• Received Ministry funding from SCWI to deliver online computer literacy course to 3
local high schools, including the use of teleconferencing in 2006/7 and 2007/8.
• Received Ministry funding for YSTOP, Youth Schools Technology Outreach Program, to
deliver technology workshops to high schools students 2007-2010.
3. Infrastructure, Technology, and Resources
• 99% of classrooms and labs are electronic (workstation, laptop availability, internet
access, projector, sound system, screen).
• all campuses have wireless access to the internet throughout.
• all full and part-time students have access to email, internet, the college LMS (Bb),
college portal, online registration, eBookstore, ELVIS (Electronic Library Virtual
Resource System) and other electronic databases dedicated to specific program areas.
• Course sites on the LMS are automatically populated and more than 50% of full time
courses used their course sites on the LMS in 2007/8 (doesn’t include those who use 2
other LMSs, web pages, blogs, wikis, or other electronic means of sharing class
activities).
• IT Plan of approximately $6M annually in the 2005-8 plan provides renewal for IT in labs,
classrooms, new technologies, eResources, and some infrastructure and service.
• Member of ePresence consortium, providing high quality synchronous
videoconferencing and archiving across the internet.
• Received funds to develop a Learning Object Repository to store, retrieve, and reuse
online course development.
• New technologies: purchased 40 iPods for faculty to use in eLearning in 2006/7, 5 class
sets of clickers, teams and journals tools, voice tools available in LMS for students and
faculty, wiki and blog software available inside or outside of LMS.
• High performance computing (Grid) project underway to ensure that future performance
needs will be supported.
Appendix 7.2.1 - Page 5

4. Leadership
• IT Council provides collaborative decision-making on infrastructure, service, support and
training involving academic representatives and technical experts.
• IT Service Plan 2007 introduces new structures to support collaborative decision-making.
• Joint College Student Academic IT Committee gives students input into academic IT
decisions and eLearning direction.
• Director, Academic Instructional Technologies and Chief Technology Officer provide
collaborative academic and IT leadership in academic IT.
• Annual IT audit performed by external auditors.
Seneca College has on file and available upon request, copies of current software, hardware,
and systems agreements that pertain to the delivery of electronic/on-line learning.
IT Acceptable Use Policy
Last updated January 2007
http://www.senecac.on.ca/policies/itau.html
(i) Policy Statement
"It is the Policy of Seneca College that all members of the Seneca Community are responsible for
obeying Provincial and Federal laws/regulations and College Policy concerning the use of information
technology services, facilities and equipment. The College's Information Technology resources
remain the sole property of Seneca College. Seneca College grants students, clients and employees
the privilege to use its information technology services, facilities and equipment to further learning,
teaching and working.
Further, any materials which may violate a person's right to work and study in an environment free
from discrimination/ harassment are not to be stored, displayed, transmitted or otherwise linked to
Seneca College information technology services, facilities and equipment.
However, Seneca College recognizes the individual right to access information. As a user of the
College information technology services, facilities and equipment, you are responsible for abiding by
the Information Technology Acceptable Use Policy and the Protocol for Dealing with Information
Technology Abuse."
(ii) Prevention, Education and Enforcement
Seneca College is committed to preventing behaviour which results in the inappropriate use of the
College's Information Technology Services and Facilities. The College is responsible for
communicating to all employees, students, clients, the public, and/or contractors that the inappropriate
use of the College's IT services, facilities and equipment is prohibited. This includes ongoing proactive
education/prevention campaigns such as staff and student training, regular communication of the
ITAUP through internal media, and the articulation of the ITAUP into the ICA 001 curriculum. The
College maintains its responsibility for communicating, monitoring, implementing and enforcing, where
necessary, all aspects of the ITAUP.
Official College E-Mail is available to all employees and students. Faculty, staff and students are
reminded that College correspondence should only be disseminated electronically through official
College-provided e-mail. Alternate e-mail addresses, such as Yahoo mail or Hotmail mail, are not
Appendix 7.2.1 - Page 6

authenticable through Seneca.
(iii) Policy Regulations and Responsibilities
Seneca College Provides Information Technology services, facilities and equipment to meet your
learning, teaching or working needs.
However, it is a violation of College Policy to:
1. enter, without authorization, into equipment, facilities, networks or accounts to use, read,
transfer or change the contents, or for any other purpose;
2. use another individual's information technology account;
3. grant another individual access to your information technology account;
4. use any College information technology facilities to interfere with the work of other students,
faculty members or college officials;
5. use information technology facilities to send obscene, abusive, derogatory or harassing
messages;
6. display, transmit, distribute or make available information that expresses or implies
discrimination or an intention to discriminate;
7. use information technology facilities to interfere with the normal operation of College
information technology systems and connecting networks; this list would include such things
as flooding the network with messages or sending chain letters or pyramid solicitations.
Unauthorized use of information technology facilities and accounts and removing or altering
data is a criminal offense in Canada;
8. use Seneca College's computer facilities for profit or commercial gain;
9. create and/or use world-wide web information pages or links to point to offending materials
that do not comply with the Ontario Human Rights Code or the Criminal Code of Canada;
10. use Seneca College's computer facilities for any purpose that could be seen as a violation of
the Criminal Code of Canada.
(iv) Consequences of Policy Violations
Employees, students and clients are responsible for reporting all real, or perceived infractions of the
Information Technology Acceptable Use Policy to the Information Technology Security Officer (CSO).
The CSO can be reached electronically at cso@senecac.on.ca. Documented and substantiated
complaints shall be handled through the Protocol for Dealing with Information Technology Abuse.
Overall, the Information Technology Acceptable Use Policy asks that you obey the law and be
considerate of others' needs.
Failure to adhere to the Information Technology Acceptable Use Policy could result in suspension of
usage privileges or other discipline as appropriate.
When there is a suspected violation of the Policy, the College has the authority to conduct appropriate
search and seizure procedures of all College owned and operated Information Technology services,
facilities and equipment. The College also reserves the right to review and/or restrict services and
programs that are deemed potential violations of College Policy.
ALLEGED VIOLATIONS OF THE ABOVE POLICY ARE HANDLED BY THE RESOLUTION, EQUITY
AND DIVERSITY CENTRE (REDC), IN CONJUNCTION WITH INFORMATION TECHNOLOGY AND
Appendix 7.2.1 - Page 7

TELECOMMUNICATION SERVICES.
FOR FURTHER INFORMATION CONTACT THE CSO at cso@senecac.on.ca, the REDC at
Human.Rights@senecac.on.ca, or visit our Website at www.senecac.on.ca/hr/redc
ITAUP Procedures
All employees, students and clients are expected to abide by the Information Technology Acceptable
Use Policy and accompanying Protocols. All employees and students are also expected to comply
with the directions given to them by staff when they are performing their regular or delegated duties
regarding this Policy.
(i) Preamble
Seneca College has developed standards of behaviour when using information technology services,
facilities and equipment. All members of the Seneca Community are responsible for obeying the law
and College policy with regards to the use of information technology services, facilities and
equipment. Legislation and College policy which affects the use of information technology services,
facilities and equipment include, but are not limited to:
• the Ontario Human Rights Code
• the Criminal Code of Canada
• Internet Service Provider Acceptable Use Policy
• Seneca's Information Technology Acceptable Use Policy
• Seneca's Discrimination & Harassment Policy
• Seneca's Student Rights and Responsibilities Policy
• Seneca's Personal Safety/Security Threats Policy
It is the policy of Seneca College that any materials which may violate a person's right to work and
study in an environment free from discrimination/harassment are not to be stored, displayed,
transmitted or otherwise linked to Seneca College information technology services, facilities and/or
equipment. However, Seneca College recognizes the individual right of access to information. As
such, it is not considered an offense to seek out information, that may be considered offensive or
sexually explicit, providing it is done for specific academic purposes.
This Policy follows the College's Discrimination and Harassment Policy and as such is intended to
foster a balance between academic freedom and the freedom from Discrimination and/or Harassment.
The College strives for a learning, teaching and work environment which promotes inclusion,
understanding and respect for all students and employees. It is the College's objective to ensure that
curriculum, teaching and promotional materials reflect our college community.
Where teaching and/or promotional materials are being developed and/or utilized, every effort shall be
made to portray and acknowledge the diversity of Canadian society. Materials that may contain
discriminatory bias and stereotypes must be used exclusively for the purpose of ensuring that
members of the College community become open-minded, discerning, critical and analytical thinkers,
aware of historical and current values, attitudes and behaviours.
Appendix 7.2.1 - Page 8

(ii) Process
Seneca College has a process in place for filing individual complaints of Discrimination and/or
Harassment. In addition, where the College does not receive an individual complaint but is aware of
activity which violates the law or College policy and impairs the objectives of the College, a College
complaint will be initiated. In these instances, the College is obliged to take action.
Violations of the Information Technology Acceptable Use Policy will be processed using the following
procedures.
A. Reporting of Alleged Violations
1) Employees, students and clients are responsible for reporting all believed to be or perceived
infractions of the Information Technology Acceptable Use Policy to the CSO or the REDC. The CSO
can be reached electronically at cso@senecac.on.ca
2) Reports can be made to a local technician or administrator who is then responsible to report to the
CSO.
B. Local Technician/Administrator Responsibilities - Immediate Response
1) The Local Technician/Administrator is responsible for ensuring that login logs, login failures and
usage logs are preserved wherever possible.
2) All non-required services and daemons should be turned off (i.e., mail turned off on servers where
it is not required for learning or teaching purposes).
3) Warnings may be issued for minor infractions of the Information Technology Acceptable Use Policy
or local policies. Discretion must be used when issuing a warning. A sample wording has been
developed and should be used. All warnings will be copied to the REDC and the CSO for central
record keeping.
4) No actions will be taken resulting in severe discipline for an infraction without a proper investigation
and the involvement of the Resolution, Equity and Diversity Centre unless notification to the individual
and/or group would cause the College to violate specific legal obligations with regards to the dignity,
safety or security of its constituent(s).
C. Security Officer - Technical Investigation
1) Upon receipt of a report, the CSO or College designate will conduct a preliminary investigation to
collect information about the report and determine if the incident could possibly be a breach of any
applicable College policy, provincial code or federal law.
2) Where the CSO and/or College designate has sufficient information that the incident could be a
breach, he/she will report it immediately to the REDC. The College may also assign the responsibility
of collecting pre-investigation material to a local technician.
3) If the material in question resides on College computer equipment, facilities or networks (for
example a web page on Seneca's server), the material may be removed pending an investigation. If
Appendix 7.2.1 - Page 9

the incident involves abuse of e-mail or other information technology activities, account privileges for
the alleged offender may be suspended pending an investigation. This decision will be made by either
the CSO or REDC, depending upon circumstances.
D. Resolution, Equity and Diversity Centre Responsibilities - Formal Investigation and
Resolution
1) Upon receipt of the CSO's report, REDC will conduct an investigation which will include, but is not
limited to, the following: review of the CSO's report, inspection of any materials or evidence
presented, and interviews with any parties who were involved or may have knowledge of the incident.
2) Where the incident breaches the College's Policy on Discrimination and Harassment or the Ontario
Human Rights Code, REDC will initiate proceedings under the College's Procedures on
Discrimination and Harassment.
3) Where the incident breaches the Criminal Code of Canada or Provincial laws/regulations, the
REDC will notify the appropriate Police Force.
4) Where the incident breaches the Information Technology Acceptable Use Policy, REDC will
discuss the investigative findings with the CSO and appropriate disciplinary action will be initiated.
(iii) Disciplinary Action
Where incidents are found to be in violation of College policy, the College will exercise its rights to
take appropriate disciplinary action, including, but not limited to, verbal/written warnings, rescinding of
e-mail or Internet accounts, removal of materials from College computer equipment facilities and
networks, disciplinary directives, behavioural contracts, suspension and/or expulsion/dismissal from
the College. In addition to internal College sanctions that can impact on a student's academic
performance or employee's employment, the College will cooperate with all local, national and
international law agencies whenever necessary. The College will not be responsible for sanctions
taken by these agencies for violations of the College's ITAUP that are against local and international
laws and/or criminal codes.
Appendix 7.2.1 - Page 10

7. PROGRAM DELIVERY STANDARD
Appendix 7.2.2 Academic Community Policies
Our vision is to lead in student success through:
(Academic Plan)
• Development of eLearning strategies that enhance the classroom experience and
address new learning styles.
• Engagement in pedagogical research on learning and teaching through our Technology
Enhanced Learning (TEL) institute or other educationally related research initiatives.
Our vision is to lead in access to higher education through:
(Academic Plan)
• Development of delivery modes that allow students to broaden their learning styles and
to use preferred learning styles.
• Students should be able to complete subjects on-line or ‘at-a-distance’ if that is what
their situation requires.
• Access for students to a wide range of subjects accomplished, in part, through the
continuing development of on-line and distance learning.
eLearning Objectives
To provide a broad range of learning opportunities and modes of interaction that support diverse
learning styles, abilities and needs through the integration of technology in teaching and
learning.
a. Engagement: Enhance interactive, exploratory, experiential, and collaborative learning.
b. Communication and Sharing: Enrich communication and relationships between and among
students, faculty, staff and administration and support intra and inter school and institutional
sharing of course materials and best practices.
c. Quality: Increase breadth and depth learned, and relevance and currency of information to
support learning outcomes.
d. Access: Expanded access to learning activities at a time and place that is responsive to
students’ needs, and broader access to course materials and learning activities that
support a range of students’ academic backgrounds, learning styles and abilities.
e. Acquire eLearning, Technology, and Information Skills: Acquire skill in the use of a range
of eLearning environments and approaches to online learning, technology, and information
practices to support ongoing learning facility in a knowledge economy and society.
f. Innovation: Encourage innovative approaches to teaching and learning.
Appendix 7.2.2 - Page 1

eLearning involves three components:
1. Technology-based learning resources that enhance teaching and learning in the
classroom, the laboratory, and the Library and Computing Commons;
2. Web-based resources that faculty and students use for reference, communication,
collaboration and research; and
3. Online learning, either as a course component (referred to as mixed-mode or blended
learning) or for an entire course.
The College will make classroom and web-based resources available to support all full- and
part-time courses. Faculties will develop online learning for selected courses, permitting the
professor and his/her students to work in a non-traditional environment instead of solely in the
classroom.
eLearning is customized to reflect the nature and objectives of individual programs and
disciplines. Customization of programs and courses also responds to student background and
expectations, and to faculty strengths.
On-line learning methods that contribute to and enhance the creation of academic
community among students and between students and faculty:
• Synchronous and asynchronous discussion tools promote enhanced discussion among
learners and between the teachers and the learners. Before students respond to an
instructor's discussion question or to classmates' posted comments, they can refer to their
course materials and think through their answers. As a result, students have the opportunity
to post well-considered comments without the demands of the immediate, anxiety-producing
face to face (F2F) discussion. Shy students and ESL students are more likely to participate
in a discussion in an online environment. Discussion boards/forums provide opportunity for
teachers/learners to tackle topics in more depth at a higher level (i.e., Bloom's); students
with physical disabilities say they feel they are participating more as equals in the on-line
environment than in face to face discussions.
• Journals and team tools in their courses in the LMS, and blogs in the LMS or on the web
support different forms of discussion. Several discussion board tools are available including
BlackBoard, FirstClass, and Moodle.
• Voice tools in the LMS allow students and faculty to discuss issues and materials through
voice recording. A survey of students in 2006/7 revealed that they would read or listen to
their professor’s posts but were more likely to listen than read their classmate’s posts. Voice
also supports students who learn with oral instructions and expression.
• Faculty can also provide learning materials through voice recording either by scripting the
material or audio taping parts of a class. ESL students have reported support from this
delivery or repetition of activities. Students with a long commute to school are also
supported by common mobile devices (mp3 players) that play audio learning materials.
• Blackboard tools allow the creation of sub-groupings of learners who have their own online
space for small group learning activities and group project collaboration (teams).
Appendix 7.2.2 - Page 2

• The MySeneca portal facilitates personalized access to relevant online tools for teaching,
learning, collaborative projects and ongoing discussions
• The collaboration tools used for live “chat” help to build community and extend learning by
creating a structure whereby learners can learn from formal as well as "informal" interactions.
Some services (e.g., Library help) are provided through this technology.
• Synchronous chat/conferencing provides access for a wide range of learners (local, national,
international) to interact and build community.
• In asynchronous class discussions, students can attend class from anywhere and they can
do so at anytime that fits their schedule, which is ideal for a geographically dispersed group.
• Pilots have shown that activity on sector or profession listserves and development of student
work on wikis invites support from practitioners within their sector, thereby building
communities of practice.
• Email, typed or voice, provides a means for individual and timely feedback.
• Learning Management Systems localize and organize course material, creating a virtual
learning environment (safe and invitational). The “Classroom” is open 24/7.
• Learners can share ideas with one another through listserves, newsgroups, email and
document exchange.
• Web quests and online research assignments promote interactive, active, creative and
independent learning as well as collaboration among students.
• There are several videoconferencing systems available at the college that allow remote
users with any workstation and speakers to participate in an on campus guest lecture, event,
or conference.
• PDAs were piloted in 2 courses to assess the appropriate conditions for use. In an event
management course students use PDAs to communicate and store information needed on
site as they work off campus. In Nursing, faculty send students videos and information on
the patients and procedures they will experience in clinical rounds shortly before they are to
occur.
Appendix 7.2.2 - Page 3

8. CAPACITY TO DELIVER
Appendix 8.1 Demonstrated Strength
Seneca College is a demonstrated leader in the field of Early Childhood Education both through
the varied, exceptional programming it offers and through community involvement in Toronto
and York Region. The B.A.A. in Child Development is a natural next step for Seneca’s School
of Early Childhood Education to take in order to ensure that there are qualified practitioners for
the changing face of Early Childhood Education in Ontario.
Specifically, the Child Development program will support the following goals from the College’s
Strategic Plan:
College Goal #1: Superior Quality Educational Experience
Students are the central focus of Seneca’s purpose and mission. Student success and
satisfaction at Seneca will be ensured through expert faculty and staff, relevant curricula,
increased access opportunities to lifelong quality learning experiences, informed course
and program choices, varied delivery options and appropriate supports that are timely
and targeted to individual student needs.
One of the strengths of Seneca is that we work and learn in an atmosphere of
cooperation and mutual respect. Employees model the values and behaviours we expect
of our students and graduates.
The Child Development curricula are designed for the future educators in the field of Early
Childhood Education. Graduates from this program will be ready to take leadership roles in a
number of organizations to provide children with the best early years experience possible. They
will possess the foundational knowledge of a current Early Childhood Educator, but their studies
in a multi-disciplinary program will have prepared them to extend the boundaries of education
for all children to learn and develop in exciting, new ways. The program will consist of various
modes of study. Students will study and research current theories on educating young minds.
They will have opportunities to develop and implement programming in supervised lab
situations, first on campus, and then in early development/education settings. The culminating
experience to round out their education will occur when they do their co-op placement and their
research project.
College Goal #5: National Status
Seneca will achieve national status through the quality of its faculty, staff and programs
as well as through the success of its alumni and students. The development of
innovative projects, Centres of Excellence and the pursuit of applied research will allow
Seneca to address issues of national interest. Recognition of its programs, academic
linkages, expanded learning/accreditation opportunities, showcasing achievements, and
its pan-Canadian partnerships will contribute to Seneca’s national profile.
The curricula developed for the B.A.A. in Child Development will meet the needs of children
across the country and will provide opportunities for national research in how to better educate
young children. The professors in the School of Early Childhood Education at Seneca are
already involved in a number of initiatives across the country with a variety of universities and
colleges. Because of its reputation, Seneca is often asked to sit on national task forces dealing
with the education of children. This B.A.A. will increase those opportunities because of its depth
and breadth in preparing individuals to enable every child reach his/her potential.
Appendix 8.1 - Page 1

College Goal #6: Expansion of International Education and Services
Seneca will enhance its leadership in the international arena by (a) developing
educational and strategic links with additional countries, (b) engaging in effective
marketing, and (c) pursuing initiatives that support/align with Seneca’s goals.
The School of Early Childhood Education already has strong links internationally with students
working on projects and placements in Jamaica, Singapore, and soon in China and Australia.
Our professors have worked in many countries to help establish best practices in early
education. With the new B.A.A., these and other opportunities will be natural extensions of the
already existing high international profile of Seneca.
Demonstrated Strength in Related Program Areas
The cluster of programs in the School of Early Childhood Education at Seneca College, attests
to its leadership in early childhood education and care. Seneca has the largest number of
college students (on two sites) enrolled in ECE programs in Ontario. Program offerings include
a two year diploma program, the first ECE apprenticeship program in the country, four Ontario
Youth Apprenticeship programs, and an Inclusion Practices program. In addition, our Faculty of
Continuing Education has been involved in a program for workers with children with autism.
We have two model lab schools (including an infant room) that demonstrate best practices in
early education at our King Campus. The current programs have strong links to the early
childhood centres in Toronto and York Region through our field placements and alumni.
The professors who will teach in the Child Development program have appropriate academic
credentials and are actively involved in initiatives dealing with education for young children such
as Best Start, the Early Years, the College of ECE and early literacy initiatives. They have been
leaders in setting up conferences to provide learning opportunities on new theories and
practices for educators in the province.
The B.A.A. will be delivered initially at the King Campus which will encourage cross-pollination
with other programs. King Campus has been actively involved with the York Region community,
and these partnerships will serve the new program well. The Seneca King Institute for
Research and Development of Healthy Communities will provide a venue for ECE professors to
work with professors from other disciplines with similar goals – to provide a healthy aging
framework and philosophy for all Canadians. Some of the areas of collaboration might include
our Therapeutic Recreation Baccalaureate Degree (still to be approved), Social Service Worker
Diploma, Forensics Health Studies Diploma, Bachelor of Science in Nursing, School of Public
Safety and Police Studies and our outdoor programs in environmental and recreation studies.
All of these program areas will add to the richness of the experience and knowledge for the
students in the proposed Child Development program as well as providing hands-on
experiences in cross disciplinary projects.
The King Campus itself provides a number of unique facilities for this program. The study of art
and the languages of children is an integral part of the program. The Campus has an art gallery
where works of children, students and educators are showcased. There is a spectacular outdoor
environment for professors and students to draw inspiration for new ways to reach out to
children and teach them about the natural world. Our gardens and greenhouse offer hands-on
opportunities for students and children to experience new life and the ability to plan and nurture
growing things. The Animal Health Facility can provide insight and practice into the therapeutic
benefit of animals on helping children to thrive. Staffs in our Recreation Services area, who
Appendix 8.1 - Page 2

supervise 350 children a week in summer camps, will share their facilities and knowledge with
the professors and students in this new degree.
Seneca College has built a strong reputation in Early Childhood Education in Ontario and this
new proposed degree in Child Development is the next logical step to continue to provide
leadership to the field, the province and the country in the area of early education and healthy
children.
Appendix 8.1 - Page 3

8. CAPACITY TO DELIVER STANDARD
Appendix 8.2.1 Library Resources
Bachelor of Applied Arts (Child Development)
On-Site Library
Resources
relevant to
Degree Program
area (for students
/faculty)
Other Library
Access (e.g.
Web-based,
inter-library
arrangements)
Notes:
Number of Holdings (print)
relevant to the field of study
Core curriculum:
Books:
• All campuses: 4218 1
• Newnham campus: 2758
• King campus: 1213
Journals:
• All campuses: 19
• Newnham campus: 11
• King campus: 8
• CAAT Interlibrary Loan
agreement with 24 Ontario
Community Colleges
• Universities Interlibrary
Loan Agreements
• Online Intercampus loan
with other Seneca
Libraries
Number of Holdings (electronic)
relevant to the field of study
Core curriculum:
Research Databases
(of 66 total)
• Primary: 3
(those databases with a significant
number of journal titles relevant to
curriculum)
• Secondary: 27
(those databases with some journal titles
relevant to curriculum)
E-Books:
• 12899
(includes titles from the databases:
Books24x7, Safari and Netlibrary)
Note: Electronic databases are available to all
students at all campuses both on-campus and
remotely
• Seneca Libraries Online
• Research by Subject pages
• Research by Course pages
• “Ask Us Now” live chat reference
service
1 The above figures do not include resources available to support the Liberal Studies options.
Liberal Studies would have access to the entire collection of over 111,000 volumes.
It is the policy of the Seneca College Libraries to collect current, curriculum-supported
resources.
Appendix 8.2.1 - Page 1

PROGRAM SPECIFIC DATABASES: Primary
• CBCA Education
• Educators eCollection
• ERIC
PROGRAM SPECIFIC DATABASES: Secondary
• Academic OneFile
• Academic Search Premier • Alt HealthWatch
• Britannica Online • C.P.I.Q. • Canadian Newsstand
• Canadian Reference
Centre
• CBCA Current Events
• CBCA Reference
• Corbis Images for
Education
• Diversity Studies
eCollection
• Encyclopedia of Applied
Psychology
• Encyclopedia of
Psychotherapy
• Encyclopedia of Social
Measurement
• Encyclopedia of the
Human Brain
• Expanded Academic
ASAP
• Health Source: Consumer
Education Edition
• Gale Virtual Reference
Library
• HighWire Press
• Health & Wellness
Resource Center
• International Encyclopedia
of the Social and
Behavioral Sciences
• NetLibrary • OneFile • PsycARTICLES
• Psychology eCollection • Research Library • SocINDEX with Full Text
Appendix 8.2.1 - Page 2

Additional Information for Library Support for Applied Degrees
Library Overview
The Seneca Libraries is vital to the success of our students. The acquisition of current print,
electronic and multimedia resources has been the focus of our collection development policies,
with the Library’s various holdings now at over 111,000 resources at all campuses. This
includes over 59,000 at the Newnham campus, and over 31,000 at the King campus. A broad
array of electronic resources, including e-books and e-journals, Research by Subject pages,
Quick Reference tools, and Research by Course pages are accessible on site or remotely from
outside the College. This virtual library is open 24 hours a day, 7 days a week at our web site:
http://library.senecacollege.ca. To further support the services and resources it offers, the
Seneca Libraries also provides a service called “Ask Us Now”, which provides reference support
through online chat, email, telephone and an online self-guided research tutorial.
In addition, the Seneca Libraries is committed to providing our users with the skills necessary to
best utilize our wide variety of resources through tours, instructional classes and workshops,
and online tutorials.
Library Collections
The Library has developed a unique approach to the acquisition and renewal of library print,
electronic and audio-visual resources for all program areas. The creation of “Collection Profiles”
is an on-going and comprehensive plan for curriculum driven library collection development.
This profile process enables the development of up-to-date, relevant and faculty supported
collections. Based on established library standards, library staff work with faculty to develop a
snapshot of the collection, and ongoing collaboration ensures library purchases are directed in
areas that best support the curriculum.
Computer-Research Stations for Students
Student access to the Seneca Libraries online resources is available from most computers on
campus.
Specifically, the Library and Computing Commons (connected to the Library) at the Newnham
campus has a total of 337 students computers supporting the research and courseware needs
of Seneca students.
The King campus has 34 student computers within the Library and an additional 80 in a nearby
open computer lab.
Research by Subject Pages
The Library is committed to supporting Applied Degree Programs by ensuring registered
students have adequate, relevant and current resources available to them. We direct them to
available resources by providing a comprehensive starting point - a “Research by Subject”
page on our web site. This page directs students to electronic resources, the Library
catalogue (for listings of book, periodical and audio-visual materials), and to reliable and
authoritative sites on the Internet. There is a Research by Subject page for every program in
the curriculum.
Appendix 8.2.1 - Page 3

8. CAPACITY TO DELIVER STANDARD
Appendix 8.2.2 Computer Access
King Campus:
Year
Number of
Students
(cumulative)
Number of
Computers
Available
to
Students in
Proposed
Program
Number of
Computers with
Internet Access
Available to
Students in
Proposed
Program
Location of Computers
On
Site (v)
1 35 236 1 236 v
2 63 Upgrades + Upgrades + v
3 88 Upgrades + Upgrades + v
4 111 Upgrades + Upgrades + v
Other (specify)
** See footnote
below
Newnham Campus:
Year
Number of
Students
(cumulative)
Number of
Computers
Available
to
Students in
Proposed
Program
Number of
Computers with
Internet Access
Available to
Students in
Proposed
Program
Location of Computers
On
Site (v)
1 35 1170 2 1170 v
2 63 Upgrades + Upgrades + v
3 88 Upgrades + Upgrades + v
4 111 Upgrades + Upgrades + v
Other (specify)
** See footnote
below
+ indicates “maintenance, replacement, and increase numbers as required”
Student Help Desk services are available in Open Areas and Learning Commons.
Note: Seneca students, staff, and faculty have complete 24/7 ISP service.
1 ECE students have access to a total of 236 computers in 4 classroom labs, an open lab, the Library,
and the Learning Centre at King campus.
2 ECE students have access to a total of 1170 computers in several labs, the Library, and the Learning
Centre at Newnham campus.
Appendix 8.2.2 - Page 1

8. CAPACITY TO DELIVER STANDARD
Appendix 8.2.3 Classroom Space
King Campus
Year
Number of
students
(cumulative)
Number of Classrooms
(include seating capacity)
Location of Classrooms
On Site (v)
Other
(specify)
1 35 28 *1 v
2 63 28 *1 v
3 88 28 *1 v
4 111 28 *1 v
*1
Most classrooms are able to seat 40 students. Several classrooms are capable of seating
100 students for large lecture presentations.
Newnham Campus
Year
Number of
students
(cumulative)
Number of Classrooms
(include seating capacity)
Location of Classrooms
On Site (v)
Other
(specify)
1 35 24* v
2 63 24* v
3 88 24* v
4 111 24* v
* Currently, the ECE diploma program at Newnham Campus uses 24 classrooms. Additional
classrooms are available. The majority of classrooms seat a minimum of 40 students. Several
classrooms provide seating for 100 students for large lecture presentations.
Appendix 8.2.3 - Page 1

8. CAPACITY TO DELIVER STANDARD
Appendix 8.2.4 Laboratories/ Equipment
Specialized Workshop Rooms King Campus, Newnham Campus
There are two specialized workshop rooms for use by the ECE students at both King and
Newnham campuses. The rooms are designed to facilitate students’ planning and development
of curriculum activities for preschool, kindergarten and school age children. They are large,
bright rooms accommodating a minimum of 45 students.
The workshop rooms are equipped with:
• Large tables
• Crafts and loose material storage
• Full kitchen with a refrigerator, three sinks, stove, utensils
• All necessary art supplies
• All equipment for an electronic classroom
KOLTS Lab School
The KOLTS Lab School is located on the King campus and provides education and care for
infants, toddlers, preschoolers and kindergarten children. The Lab School is a simulation
classroom accommodating a minimum of 45 students. It is constructed as an adult teaching
environment and contains:
• One-way mirrors in observation booths
• Video and audio feeds from the children’s rooms to the classrooms
• Audio feed to the observation booths
ECE students can observe peers and professionals interacting with children in a prepared
environment in the simulation lab. Children in all the childcare rooms can be observed and
heard at all times from the adult classroom. Faculty members are assigned to act as liaisons for
each room to ensure that ECE students are exposed to the most up-to-date in evidence-based
best practice.
Newnham Lab School
The Newnham Lab School provides education and care for toddlers, preschoolers and
kindergarten children. As a teaching environment it offers:
• an adult classroom,
• two one-way mirrors,
• three observation booths with video and audio feeds from each room,
• a naturalized outdoor environment.
Facultymembers are assigned to act as liaisons for each room to ensure that ECE students are
exposed to the most up-to-date in evidence-based best practice.
Appendix 8.2.4 - Page 1

Children’s Collection and Program Space, King Campus Library
The Library at King Campus boasts a specialized area for children. Students can observe or
deliver programming for children visiting the library from the Lab school. The space is
complimented by an extensive and current collection of children’s books.
Appendix 8.2.4 - Page 2

8. CAPACITY TO DELIVER STANDARD
Appendix 8.3 Resource Renewal and Upgrading
Plans
Library
Resources
Library
The Seneca College Library and Computing Commons, which incorporates the
Library, the Learning Centre, Audio Visual Services, and the Computing
Commons, is vital to the success of our students. The acquisition of up-to-date
print and multi-media resources, supplemented by an extensive collection of
electronic books, electronic journals and electronic databases has been the focus
of our collection development policies. Electronic resources can be accessed on
site or remotely from home. The Virtual Library is always open 24x7 at our web
site: http://learningcommons.senecacollege.ca
Library Collections and Collections Budget
The Library has a unique plan for the acquisition and renewal of library print and
audio visual resources. The development of what is called “Collection Profiles”
is a five-year plan of collection renewal. Over the course of five years we develop
up-to-date, relevant, curriculum driven collections. The number of items collected
is proportionate to the number of students in the program and is based on library
standards. We are systematically working our way through the entire collection,
targeting subject areas coinciding with curriculum, reviewing the materials in these
areas in concert with faculty, and with faculty input, removing old material and
replacing and adding new material. The College has committed fiscally to this
initiative, now in its fourth year, by providing additional required funds
($400,000.00) to the Library annually to renew and grow the collections.
The College has also made a commitment to the Library to provide annual funding
for electronic resources through its Academic IT Plan fund.
Research by Subject
The library is committed to supporting Applied Degree Programs by ensuring that
registered students have adequate, relevant and current resources available to
them. We insure that they know how to find all relevant resources by providing a
starting point, a “Research by Subject” page on our website. This page directs
students to all our electronic resources, our book, periodical and AV catalogue,
and to valued and reviewed sites on the Internet. There is a Research by Subject
page for every program in the curriculum. The subject index is located at:
http://learningcommons.senecacollege.ca/Library/ResearchBySubject/index.html
Appendix 8.3 - Page 1

Computers
and
Computer
Access
Computers – Research Access Stations for Students
Seneca College makes available a large number of computers with access to the
library’s resources for student use. The Newnham Campus Computing Commons
has over 280 open access student computers.
Seneca@York’s Computing Commons has over 300 student computers.
The Computing Commons at King Campus has 30 student computers and an
additional 80 computers are located in the King Campus Open Computing Lab.
Computer access is available to students in our newly opened Markham Campus
as well.
Seneca College Academic IT Plan
Seneca College introduced a College-wide Academic IT Plan in 1995. This plan
was based on the principle that all students should have access to computing and
information technology resources and the cost of these resources should not
become a barrier to a Seneca College education. As well, the College considered
that a high level of technological literacy should be a requirement of college
graduates. Accordingly, Seneca's plan supports use of information technology by
students in all programs as well as supporting resource requirement in programs
requiring a high level of computing.
In general, the College developed the following goals :
• Provide consistent improvements in computing hardware (with annual
upgrades to follow according to a long-term plan)
• Provide a generic hardware "platform" common to every laboratory
• Ensure full familiarity with the Windows environment; easy learning
of new applications in that environment and up-to-date operating systems
• Provide site-licenses for industry-leading software
• Use industry-leading software, with opportunities for students to learn
additional applications beyond those used in their programs
• Provide centralized e-mail services enabling all students to communicate
within Seneca and around the world
• Provide internet access in all labs
• Use and develop Internet based learning resources
• Provide increased technical support
• Provide increased access from home
From these general goals, the College developed a set of strategies to ensure that
an entire range of support was made available. These areas include:
• OPERATING SYSTEMS Upgrades
o Current Standard is Windows XP, but ranges because of program
Requirements (e.g. 2003, Linux, MAC OS 10 [Panther], etc.)
Appendix 8.3 - Page 2

• INFRASTRUCTURE
o Backbone and lab upgrades
o 100mbps in all labs
• FACULTY SUPPORT
o Project development
o Centre for New Technologies in Teaching and Learning
o Centre for Professional Development
• DIAL-UP FACILITIES
o 250 dial-in lines
• HARDWARE UPGRADES
• ELECTRONIC CLASSROOMS
• STUDENT HELPDESK & COMPUTING COMMONS
o Technical Support (in-person) at King, Newnham and
Seneca@York campuses
o Telephone, Web, E-mail support to all students
o Visit: http://StudentHelpdesk@senecac.on.ca
• OPERATIONAL COSTS
o Equipment repairs and maintenance
o Internet costs
• LIBRARY AND LEARNING CENTRES
o Electronic Resources
• STRATEGIC INVESTMENTS
o Servers and special purpose Equipment
Start 2002/2003 2003/2004 2004/2005 2005/2006
7%
increase
Superbuild
Increase
7%
increase
Newnham 1392 1541 1716 1900 2103
King 298 330 365 404 448
S@York & TEL 1330 1472 2252 2493 2760
Markham 200
Satellite
Campuses
406 449 482 534 591
Totals 3426 3792 4815 5331 6102
Notes:
- Figures are based on the current IT Plan (2000-2005)
- All workstations are networked
- A 7% increase estimate was used for the years where fewer workstation
purchases are scheduled
Appendix 8.3 - Page 3

Classroom
Classroom Renewal and Upgrading
Seneca and York University received $46.99 million to create the new
Technology Enhanced Learning (TEL) Building. This project enabled Seneca
College and York University to create space for 4,000 additional students.
Technology Enhanced Learning (TEL) Building
The Technology Enhanced Learning (TEL) Building pairs the strengths of
York's theoretical teachings with Seneca's hands-on approach to applied
Education and is home to over 4000 Seneca and York students.
The government granted Seneca and York $46.99 million (the largest single
allocation provided to educational institutions) to build TEL, a facility that
provides opportunities for enhanced partnerships and the use of technology in
education. The TEL Building has all the networking ability people have come to
expect of modern educational institutions including the latest in wireless
network connections. Even the phone system is Internet-based. The ground
floor of the building is the home of the TEL Institute, a research and learning
centre, devoted to finding new ways of blending educational needs with the
technological advances of the 21st century.
Newnham SuperBuild Project
Originally planned as a $16.5 million expansion/renovation of a more than 30-
year-old campus, the Newnham SuperBuild Project has grown in scope. At an
estimated cost of $36 million, the project has now been completed and has
increased the capacity for the College to accept at least 2,000 additional
students at the Newnham Campus .
The Newnham SuperBuild project has made the campus a better
place to learn and to work. The $10.4 million provided by the provincial
government was used in conjunction with financing arranged by Seneca to
construct a new building, a new Library and Computing Commons, specialized
business education centres, and the revitalization of existing teaching and
learning space.
In order to accommodate more students, more space was required. This has
been accomplished through the construction of a new building, and the reconfiguration
and reallocation of space in phases one and two and by using
space currently occupied by the Minkler Auditorium.
SuperBuild funding has created classrooms and labs that are wired and
designed with technology that is flexible and can easily meet the demands of
tomorrow. They are learner-focused and provide greater opportunities for
collaborative learning (computer-based projection systems, Internet hookups,
chat room discussions). The additional classrooms and labs will allow for the
anticipated growth expected in our existing programs, as well as new postdiploma
programs that are being planned.
Appendix 8.3 - Page 4

These new teaching spaces help drive our stated goal of being a leader in
advanced applied education. The new building houses a showcase centre
for Financial Services as well as specialized business education training
centres. The Library and Computing Commons, based on the successful model
at Seneca@York, includes study rooms, a Learning Centre and a Computing
Commons with access to over 300 microcomputers. It boasts the strengths of a
traditional library combined with a computing facility in a totally wired
environment.
When not in the classroom or studying, students now have additional lounges
located throughout the campus, as well, a larger cafeteria space will be created
for an increased student population.
Appendix 8.3 - Page 5

8. CAPACITY TO DELIVER STANDARD
Appendix 8.4 Support Services
Seneca’s size and diversity means that students have an unparalleled selection of services and
resources to support them in their chosen field of study.
Support Service
Academic Advising
Career Counselling
Personal Counselling
Brief Description of Service
Academic advisement is routinely provided by co-ordinators
and advisement staff in each school. In addition, the Learning
Commons provides both academic and technical services and
resources at each of the campuses. The academic support
includes one-on-one tutoring, skills development workshops,
computer help desks, and special needs services. The
information and technical resources include microcomputer
stations, e-mail access, books, magazines and periodicals,
audio-visual materials and equipment, online reference
service, and online access to research databases
Career Services are responsive to student needs by providing
co-operative education opportunities, career and vocational
counselling, and job placement advice and resources
Personal, Academic and Vocational counseling is provided by
Counseling, Disability and Health Services. Personal
concerns, relationship and gender issues as well as support in
clarifying interests, aptitudes, needs and values as one makes
vocational and academic decisions are addressed by
professional counselors. Psycho educational and Vocational
Assessments are also provided.
Counseling and Special Needs Services available and how to
access these is articulated on page 21 of the 2005-2006
Seneca Full-time Calendar.
Placement/Career Services
Assistance is provided to students through classes,
workshops, special events, resources and individual
consultation. Student advisement includes clarification of
interests and skills, job search strategies, resume and
interview preparation. Students can access resources in the
Career Centre at each campus or on-line through the career
services website - http://careerservices.senecac.on.ca/
CareerLink - http://www.senecacareerlink.com/
is Seneca 's exclusive job posting web site, providing students
and recent grads access to on-campus, part-time, summer
and full-time job openings. See also 2005-2006 Full-time
Calendar p.21.
Appendix 8.4 - Page 1

Services for Students with
Disabilities
Tutoring
Students with disabilities are accommodated through a variety
of services and resources provided by the Counselling and
Disability Services Department at Seneca.
The Learning Centres provide tutoring to all Seneca
students. Faculty provide the academic leadership and
direction that have made the Learning Centres key resources
that enhance student success and retention. The Centres
offer both one-on-one and small group tutoring in English,
Math and specific subject areas. The Centres also offer
workshops and individual sessions in Time Management,
Study Skills and Oral Fluency. Although most tutors are from
Seneca, students from other post-secondary institutions
complement the academic support the Centres deliver.
The Seneca Learning Centres provide one on one and
small group tutoring for Applied Degree, Diploma and
Certificate programs. We assist students with their English,
Math, General Education and program specific
subjects. Students can analyze their learning styles, get
specific help in their specific field of study or other related
subjects, and learn how to get the most out of their Seneca
Applied Degree.
See also http://www.senecac.on.ca/learningcommons/
Other(s):
Financial Aid services
Residence
Financial Aid services assist students to manage the financial
aspects of their education through government loans,
scholarships, bursaries and a work-study program.
In addition to the residences at the Newnham and King
Campuses that accommodate over 1,300 Seneca students,
there is an Internet-based off-campus housing registry to
assist students who are commuting to Seneca.
See 2005-2006 Full-time Calendar p. 23.
Student Government
Services
Students have the opportunity to develop leadership and
teambuilding skills by participating in the Seneca Student
Federation Inc. and the Seneca Student Athletics Association.
The athletic, social and cultural programming organized by the
student organizations provide students with a holistic
educational experience. The cultural diversity at Seneca
provides rich experiences for students to learn about many
different cultures and to develop awareness and tolerance of
differences.
Appendix 8.4 - Page 2

Student Life Services
University Transfer Office
Health and Safety
Child Care
The Student Life Centre at each campus provides a full range
of services and resources, including advocacy and
advisement, student insurance, legal aid clinic, student
success initiatives, etc.
Numerous opportunities exist for Seneca grads to transfer
credits to Canadian and international universities. The
services of the University Transfer Office include coordination
of the university transfer guide -
http://www.senecac.on.ca/fulltime/stuserv/tran-01.html
student advisement, and on-campus university fairs.
Seneca has a comprehensive set of policies and procedures
to ensure the safety and security of its students and staff.
Given the size and complexity of the organization, the potential
for serious incidents is significant, but in reality there are few
incidents because of the proactive and highly effective manner
in which issues are addressed.
Professional and dedicated staff provide high quality child care
to infants, toddlers, preschool and kindergarten aged children
of students and graduates. Child care Centres are located on
the Newnham and King Campuses.
See 2005-2006 Full-time Calendar p. 22.
Appendix 8.4 - Page 3

8. CAPACITY TO DELIVER STANDARD
Appendix 8.5 Policies on Faculty
A. Academic/professional credentials required of present and future faculty teaching
courses in the program
__________________________________________________________________________
Seneca College Recruitment, Selection and Hiring Policy
Policy approved by:
Date:
Updated:
Executive Committee and Board of Governors
May 26, 1999, Item 33 (1) BOG Minutes
February 6, 2002, approved May 14, 2003 – College Executive
Committee and May 28, 2003 by the Board of Governors
Seneca College's mission is to provide career-related education and training that enable our
students to succeed in the global economy. In order to achieve this objective, Seneca College's
Strategic Plan acknowledges that, "The ability of the College to respond to a diverse student
population and changing learner needs depends upon the capacity of its employees to continue
to learn and to adapt."
The College is committed to creating a quality and equitable work environment for all employees.
This includes establishing effective procedures for assessing appropriate candidates during the
recruitment, selection and hiring process.
Seneca College's recruitment, selection and hiring procedures are designed to attract, place
and promote the best-qualified candidates to complement the College's mission and vision
statements. The procedures shall ensure that consistent steps are taken to eliminate, redress
and prevent disadvantages in employment for under represented groups and establish a
workforce that is representative of the College's diverse community.
The full Recruitment, Selection and Hiring Policy and Procedures are available upon
request.
As required by MTCU (7.3.5 PEQAB Handbook April 2004, p. 21), faculty teaching in a degree
program must hold the appropriate academic qualifications and expertise, and where relevant,
have the required professional credentials and related work experience.
Furthermore, the minimum requirement of MTCU for faculty teaching in a degree program is at
least one degree higher than a baccalaureate in a field of study related or closely related to the
subject to be taught and at least 50% of the faculty hold the terminal academic credential in the
related field or in a closely related field/discipline. All exceptions must be (a) justified in writing,
(b) based on the absence of a related program credential in a university or other extraordinary
circumstances, and (c) approved by the President.
__________________________________________________________________________
Appendix 8.5 - Page 1

__________________________________________________________________________
B. Academic/professional credential required of faculty acting as research /clinical/
exhibition supervisors
Academic and professional as well as expertise and relevant work experience requirements for
faculty participating in research in the degree programs are the same as the requirements for
teaching in these programs. ( See A above)
__________________________________________________________________________
C. Requirement to have on file evidence supplied direct to the organization from the
granting agency of the highest academic credential and any required professional
credential claimed by faculty members
Seneca College Recruitment, Selection and Hiring Policy
Policy approved by: Executive Committee and Board of Governors
Date:
May 26, 1999, Item 33 (1) BOG Minutes
Updated: February 6, 2002
May 14, 2003 – College Executive Committee; approved May 28,
2003 by the Board of Governors
Faculty hired to teach in Applied Degree Programs are required to provide an official transcript
of their academic and professional credentials directly to the College from the granting
University or Agency (including any Equivalency Assessments, if required) prior to any
confirmation of employment.
It is the consistent practice of the Employee Relations Department to require that a confirmed
copy of the academic and professional credentials of any faculty member being hired has been
received and is on file. The chair of the selection committee is required to sign a confirmation
that he/she has seen the original credential(s) and that the copies placed on file are exact
duplicates of those credentials.
__________________________________________________________________________
D. Regular review of faculty performance, including student evaluation of teaching and
supervision
Policy:
Faculty Performance Review Policy
Policy Approved by: Board of Governors
Date: March 1992;
Revised: September 1997, March 1998 and February 12, 2002
Approved by : Board of Governors June 26, 2003
1. Purpose of Faculty Performance Review
Performance Review provides explicit and systematic feedback on all relevant aspects
of performance. It supports and actively encourages the development of the individual
professor and his/her teaching. Performance Review enhances and ensures teaching
excellence, program quality and student success.
Appendix 8.5 - Page 2

2. Components
Performance Review involves four components. Student feedback is an annual and
required component. Peer review and self-evaluation are optional elements but are
strongly encouraged to ensure that the review is based on multiple perspectives.
Performance evaluation is a required component and is conducted on a cyclical basis.
3. Scope
Performance Review is not restricted to classroom teaching; it addresses the elements
in the Class Definition for Professor as stated in the Collective Agreement. These
include (a) design, revision and updating of subjects and programs; (b) teaching of
assigned subjects, and (c) academic leadership and ancillary responsibilities.
4. The Performance Evaluation Cycle
In the probationary period, written Faculty Performance Evaluations are provided every
four months. After the probationary period, faculty are provided with Performance
Evaluation at least once every four years. (This is also reflected under the provisions of
the Academic Employees Collective Agreement, Sept. 1, 2003 to Aug. 31, 2005)
Process
There are two phases in Faculty Performance Review. The first consists of the collection of
data and comments from a variety of sources. This feedback is helpful to faculty as they
prepare their individual professional development plans each year. The second is the periodic
formal Performance Evaluation with the chair, based on the data presented and reviewed. The
table below identifies the elements of the Performance Review cycle. Responsibility for
performance review and for relevant professional development rests with both the professor and
the College.
Student Feedback – Required every academic year. Normally done in November.
Results go to professor and chair in January.
• Normally the students in three classes taught by each professor are asked to provide their
feedback.
• Most surveys are done in the fall semester; selected surveys are done in other semesters as
needed.
• With consultation, the chair selects classes to be surveyed to include first, second and third
year students and to minimize survey fatigue.
• The Seneca College Student Feedback Form is used to maximize validity and reliability.
• The professor and the chair receive a computer-generated analysis of the students’
responses following completion of the semester.
• To ensure anonymity, students’ written comments are keyed into a computer file before
forwarding to the professor and chair.
Self-Evaluation - Optional
• Four processes are recommended for this activity
Appendix 8.5 - Page 3

Peer Review - Optional
• The Alliances for Change process is recommended; further resources are available from the
Centre for Professional Development.
Performance Evaluation by the Chair – Required at least once every four years
• In addition to the formal evaluation cycle, the chair provides the professor with ongoing and
timely feedback related to student surveys, student concerns or any other matters relevant
to performance.
• At the beginning of the academic semester the chair notifies each professor to be evaluated.
• Performance evaluation begins with a meeting in which the professor and chair discuss the
context (previous evaluations and development plans), the current assignment and relevant
survey and other information.
• The process normally includes a classroom/lab visit by the chair or designate.
• At the second meeting, discussion focuses on the Faculty Performance Evaluation Form
and leads to the professor’s professional development plan.
• The chair forwards copies of the completed Faculty Performance Evaluation Form to the
professor and to the professor’s personnel file.
• In Applied Degree programs, the performance evaluation will include a review of faculty
participation in applied research where applicable
See Appendix 7.1.2 for Policy on Student Feedback and Appendix 7.1.3 for Student
Feedback Instruments
Definition of Professor (Source: Academic Employees Collective Agreement, September 1,
2003 to August 31, 2005, p. 117).
Under the direction of the senior academic officer of the College or Designate, a Professor is
responsible for providing academic leadership and for developing an effective learning
environment for students. This includes:
a) The design/revision/updating of courses, including:
- consulting with program and course directors and other
faculty members, advisory committees, accrediting
agencies, potential employers and students;
- defining course objectives and evaluating and validating
these objectives;
- specifying or approving learning approaches, necessary
resources, etc.;
- developing individualized instruction and multi-media
presentations where applicable;
- selecting or approving textbooks and learning materials.
b) The teaching of assigned courses, including:
- ensuring student awareness of course objectives,
approach and evaluation techniques;
- carrying out regularly scheduled instruction;
- tutoring and academic counselling of students;
- providing a learning environment which makes effective
use of available resources, work experience and field
trips;
- evaluating student progress/achievement and assuming
Appendix 8.5 - Page 4

esponsibility for the overall assessment of the student’s
work within assigned courses.
c) The provision of academic leadership, including:
- providing guidance to Instructors relative to the
Instructors’ teaching assignments;
- participating in the work of curriculum and other consultative
committees as requested.
In addition, the Professor may, from time to time, be called upon to contribute to other areas
ancillary to the role of Professor, such as student recruitment and selection, time-tabling, facility
design, professional development, student employment, and control of supplies and
equipment.
* The Full Faculty Performance Review Policy including assessment options and forms are
available upon request
__________________________________________________________________________
E. Means for ensuring the currency of faculty knowledge in the field
AND
Professional development of faculty including the promotion of curricular and
instructional innovation as well as technological skills, where appropriate
(i) Professional Development
Policy: Strategic Plan 2004-2009
Approved by: Board of Governors
Date: December 9, 2003
Seneca’s Strategic Plan 2004-2009 states as Goal #3:
At Seneca we will continue to demonstrate our valuing of and respect for employees by
adopting practices that support employee development and satisfaction. Seneca’s ability to
anticipate and respond to the changing learner needs of our diverse student body depends on
the capacity of our employees to learn and adapt and support each other in moving towards the
Seneca vision. To the extent that Seneca offers applied degrees, engages in applied research,
develops Centres of Excellence, and plans for growth, we create more opportunities for all
employees. That is, we increase their opportunity to work and learn in a culture that rewards
collaboration, innovation and risk-taking. And, to maximize their effectiveness, we will help them
to continuously upgrade their skills to meet changing learner needs.
The college provides significant institutional resources and support, such as the Centre for
Professional Development and the e-Learning Centres @ Seneca dedicated to enabling our
faculty to stay current in their fields and enhancing their teaching skills.
Seneca College formally began committing college resources for professional development for
faculty and staff in July of 1974 by establishing a funded professional development initiative
under the direction of Dr. Klaus Schwartzkopf and Dr. Doug Campbell. In subsequent years this
commitment has only increased as is evident in the current Strategic Plan (2004-2009), which
identifies the focus on Human Resources Development as one of three Strategic Directions for
the College.
Appendix 8.5 - Page 5

The Centre for Professional Development (CPD) is mandated to facilitate lifelong learning
and provide training and professional development to Seneca College's faculty, support and
administrative staff.
To fulfill its mandate, the Centre develops, designs and implements policies and programs
which contribute to our employees' individual growth, initial and ongoing training, development
and renewal. The Centre is responsible for developing training and development programs
which respond to educational objectives, the College's Strategic Plan and College priorities. The
Centre provides a broad range of educational programs, workshops and resources;
reference materials relevant to post-secondary education; equipment and expertise needed to
produce creative teaching materials; funding support to enable faculty and staff to participate in
professional development conferences and workshops, and opportunities for informal or
interest-focused discussions.
Through the Centre for Professional Development, the College provides a variety of services,
including confidential consultation by highly qualified academic staff in CPD, on a broad range
of academic issues such as: curriculum design and development (for both traditional and
electronic environments), teaching/learning strategies (e.g., problem based learning,
cooperative groups, enhancing critical thinking, experiential learning), authentic assessment of
learning outcomes, and technology enhanced learning. Several faculty in the e-Learning
Centres @ Seneca also assist faculty in integrating on-line curriculum delivery and learning
activities into their course development/delivery.
In collaboration with Brock University CPD has been offering a jointly developed B.Ed. in Adult
Education (ADED) program as well as M.Ed. courses on our main campus since 1993. As an
Adjunct Professor for Brock University, The Associate Director Research & Innovation acts as
advisor and thesis chair to many of the faculty who engage in graduate studies. In addition M.Ed.
courses are offered on the King Campus by Nipissing University.
Workshops and seminars related to a broad range of educational topics and computer skills
training are offered regularly. In the year 2003, there were:
• 412 faculty registrations in these workshops
• 81 admin staff registrations, and
• 455 support staff registrations
Ref. CPD Website for specific details regarding Professional Development Opportunities for
faculty, particularly “This Semester” and “Resources” http://www.senecac.on.ca/cpd
Professional Staff in the Centre for Professional Development (CPD)
The staff of CPD are well qualified to assist faculty on an individual basis or in groups/schools in
all areas related to andragogy.
Dominique Giguère, B.Sc., M.Ed., Ph.D. (Andragogy) in progress
Dominique is the Director, Centre for Professional Development and as such is responsible for
all the programming and services provided by CPD. She also provides ongoing consultation and
assistance to faculty and staff in the areas of program and personal development. She
coordinates the three courses for probationary faculty.
Recruitment for several staff positions is currently in progress.
Appendix 8.5 - Page 6

(ii) Financial support for ongoing faculty development is provided through the following:
a. The Centre for Professional Development provides funding support to enable faculty and
staff to attend and present workshops and conferences.
b. Professional Development (Sabbatical) Leave Program
Policy: OPSEU Agreement (Academic Employees. Local 560) Article 20 April 2004.
Each year 2% (approximately 14) of the faculty are granted a paid Professional Development
(Sabbatical) leave.
In 2003 45 faculty applied for the leave – 14 were granted
In 2004 47 faculty applied for the leave – 14 were granted
In 2005 34 faculty applied for the leave - 14 were granted
Frequently faculty requesting a PD Leave are seeking to continue their studies at the
undergraduate, graduate and post graduate level in their field or in education. Some seek
current work experience in the professional field.
In addition, the college grants unpaid Leaves of Absences – some of which are taken for the
purpose of upgrading education and/or experience.
c. Ten Days of Paid Professional Development Time each academic year
The college allows each teacher at least ten working days of professional development in each
academic year with at least 5 of these days consecutively.
Policy: Academic Employees Collective Agreement, Sept.1, 2003 to Aug. 31, 2005, Article
11.01 H 2 and H 3, p. 12
d. Tuition Assistance:
Policy: Tuition Assistance
Approved by: Board of Governors
Updated: April 2004
All full time faculty and staff are eligible to receive Tuition Assistance in the amount of 50% of
tuition fees and 50% of the costs of required texts and instructional materials, reimbursed upon
successful completion of an evaluated and transcripted course taken from a fully recognized
educational institution.
e. Tuition Subsidy for Ministry approved programs or courses
Faculty and staff may take any Ministry approved programs or courses which the college offers
for a tuition fee of not more than $20.00 per course. (as per OPSEU Agreement - Academic
Faculty - 2003-2005 Article 12.)
f. Interest-free Payroll Deduction Plans
i. Tuition Payment
Appendix 8.5 - Page 7

Policy: Interest Free Tuition Loan Plan
Approved by: College Executive
Date: October 2000
Faculty and staff are eligible for an interest free loan for payment of tuition, which is then
re-paid over the semester under a payroll deduction plan.
ii. Computer and Software Purchase Plan
Policy: Employee Computer Purchase Assistance Plan
Approved by: College Executive
Date: December 1, 1993; revised June 15, 1995.
An interest free loan of up to the amount of $2,500.00 repayable through payroll deductions
over a period of up to 24 months (52 pay periods) is available to faculty and staff for the
purchase of computer hardware or software, which enables faculty to be current in the use of
technology in education.
g. Faculty Exchanges, secondments and International Programs and opportunities
• Seneca has over 1,300 visa students supported actively by International Student
Development/Seneca International
• CPD facilitates international exchange opportunities for faculty and staff.
• Seneca faculty and students have participated in exchanges in China, Mexico and
Singapore
• Contract Training programs have been delivered to clients from China, Cuba,
Czechoslovakia, El Salvador, Estonia, Hungary, Jamaica, Latvia, Malaysia, Mexico, Russia,
Singapore, Thailand and Korea
• Seneca currently has active partnerships with institutions in Singapore, Thailand, China,
Taiwan, Chile and Mexico
Over the years a number of faculty have engaged in industry based secondments within the
Greater Toronto Area as well.
h. Promotion of curricular innovation and instructional innovation
• our Designing Curriculum Using Instructional Technology (CTC) program developed by
Centre for Professional Development and launched in 1997, was one of the earliest Internet
based teacher training initiatives to help teachers learn how to develop academically sound
learning objects and courses for use in an electronic environment. The program won 2
excellence and innovation awards: the McGraw-Hill Ryerson Excellence in Innovation Award
- May 29, 1998, and The CONNY Award for exemplary approaches to Continuing Education
also awarded in May, 1998 by the Ontario Colleges’ Continuing Education Faculties
Committee.
• In collaboration with Brock University our Centre for Professional Development has offered
since 1993 a jointly developed B.Ed. in Adult Education (ADED) program as well as M.Ed.
courses on our main campus (Newnham) since 1993. Since 2003, M.Ed. courses are also
offered at our King Campus through Nipissing University.
Appendix 8.5 - Page 8

The college has been innovative and a leader in post-secondary education in the
development of courses and programs for the electronic environment. There are currently
one hundred Seneca courses available on-line, with thousands of students enrolled annually.
Seneca is providing leadership in e-learning consortia such as Ontario Learn.
i. Promotion of technological skills
Within their 2 year probationary period newly hired faculty are expected to demonstrate the
learning outcomes of a 40 hour course on Technology Enhanced Learning.
The College’s e-Learning Strategic plan commits the College to develop and introduce an
annual training plan to assist faculty to facilitate technologically enhanced learning
THE SCOPE OF e-LEARNING
e-learning at Seneca involves three components:
1. technology-based learning resources that enhance teaching and
learning in the classroom, the laboratory and the Learning Commons;
2. web-based resources that faculty and students use for reference,
communication, collaboration and research; and
3. on-line learning, either as a course component (i.e., "blended learning") or
for an entire course.
The College makes classroom and web-based resources available to support all full and parttime
courses. Faculties are developing on-line learning for selected courses, permitting the
professor and his/her students to work in a non-traditional environment instead of solely in the
classroom. e-learning is customized to reflect the nature and objectives of individual programs.
Customization of programs and courses also responds to the students’ backgrounds and
expectations and to faculty strengths.
Ref: e-Learning Strategic Plan https://college.senecac.on.ca/news/elearning
j. The Technology Enhanced Learning Institute
The Institute for Technology Enhanced Learning (TEL) is a unique partnership of York
University and Seneca College. The York and Seneca staff of the TEL Institute facilitate joint
projects of York and Seneca faculty teams to research, develop and help to implement a new
generation of technologies and applications that enable faculty and staff to create, teach and
learn in new and more effective ways. These teams explore non-traditional teaching methods
and broaden their scope to embrace technology enhanced instruction.
k. Applied Research - a professional development strategy
Policy: Goal #3 Strategic Plan 2004-2009
Approved by: Board of Governors
Date: December 9, 2003.
To the extent that Seneca offers applied degrees, engages in applied research, develops
Centres of Excellence, and plans for growth, we create more opportunities for all employees.
That is, we increase their opportunity to work and learn in a culture that rewards collaboration,
innovation and risk-taking. And, to maximize their effectiveness, we will help them to
continuously upgrade their skills to meet changing learner needs.
Appendix 8.5 - Page 9

Seneca demonstrated its strong commitment to facilitating faculty participation in applied
research by the establishment in January 2003 of the Office of Research & Innovation under the
director of an Associate Vice President Research and Innovation. Faculty are involved in
several ongoing research projects (e.g., Open Source Project, Banking and Financial Services
Project) and a number of proposals are currently being developed in response to funding
opportunities.
Seneca College was among the first of the colleges in Canada to receive funding for applied
research from Industry Canada under the Canada Foundation for Innovation (CFI) Fund.
Matching grants were provided by the Ontario Innovation Trust (OIT) Fund. Two 4 year projects
were funded in 1999: (Project #1739 Applications in Bioinformatics – The Research and
Development of Human Disease Markers for Diagnostic Assays and Project #1784 Interactive,
Internet-based secondary school teacher Training in Broad Based Technology Curricula).
Since the establishment of the Office of Research and Innovation in January 2003, a growing
number of research projects have been launched by faculty and applications for external
funding are increasing steadily.
Policy
Employee Initiated Research Fund
Approved by: Senior Executive Committee
Date: June 16, 2005
It is the policy of Seneca College to support research initiated by full time Seneca employees
from all employee groups (Support Staff, Administration and Faculty) that will enable them to
complete the research component of graduate studies, to conduct research for publication or
conference presentations, and/or to explore best practices.
1. Purpose
• Consistent with the goals of Seneca’s Strategic Plan (2004-2009) the purpose of this
policy is to build organizational capacity, to contribute to its national status and to
support the applied degree programs by assisting current employees to achieve the
required degree program academic qualifications, to develop the skills needed to
conduct applied research, and to conduct, publish and present original research.
2. Commitment
• The College is making a significant commitment of resources to develop
baccalaureate degree programs in applied studies and to foster applied research –
this includes developing an infrastructure and capacity for sustaining applied
research and attracting and developing highly qualified personnel who have the
knowledge and skills needed to conduct and foster worthwhile applied research.
3. Funding Criteria
a) The research conducted by the faculty or staff and supported with resources by the
College, must be consistent with the College's current strategic goals and directions and
must have the support of the chair/dean/director.
Appendix 8.5 - Page 10

) The amount of funding available will be determined through the budget planning
exercise each year but would normally provide an amount of up to $6,000 per semester
per approved candidate.
c) Funding for all projects will be granted solely on the merits of the proposal and priority
will be given to applicants whose projects meet the funding criteria and who are not
currently and have not previously received any College funding for the identified
research project.
Support will be provided for participation in only one research project at a time which is
subject to renewal annually based on deliverables, for up to three years.
d) The funding will support the research process in all its forms including, but not limited to,
release time, survey development, and data analysis.
e) There will be a sharing of resources needed (i.e. faculty to contribute some of their time
and college to support some release time).
f) The process for allocating funds must be transparent and fair.
g) Researchers need to stay part of their current work team during the project and will NOT
be released totally from all responsibilities while they are conducting the research.
Release time is to be mutually agreed upon, (e.g., to do research on days when the
students are in the clinical area). Supervisors will make every effort to time table in a
manner that will facilitate the needs of the students and/or the department, as well as the
research needs of the applicant.
Written agreements will specify agreed upon release time, expectations of each party
and deliverables for the research.
h) Research is not necessarily tied to an applied degree.
i) Collaborative projects are welcome.
For collaborative projects involving external partners, a letter of understanding about
responsibilities, deliverables, and intellectual property rights must accompany application
for research funds.
j) This Policy is meant to support both large and smaller research projects.
k) The College's Intellectual Property policy will apply
l) All research involving the College's name, resources, students or employees are subject
to review and approval by Seneca's Research Ethics Board.
ADMINISTRATIVE GUIDELINES
The Office of Research & Innovation will issue the call for proposals to the college community
as appropriate.
Appendix 8.5 - Page 11

The required application forms, progress reports and final reports must be submitted to the
Associate Vice President Research & Innovation.
The Research & Ethics Review Council will review all applications and make recommendations
to the Associate Vice President Research & Innovation based on the funding criteria identified
above.
Applicants and their immediate supervisor will be notified simultaneously of the outcome and
funding available for their proposals.
__________________________________________________________________________
F. Faculty teaching and supervision loads
Policy: Workload
Source: Academic Employees Collective Agreement, Sept. 1, 2003 to Aug. 31, 2005,
Class Definition - Professor, p.141 and Article 11, pp. 11-24
Class Definition of Professor (p. 117)
Under the direction of the senior academic officer of the College of designate, a Professor is
responsible for providing academic leadership and for developing an effective learning
environment for students. This includes:
a) The design/revision/updating of courses, including:
- consulting with program and course directors and other faculty members, advisory
committees, accrediting agencies, potential employers and students:
- defining course objectives and evaluating and validating these objectives:
- specifying or approving learning approaches, necessary resources, etc.;
- developing individualized instruction and multi-media presentations where applicable;
- selecting or approving textbooks and learning materials.
b) The teaching of assigned courses, including:
- ensuring student awareness of course objectives, approach and evaluation techniques;
- carrying out regularly scheduled instruction;
- tutoring and academic counseling of students;
- providing a learning environment which makes effective use of available resources, work
experiences and field trips;
- evaluating student progress/achievement and assuming responsibility for the overall
assessment of the student’s work within assigned courses.
c) The provision of academic leadership, including:
- providing guidance to Instructors relative to the Instructors’ teaching assignments;
- participating in the work of curriculum and other consultative committees as requested.
In addition, the Professor may, from time to time, be called upon to contribute to other areas
ancillary to the role of Professor, such as student recruitment and selection, time-tabling, facility
design, professional development, student employment and control of supplies and equipment.
Appendix 8.5 - Page 12

Workload – Article 11
Article 11.01 A (p. 11)
Each teacher shall have a workload that adheres to the provisions of this Article.
Article 11.01 B 1 (pp. 11-12)
Total workload assigned and attributed by the College to a teacher shall not exceed 44 hours in
any week for up to 36 weeks in which there are teaching contact hours for teachers in postsecondary
programs and for up to 38 weeks in which there are teaching contact hours in the
case of teachers not in post-secondary programs.
The balance of the academic year shall be reserved for complementary functions and
professional development.
Workload factors to be considered are:
i) teaching contact hours
ii) attributed hours for preparation
iii) attributed hours for evaluation and feedback
iv) attributed hours for complementary functions
Article 11.01 D 2 (p. 13)
No more than four different course preparations of six different sections shall be assigned to a
teacher in a given week except by voluntary agreement which shall not be unreasonably
withheld.
Article 11.01 F (p.16)
Complementary functions appropriate to the professional role of the teacher may be assigned to
a teacher by the College. Hours for such functions shall be attributed on an hour for hour basis.
Article 11.01 I (p.16 )
Teaching contact hours for teachers in post-secondary programs shall not exceed 18 in any
week. Teaching contact hours for a teacher not in post-secondary programs shall not exceed
20 in any week.
Faculty assigned to teach in the degree programs have a reduced teaching workload of 12 TCH
per week on average, as compared to 18 TCH/wk for faculty teaching in non-degree programs
Under the terms of the Academic Employees collective Agreement, faculty do not supervise
any other faculty or staff but they do provide “guidance to Instructors/s relative to the Instructors’
teaching assignments” (Class Definition (c), p. 141)
___________________________________________________________________________
G. Faculty availability to students
Policy: Academic Employees Collective Agreement
Date: : September 1, 2003 to August 31, 2005
Article 11.01F (p.16) provides for 3 hours per week of complementary functions attributed for
“out-of class assistance to individual students”
Appendix 8.5 - Page 13

The Definition of Professor (Source: Academic Employees Collective Agreement, September 1,
2003 to August 31, 2005, p. 141) includes:
- ensuring student awareness of course objects, approach and evaluation techniques;
- carrying out regularly scheduled instruction;
- tutoring and academic counselling of students;
- providing a learning environment which makes effective use of available resources, work
experience and field trips;
- evaluating student progress/achievement and assuming responsibility for the overall
assessment of the student’s work within assigned courses.
Appendix 8.5 - Page 14

8. CAPACITY TO DELIVER STANDARD
Appendix 8.7 Enrolment Projections and Staffing Implications
Year
1
Semester
Cumulative
Enrolment
Full-time
Cumulative
Enrolment
Part-time
Cumulative
Full-time
Faculty
Equivalents
(F.T.E.)
Cumulative
Part-time
Faculty
Equivalents
(F.T.E.)
Ratio of
FT
Students
to FT
Faculty
Fall 35 0 1.6 0 22:1
Winter 30 0 1.6 0 19:1
Summer 0 0 0 0 0
Fall 63 0 3.0 0 21:1
2
Winter 57 0 3.2 0 18:1
Summer 0 0 0 0 0
Fall 88 0 4.8 0 18:1
3
Winter 81 0 4.6 0 18:1
Summer 24 0 1 0 24:1
Fall 111 0 6.2 0 18:1
4
Winter 104 0 6.1 0 17:1
Summer 24 0 1 0 24:1
Note: See worksheet for enrolment projections on next page
Appendix 8.7 - Page 1

Worksheet for Enrolment Projections:
Bachelor of Applied Arts (Child Development)
Enrolment Plan
Year 1 Year 2 Year 3 Year 4
Sem F W S Total F W S Total F W S Total F W S Total
1 35 0 0 35 35 0 0 35 35 0 0 35 35 0 0 35
2 0 30 0 30 0 30 0 30 0 30 0 30 0 30 0 30
3 0 0 0 0 28 0 0 28 28 0 0 28 28 0 0 28
4 0 0 0 0 0 27 0 27 0 27 0 27 0 27 0 27
5 0 0 0 0 0 0 0 0 25 0 0 25 25 0 0 25
6 0 0 0 0 0 0 0 0 0 24 0 24 0 24 0 24
Coop 0 0 0 0 0 0 0 0 0 0 24 24 0 0 24 24
7 0 0 0 0 0 0 0 0 0 0 0 0 23 0 0 23
8 0 0 0 0 0 0 0 0 0 0 0 0 0 23 0 23
Totals 35 30 0 65 63 57 0 120 88 81 24 193 111 104 24 239
Cumulative enrolment assumes the following attrition for the roll-through:
Semester
Attrition
1 to 2 14%
2 to 3 7%
3 to 4 4%
4 to 5 7%
5 to 6 4%
6 to 7 4%
7 to 8 0
Appendix 8.7 - Page 2

9. CREDENTIAL RECOGNITION STANDARD
Appendix 9.1 Program Design and Credential Recognition
In the development of this program, faculty and management have consulted with a wide variety
of child development professionals, academics, and employers in the field of early childhood
education, and child and family services. Feedback from the consultations reconfirms our
research that there is a need for this program and that the curriculum will be recognized and
valued in the marketplace, as well as by other post-secondary institutions.
Employers were consulted at our meetings with our Advisory committee members. One-to-one
discussions with potential employers were also held. Many employers indicated their support
for our Degree by writing letters confirming their belief in the curriculum.
The broad-based consultation and development of a sound curriculum has taken place. The
curriculum will provide graduates with the skill sets necessary to work with children and family
service models, and the adaptive skills required to enhance their future earning potential.
Organizations require competent professionals who are not only skilled from a theory
perspective; they also require individuals who understand legal, ethical and communication
principals that relate to these services. The convergence of these areas is vital to the Child
Development professional and the proposed program will provide students with the opportunity
to explore these key topics and apply their knowledge in a constructive manner. In summary,
the proposed degree will provide students with the necessary skills to form a strong foundation
for future learning and a successful career.
Articulation Agreements
Seneca College currently has 117 University Transfer Arrangements (both formal and informal)
with 36 Universities from across Ontario, Canada, the United States, and internationally.
Currently Seneca is the only Ontario College with a dedicated University Transfer Office
(located in Student Services) acting as a central resource of college and system wide
information, and offering advisement and assistance for current and prospective students
wishing to examine further education pathways. Please see the transfer guide online at:
http://www.senecac.on.ca/fulltime/stuserv/tran-01.html
Currently, there are 18 articulation agreements with programs in Seneca’s Faculty of Applied
Arts and Health Sciences, 8 within the School of Early Childhood Education. These include:
• Algoma University College
• Athabasca University, Alberta
• Carleton University
• King’s University at UWO
• Nipissing University
• Ryerson University
• Tyndale Unversity
• University of Victoria
• University of Windsor
• York University
Appendix 9.1 - Page 1

Career Progression and Life-Long Learning
The importance of life-long learning for career advancement and professional designation
maintenance will be stressed in this undergraduate degree. As the students progress towards
graduation, the competitive workplace will be highlighted, career development discussed and
many alternative educational delivery tools will be used throughout to demonstrate the myriad
of on-going learning opportunities for the students. Graduates will be prepared to take
responsibility for their continued professional development so important for advancement and
on-going success in their careers.
Graduate Study
The proposed program will offer even more opportunities to graduates, as the program learning
outcomes reflect a breadth of knowledge and skills. The balance of theoretical, laboratory and
practical experience provides a “skills passport” that students may use to “gain entry” into a
number of opportunities, including additional postsecondary education (full-time or part-time,
undergraduate, or graduate studies), and professional development courses and seminars.
Pathways to graduate studies in either M.Ed in Early Childhood, Curriculum Studies,
Exceptional Learners, or MA in Education, Curriculum Studies, Creative Arts Therapies, Child
Studies, and Early Childhood Education, confirmed through consultation with universities in
Canada, the United States, and Australia. Letters of support from several universities have
been received which indicate their willingness to consider graduates from the Bachelor of
Applied Arts (Child Development) degree into graduate study programs.
Upon completion of the Bachelor of Applied Arts (Child Development), students will be eligible
for admittance to university post-graduate programs, subject to standard assessment criteria.
Typically, the standard criteria will include: acceptable GPA, GMAT, work experience, and
letters of reference.
Graduates of the proposed program would be ideal candidates for admission to the Master of
Arts in Early Childhood Studies program at Ryerson University in Toronto. The posted
admission requirements for this program are:
A four-year honours degree in one of the following disciplines:
• Early Childhood Education
• Social Work
• Child and Youth Care
• Political Science
• Psychology
• Child Development
• Sociology
• Disability Studies
In addition,a minimum B average from a four-year undergraduate program is required for
consideration for admission to the program.
Further details can be found on the Ryerson University website located at:
http://www.ryerson.ca/graduate/programs/childhood_studies/mecs.admissions.html
Appendix 9.1 - Page 2

For students interested in becoming certified to teach in Ontario’s publicly funded schools
applicants must satisfy the following criteria from the Ontario College of Teachers:
For certification teachers must:
• have completed a minimum three-year postsecondary degree from an acceptable
postsecondary institution
• have successfully completed a one-year acceptable teacher education program
• apply to the College for certification and pay the annual membership and registration
fees.
Application process includes providing proof of identity and a Canadian Criminal Record
Check Report.
Further details can be found on the Ontario College of Teachers website located at:
http://www.oct.ca/become_a_teacher/lang=en-CA
Admission requirements to the one-year teacher education program vary from institution to
institution, but an example from Trent University has been provided below:
Admission Criteria:
1. Academics:
To be eligible for consideration, applicants must hold an approved degree from an
accredited degree-granting institution and provide proof of completion in writing by July
3, 2007. Applicants must present an average of 70%, based on the last 10 credits or
equivalent (10 full year courses or 20 semester courses equivalent to 60 credit hours) in
an undergraduate degree program. Applicants who do not have ten full course
equivalents completed with final grades assigned by December 1, 2006 will not be
considered.
.
.
Applicants holding Honours (4-year) degrees and graduate degrees are given
preference over those applicants holding General (3-year) degrees.
Further details can be found on the Trent University website located at:
http://www.trentu.ca/academic/education/schoolofed/academicprograms/consecutive/
admissions/admissionscriteria.htm
To date, letters of credential recognition for the proposed degree have been received from:
• University of Buffalo
• University of New Brunswick
• D’Youville College
• Concordia University
• Griffith University
• Edith Cowan University
Copies of the above letters are located at the end of this appendix.
Appendix 9.1 - Page 3

9. CREDENTIAL RECOGNITION STANDARD
Appendix 9.1 Program Design and Credential Recognition
University Letters of Support
Appendix 9.1 - Page 4

Appendix 9.1 - Page 5

Appendix 9.1 - Page 6

Appendix 9.1 - Page 7

Appendix 9.1 - Page 8

Appendix 9.1 - Page 9

School of Curriculum, Teaching
and Learning
Telephone+61 (0)7 3735 5926
Facsimile +61 (0)7 3735 5991
Room 2.37
Building M10
Campus Mt Gravatt
To
Ms Mary Fisher
cc
From
Dr Cheryl Sim
Date 31 st October, 2006
Subject
Articulation – Seneca Proposed Degree
Dear Mary
In relation to the proposed Seneca degree program, Bachelor of Applied Arts: Child
Development, I have discussed with our Dean and the Faculty International Committee,
the suitability of this degree as a prerequisite for students who wish to apply to the
Griffith Master of Teaching – Primary degree.
From the draft degree structure that was provided to me in early October, I can advise
that it would meet the requirements of an undergraduate degree for applicants who wish
to seek entry into our graduate entry teacher preparation Masters.
Yours sincerely
Dr Cheryl Sim
Head of School of Curriculum, Teaching & Learning.
Appendix 9.1 - Page 10

7 th November 2006
Academic Chair
School of Early Childhood Education
Seneca College
Dear Mary Fisher
Thank you for the opportunity to review your proposal for a Bachelor of Applied Arts, Child
Development. The proposal outlines the delivery of a high quality course at degree level. In my
view the strength of the proposed degree lies in its responsiveness to current world trends in
early years research and literature. It addresses key areas of early childhood care and education
with strong links between theory and practice through the field experience units. The focus on
interdisciplinary practice is an important one and will ensure students develop an integrated,
comprehensive approach to the provision of quality early childhood care and education.
Once this degree is approved at the undergraduate level, the Seneca qualification could allow
graduates to apply for a Graduate Diploma in Early Childhood Studies or Primary Education at
Edith Cowan University.
I would be very keen to maintain contact and with you and your institution for purposes of any
future collaboration.
Yours sincerely
Associate Professor Carmel Maloney
Early Childhood Program Director
Edith Cowan University
Perth, Western Australia
Appendix 9.1 - Page 11

10. REGULATION AND ACCREDITATION STANDARD
Appendix 10.1.1 Current Regulatory or Licensing Requirements
Not applicable to this proposed program.
Appendix 10.1.1 - Page 1

10. REGULATION AND ACCREDITATION STANDARD
Appendix 10.1.2 Letters of Support from Regulatory / Licensing Bodies
Not applicable to this proposed program.
Appendix 10.1.2 - Page 1

11. PROGRAM EVALUATION STANDARD
Appendix 11.1 Periodic Review Policy and Schedule
Policy: Program Review Policy and Procedures
Approved: Revised and approved by the Senior Executive Committee, October 20, 2004
Board of Governors, November 24, 2004
POLICY STATEMENT
Subject to availability of resources, all academic programs will be reviewed formally at least
once every 7 to 10 years or more frequently if indicated in the ongoing formative review process.
The comprehensiveness of program review for certificate, diploma and degree programs may
vary to be aligned with relevant standards (such as, the Post Secondary Education Quality
Assessment Board (PEQAB) requirements for applied degree programs and provincial
standards for diploma programs).
Where an appropriate external accreditation or program recognition process is available, this
may be used in lieu of the College's program review process.
ADMINISTRATIVE GUIDELINES
The review will consist of self-assessment overseen by an internal review team that includes at
least one external member as appropriate. The review will consist of both quantitative and
qualitative data collected from all stakeholders, including the program advisory committee.
In addition and as appropriate (e.g., for degree programs), the program review process will
include an external review panel (i.e., peers external to the college and free of conflict of
interest) and site visit.
To facilitate ongoing formal monitoring of program performance (formative review), Institutional
Research staff will regularly provide to the chair and dean, program specific and college based
data. If areas of concern arise in the ongoing formative review, corrective action or more formal
review procedures will be initiated as appropriate, and before the normal 7 years to 10 years are
up.
The review team will ensure that the review achieves the purpose and intent of the College’s
Quality Assurance policies.
The review team is responsible for preparing a final report of the findings, including
recommendations and timelines for implementation.
The VP Academic will present regular reports of program review results to the Academic
Planning and Student Affairs sub-committee of the Board of Governors (BOG).
The VP Academic in collaboration with the faculty and staff of the program assessed, will be
responsible to make the final decisions and resource allocations (along with implementation
timelines) in developing action plans as appropriate to respond to the recommendations made
by the Review Team.
Appendix 11.1 - Page 1

The program chair is responsible for providing to the dean, the VP Academic, and the
advisory committee regular reports on the progress of the implementation of the approved local
operational/action plan(s)
Members of the review team will receive orientation/training in the Quality Assurance process to
be provided collaboratively with the Centre for Professional Development (CPD), Institutional
Research (IR), and the Office of Research & Innovation (ORI) as required.
Throughout the review process, centralized support, and guidance will be provided to the review
team through CPD, IR and ORI.
The program review team will report regularly on their progress to their faculty and staff, to the
appropriate chair(s), and to the program advisory committee.
PROCEDURES
The program review process will include the following 3 Tier process of ongoing formative
assessment and intervention as appropriate:
Tier 1 – Early Identification System – this includes ongoing and at least annually,
reports on performance indicators (primarily quantitative data) provided by the staff of
Institutional Research to the program chair
Tier 2 – Probing of indicators identified at Tier 1 - this includes:
i) exploration of factors influencing the drop in performance indicators
ii)
iii)
examination of both quantitative and qualitative data as appropriate
appropriate and timely response to address the issue(s) identified
Tier 3 - Full Program Review:
i) Program Review Teams
a) Every academic program will establish a review team(s) responsible for
overseeing the program review and writing the final report of their findings and
recommendations.
b) The membership and committee size will vary according to program nature,
needs, locations and delivery modes.
c) The review team will ensure that the review achieves the purpose and intent of
the College’s Quality Assurance policies.
Appendix 11.1 - Page 2

Academic Program Review Procedures
(Approved by the Senior Executive, October 20, 2004)
1. DEFINITIONS
Program Review
Regular review and evaluation of academic programs to evaluate the quality of the
curriculum and learning experience against established MTCU program and quality
assurance standards, and make recommendations for future program modifications.
2. Scope
Subject to availability of resources, each program will normally be reviewed fully and
formally every 7 to 10 years as outlined below.
The comprehensiveness of program review for certificate, diploma and degree programs
may vary to be consistent with relevant standards (such as, the Post Secondary
Education Quality Assessment Board (PEQAB) requirements for applied degree
programs and diploma program standards).
3. PROCESS
The program review process will include ongoing formative assessment and intervention
as appropriate and as described in the 3 Tier process below (see Chart 1, on page 8 of
Appendix 11.1).
Tier 1 – Early Identification System – this includes:
i) ongoing and at least annually, reports on performance indicators (primarily
quantitative data) provided by the staff of Institutional Research to the program
chair
ii)
iii)
iv)
if the performance indicators remain above or at acceptable levels, no further
action is taken until the next Tier 1 review
any performance indicators that drop below acceptable ranges will be flagged by
the chair and the review process will be moved to Tier 2 or Tier 3 review as
appropriate
the chair will report a summary of the findings of the Tier 1 review to the dean and
faculty (each Fall)
Tier 2 – Probing of indicators identified at Tier 1 - this includes:
i) exploration of factors influencing the drop in performance indicators
ii) examination of both quantitative and qualitative data as appropriate
iii) appropriate and timely response to address the issue(s) identified
Appendix 11.1 - Page 3

iv) if the performance indicators in subsequent Tier 1 reviews remain at or above
acceptable levels, no further action is required
v) the chair will report a summary of the findings of the Tier 2 review to the dean and
faculty (each Fall)
vi) if the program appears sustainable and it is deemed appropriate by the chair and
dean in collaboration with faculty, the review process may be moved immediately
to a Tier 3 full program review (i.e., not wait until the normal 7 year review)
Tier 3 - Full Program Review:
i) Program Review Teams
a) Every academic program will establish a review team(s) responsible for
overseeing the program review and writing the final report of their findings
and recommendations.
b) The membership and committee size will vary according to program
nature, needs, locations and delivery modes.
c) The review team will ensure that the review achieves the purpose and
intent of the College’s Quality Assurance policies.
d) Internal Review Team for Program Self-Assessment
The internal review team will typically include:
! the School's chair or designate
! one or two professors from the program under review
! one professor from the School of English and Liberal Studies
! at least one member external to the program or the college as appropriate
• (e.g., a professor or chair from another school or a relevant expert
from outside the college who has no conflict of interest)
! one graduated student ,if feasible
! one representative of Professional Development (CPD), Institutional
Research (IR), and the Office of Research & Innovation (ORI) if feasible
• one member of the team will be chosen to be the team leader
In addition, a Learning Resources Subcommittee will review and assess the
quality of program specific learning resources available through the Library and
Learning Commons and provide feedback to the Internal Review Committee:
Membership consists of:
• One faculty librarian from the Library and Learning Commons
• One professor who is a member of the internal review team
e) All members of the review team will receive training in the Quality Assurance
process to be provided collaboratively with the Centre for Professional
Development (CPD), Institutional Research (IR), and the Office of Research &
Innovation (ORI).
Appendix 11.1 - Page 4

f) Throughout the review process, centralized support, guidance collection tools will
be provided to the review team through CPD, IR and ORI.
g) The program review team will report regularly on their progress to their
faculty and staff, to the appropriate chair(s), and to the program advisory
committee.
h) The program review team will establish a communication plan and ensure that all
stakeholders, including the program advisory committee are informed on an
ongoing basis
i) External Review Team
In addition and as appropriate (e.g., for degree programs) the program review
process will include an external review panel consisting of at least
• 3 external academic peers with relevant expertise and free of any conflict
of interest. Academic peers may be peers from similar programs outside
the College or representatives from relevant accrediting associations and
related industries.
The external review will include a site visit.
j) Where an appropriate external accreditation or program recognition process is
available, this may be used in lieu of the College's program review process.
ii)
Data Collection
The Data Collection Template/Worksheet (Appendix A) lists the Elements and Key
Questions to be addressed by the data collected. The program review will include, but will
not be limited to the following sources of data collected by the review team:
Note:
Appendix A
is available
upon
request.
a) comments and recommendations from faculty teaching in the program,
from relevant staff, and from advisory committee members
b) annual performance indicators
c) focus group sessions, interviews or other means as identified by the
review team to ensure effective input from students and graduates.
d) consultations with library services staff and others as appropriate
e) as appropriate:
• comments solicited from employers in addition to input from the
program advisory committee
• professional organizations
• partners such as universities or colleges participating in collaborative
programs with Seneca
• and/or other groups or individuals able to provide perspective and
valued advice on program reputation and direction
Appendix 11.1 - Page 5

f) data collected using tools to be provided by Institutional Research and the
Office of Research & Innovation
g) with the written approval of the students involved, blinded samples of
student work that are representative of the various levels of quality of
student work. For summative courses, these samples are particularly
important.
iii)
Program Review Report
The Project Team is responsible for authoring the final public report. The report will
include
• Title Page – including:
o the name of the program and school
o the names of review team
o identification of external review panel member(s) if appropriate
o the date of the report
• An Executive Summary - one to two pages, providing an overview of the
program's key strengths and areas for improvement
• Responses to Key Questions - this is the main body of the report and includes:
o the main body of the report should be a summary of the findings related to
the Key Questions
o Appendix A is a template is to be completed and attached to the report
o perspectives of employers, partners, graduates, students, faculty and staff
• The Program Profile - each element identified in Appendix A rated according to
strengths and areas for improvement as follows:
A - significant strength
B - strength
C - needs some improvement
D - needs significant improvement
N/A – not applicable
• Recommended Action Plan – summarizes:
! 5-10 specific recommended actions ordered by priority
! supporting narrative (if required)
! proposed timelines for implementation of the recommendations
! budget implications
• Appendices: - available upon request
! Appendix A – Completed Data Collection Template/Worksheet
! Appendix B – Samples of additional survey tools used
! Appendix C – Supporting data
! Appendix D – Other material as appropriate
Appendix 11.1 - Page 6

i) The Program Review team shall present to the chair/dean and VP Academic (within
a reasonable time as negotiated with the program chair), the final written Program
Review Report (described above). This may include a verbal presentation.
ii)
iv)
The VP Academic will present the review team’s public report to the Academic
Planning and Student Affairs sub-committee of the Board of Governors (BOG).
Follow-up to the review and the report
i) The Vice President Academic (in collaboration with the faculty and administrative
and support staff of the program assessed), will make the decisions and resource
allocations (along with implementation timelines) in developing local
operational/action plans to respond to the recommendations made by the review
team.
ii)
iii)
The program chair is responsible for providing to the dean and the VP Academic,
regular reports on the progress of the implementation of the approved local
operational/action plan(s)
Suggested Timeframe – (may be adapted as appropriate to the specific program)
a) September to May – focus is building a portfolio of relevant data
using data and tools provided and collected centrally through
Institutional Research
b) January to May – Review Team is formed and trained
c) May-June (8 weeks) – Review Team reviews the cumulative data,
completes Appendix A (web based so that the team can work on this
collaboratively), assesses the findings and make recommendations.
Some reassignment of May-June/July-Aug vacations may need to be
negotiated to free faculty for participation in the review team
d) September – presentation of the report to the VP Academic and BOG
Appendix 11.1 - Page 7

Chart # 1
Program Review Flowchart
Start
No
Has it been 7 years
since the last formal
review (Tier 3)
Yes
Tier 1 Review
(Annual)
Tier 3 Review
(Every 7 years or
more frequently as
required)
No
Obtain Performance
Indicators Report
from IR
Assemble program
review team
Yes
Have performance
indicators passed
acceptable range
No
Tier 2 Review
No
Receive training and
support from CPD, IR
and ORI
Collect data - refer to
Data Collection/
Template Worksheet
Address issues
Yes
Evaluate issues
Submit Program
Review Report to
Chair/Dean & VPA
Submit Summary
Report to Dean &
Faculty
Can issues be
Immediately
addressed
Implement
Recommendation Plan
Has program been
terminated
Follow up on
Recommendation Plan
Yes
End
Appendix 11.1 - Page 8

12. ACADEMIC FREEDOM AND INTEGRITY STANDARD
Appendix 12.1.1 Academic Freedom Policy
Policy: Policy on Academic Freedom
Approved: Board of Governors, March 30, 2005
POLICY STATEMENT
Seneca College is committed to providing a learning, teaching and service environment that
nurtures mutual respect, diversity and inclusiveness for all.
The College recognizes the right of faculty and staff to carry out their teaching/learning
activities; to pursue research and publish the results within areas of one's expertise, and to
criticize policies and actions of the College and society at large within the parameters
established by the Colleges of Applied Arts and Technology Act (2002), College policies, ethical
guidelines and human rights legislation.
Academic freedom incorporates the evaluation, development, and delivery of teaching and
learning materials that are consistent with approved learning outcomes and curricula.
Seneca College recognizes that faculty and staff are free to examine, question, and express
their views on scholarly issues. Academic freedom carries with it the duty to use that freedom in
a manner consistent with the scholarly obligation to base research on an honest search for
knowledge while adhering to college policies, ethical guidelines and the law. The rights and
responsibilities included in this policy include the right to express, distribute or publish one's
views, free from censorship or reprisal, except where the exercise of such rights contravene the
Canadian Charter of Rights and Freedoms.
ADMINISTRATIVE GUIDELINES
All members of the Seneca community are individually accountable for compliance with this
policy.
Appendix 12.1.1 - Page 1

12. ACADEMIC FREEDOM AND INTEGRITY STANDARD
Appendix 12.1.2 Academic Honesty Policy
Policy: Cheating and Plagiarism
Source: Academic Policy 2005-2006, 9-9.3, p. 7, and Appendix E pp 15-16.
POLICY STATEMENT
To continue to graduate high quality students and to sustain our reputation as a leading
institution, Seneca must have the highest standards of academic honesty. Academic honesty
means that all Seneca College persons will conduct themselves in an honest and trustworthy
manner in all aspects of their academic career. Cheating and Plagiarism are offences that will
not be tolerated by the College.
9.1 Cheating
Cheating is a form of academic dishonesty that involves using deception or dishonest methods
to complete any form of evaluation. For specific examples of activities viewed as cheating see
Appendix E in Academic Policy (see excerpt on next page).
9.2 Plagiarism
Plagiarism is another form of cheating: intellectual theft. Plagiarism is using someone else's
work (words, images, ideas, phrases, signatures, or computations) and presenting it as one's
own, instead of properly documenting every source. For specific examples of plagiarism see
Appendix E in Academic Policy (see excerpt on next page).
9.3 Penalties
The penalty for a first offence of cheating or plagiarism is a grade of "0" on the work in which the
offence occurred, and will result in a comment being placed on the transcript by the Academic
Honesty Committee.
The penalty for the second offence of cheating or plagiarism is an "F" in the course where the
offence occurred, a second comment on the transcript and suspension from the College for a
time period determined by the Academic Honesty Committee. When a student returns to the
College, he/she will be placed on Academic Honesty Probation. Any further violation of the
Academic Honesty policy will result in College initiated mandatory withdrawal for academic
purposes.
The student has the right to appeal the decision of the Academic Honesty Committee,
consistent with Academic Policy. Evidence will be kept on file.
The procedure for dealing with both Cheating and Plagiarism is found in Appendix E in the
Academic Policy (see excerpt on next page).
It is every student’s responsibility to familiarize him/herself with the proper procedure for
avoiding cheating and plagiarism through various resources beyond the Academic Policy such
as the Student Handbook, the Academic Honesty website at
http://www.senecac.on.ca/academic-honesty/ and the Learning Commons website at
Appendix 12.1.2 - Page 1

http://learningcommons.senecacollege.ca/. Students may seek assistance from Student
Services in understanding the policy and procedures for Academic Honesty.
Appendix E (extracted from 2005/2006 Academic Policy)
Cheating can be further defined as, but not limited to:
1. Taking a test or examination for another student, or having a student take a test or
examination for you.
2. Giving students answers to exam questions during the exam or while leaving the
examination room, or telling other students in a later sitting, of the questions that appear
on the exam.
3. Possessing unauthorized material or electronic devices during a test or exam.
4. Knowingly helping another student to commit an act of cheating by letting him/her view
your answers, by lending your work, or by working together on a project not specifically
deemed a group effort. All students involved will receive the same penalties under the
Academic Honesty policy.
5. Obtaining an exam or test, in whole or in part, in advance of its administration, without
the permission of the professor.
6. Changing grades or answers on an assignment for the purpose of regrading.
7. Forging a signature or altering an assessment or report.
8. Deliberately damaging an academic work of another student.
9. Submitting course work from another course, even if the student was the original author,
without the prior permission of the professor.
Plagiarism can be further defined as, but not limited to:
1. Submitting as your own any material done, in whole or in part, by someone else.
2. Submitting any work copied, in whole or in part, from another source, such as the
Internet, journal articles or textbooks, without reference to the original author or source.
3. Allowing your essay, report, assignment or computer files to be copied by another
student.
4. Allowing another student to do your laboratory or field work for you.
5. Submitting as your own, in whole or in part, any work that is currently or has been
previously graded in another course, without the prior permission of the professor.
6. Submitting work with misleading references that do not reflect the sources you actually
used.
7. In group work, failing to take responsibility to ensure all members of the group avoid
plagiarism.
Cheating/Plagiarism
Each School/Faculty will maintain a standing Academic Honesty Committee which will hear all
allegations of Cheating and Plagiarism.
When cheating or plagiarism is suspected, the professor/coordinator will meet with the student
or students. If it is concluded that no occurrence of cheating or plagiarism took place, no further
action is required and no record is kept. If the professor is not satisfied with the student's(s')
explanation, the professor/coordinator will record the incident, with evidence attached, on an
"Academic Honesty Report". The student will also have the opportunity to record his or her
version of the incident on the "Student Response to the Academic Honesty Report". Both forms
Appendix 12.1.2 - Page 2

are available on the website of the Office of the Registrar under Academic Policy, at
http://senecac.on.ca/home/academic_policy/index.html. Completed forms will be forwarded to
the chair of the Academic Honesty Committee, who will convene a meeting of the Committee to
review the circumstances of the incident. The Academic Honesty Committee will provide its
decision in writing to the student, with copies to the professor, Program Co-ordinator/Student
Advisor and to the student's(s') file(s). In order to track the number of offences, the offence will
be recorded as a comment on the student's academic record.
Cheating in Tests/Examinations
If a student is observed by one or more invigilators to be attempting to copy from another
student, the invigilator will take the student aside, and inform the student that he/she cannot be
permitted to continue writing the exam. The incomplete exam is then kept by the invigilator, who
escorts the student from the room, once he/she has signed out. An "Academic Honesty Report"
outlining the offence, and a "Student Response to the Academic Honesty Report", outlining the
student’s account of the incident, should he/she choose to complete it, is forwarded to the
Academic Honesty Committee.
If a student is observed by one or more invigilators to be in possession of materials not listed as
permissible aids, then an invigilator will take the student aside, explain what has been observed,
and request to see the materials. If there is any suspicion in the invigilator's mind that these
materials are not permissible, or if the student refuses to allow the invigilator to examine the
materials, then the student will be told that these materials are not in conformance with the
permissible aids established for that examination.
The invigilator will then inform the student that he/she cannot be permitted to continue writing
the exam. The evidence of alleged cheating and the student's incomplete exam are then kept by
the invigilator who escorts the student from the room, once he/she has signed out.
An "Academic Honesty Report" will then be completed and the process outlined above will be
followed. The "Student Response to the Academic Honesty Report" may also be completed.
Note: Both forms are available at http://senecac.on.ca/home/academic_policy/index.html
Appendix 12.1.2 - Page 3

12. ACADEMIC FREEDOM AND INTEGRITY STANDARD
Appendix 12.1.3 Academic Honesty Procedure
The College’s policy related to cheating and plagiarism, as well as procedures and penalties, are
included in the Academic Policies handbook which all faculty and students receive at the beginning
of the academic year. Guidelines for Academic Honesty Committees were approved at Academic
Council in May 2004. The guidelines are printed on the back of the Academic Honesty Report (at
http://senecac.on.ca/home/academic_policy/) and are included below.
Policy: Guidelines for Academic Honesty Committees
Approved: Academic Council, May 17, 2004
Mandate
The role of the Academic Honesty Committee is to hear and make decisions on allegations of
cheating and plagiarism, and to ensure documentation of each offence is kept (including letters
and appropriate transcript comments).
Membership
Each School/Faculty will maintain a roster of committee members who can be called upon to
serve for a specific hearing. One member is selected to act as the Chair of the Committee. The
Chair is responsible for receiving the documents, organizing the meetings, and doing the followup
documentation (including letters to the student and appropriate transcript comments).
Procedures
(revised from Seneca Academic Policy Appendix E)
For definitions of cheating and plagiarism see Seneca's online Academic Policy (Appendix E)
at: http://www.senecac.on.ca/home/academic_policy/appe.html
When cheating or plagiarism is suspected, the professor (or designate) will communicate with
the student(s). If it is concluded that no occurrence of cheating or plagiarism took place, no
further action is required and no record is kept.
If it is concluded that a violation of academic policy has occurred, the professor (or designate)
will document the incident on an "Academic Honesty Report". It is recommended that the
student be given an opportunity to respond to the allegations. The professor (or designate) may
elect to fill out the "Student Response to the Academic Honesty Report" based on the student's
input. This report includes:
• space for a description of the incident in the student's own words,
• a signature area where the student can confirm that they have had an opportunity to give
their account of the incident (if applicable)
• a signature area where the student can acknowledge violating academic policy (if
applicable)
• a description of college penalties for first, second and third offences
The report is then forwarded to the Academic Honesty Committee, along with all supporting
documentation (see documentation checklist below). The Academic Honesty Committee will
determine in each case whether it is necessary to hear from the faculty/invigilator and/or the student
Appendix 12.1.3 - Page 1

(in some cases a determination may be made from the documentation alone). The Chair will
convene a meeting of the Academic Honesty Committee to review the circumstances of the incident.
Documentation Checklist
! Academic Honesty Report (and Supplement to the Academic Honesty Report when used)
! Copy of the work submitted
! Copy of the assignment description or test paper
! Copy of unauthorized aids (if applicable)
! Copy of (or links to) materials used without proper references (if applicable)
! Copy of Student Honesty Declaration (if applicable)
! Copy of student transcript
Note: The members of the Academic Honesty Committee selected to review an alleged instance
of cheating and plagiarism should not have had any direct involvement in the incident.
The Academic Honesty Committee will provide its decision in writing to the student, with copies
to the Professor, Program Co-ordinator/Student Advisor, and to the student's file. In order to
track the number of offences, the offence will be recorded as a comment on the student's
transcript (see canned comment codes and descriptions below). Minutes and notes from the
meetings should be collected and stored in a central location. Faculties/Schools may wish to
establish an email distribution list (or designate a person) to handle questions and issues
relating to cheating and plagiarism.
Canned Comments (as of August 2004)
CODE COMMENTS TO APPEAR ON TRANSCRIPT APPLICATION
#440 STUDENT HAS RECEIVED ADVISEMENT
REGARDING ACADEMIC POLICY.
The penalty for a first offence of cheating or
plagiarism is a grade of "0" on the work.
Based on the facts, the Academic Honesty
Committee will determine whether comment
#440 or comment #441 will be added to the
#441 VIOLATION OF ACADEMIC POLICY,
SECTION 9, CHEATING AND PLAGIARISM.
#442 VIOLATION OF ACADEMIC POLICY,
SECTION 9, CHEATING AND PLAGIARISM,
RESULTING IN SUSPENSION FROM THE
COLLEGE UNTIL (INSERT ONE OF SEPT;
JAN; OR MAY, FOLLOWED BY THE
APPROPRIATE YEAR, I.E. 2005). MUST
SEE A COORDINATOR/STUDENT ADVISOR
FOR REINSTATEMENT.
student's transcript.
The penalty for a first offence of cheating or
plagiarism is a grade of "0" on the work.
Based on the facts, the Academic Honesty
Committee will determine whether comment
#440 or comment #441 will be added to the
student's transcript.
The penalty for committing a second offence
of cheating and plagiarism is a grade of "F" in
the subject and a minimum suspension period
of three (3) semesters. Comment #422 follows
comment #440 or #441 on the student’s
transcript.
Appendix 12.1.3 - Page 2

#443 STUDENT HAS BEEN PLACED ON
ACADEMIC HONESTY PROBATION.
#525 COLLEGE INITIATED MANDATORY
WITHDRAWAL FOR ACADEMIC REASONS.
Follows comment #442, when the student
returns to the college after suspension for a
second cheating or plagiarism offence. Note
that any further violation of the Academic
Honesty policy (i.e. a third offence) will result in
a #525 comment, which states “College Initiated
Mandatory Withdrawal for Academic Reasons.
To be used for academic reasons, including
cheating. The comment requires Dean
approval.
Appendix 12.1.3 - Page 3

12. ACADEMIC FREEDOM AND INTEGRITY STANDARD
Appendix 12.2 Policy on Intellectual Products
Policy: Intellectual Property Policy
Approved: Academic Council, April 7, 2003
College Executive Committe, April 18, 2003
Board of Governors, November 26, 2003
POLICY STATEMENT
1. Purpose
The purpose of this Intellectual Property Policy is to outline the College's position on the
creation and development of works within the College system, and the ownership of
intellectual property rights in those works. Specific relationships will be clearly identified
in any detailed agreements and supplementary documents that are developed within this
policy framework.
2. Commitment
One of the primary goals of the College is to encourage, promote and foster innovation
and discovery, in all fields of endeavour in which the College is engaged, by its
employees, associates and students. In situations where it is the College’s position that
it is the owner of the intellectual property rights in a work that is worthy of commercial
exploitation, the College will promote a revenue sharing relationship with the creator or
creators of that work.
3. Definitions
(i)
Copyright
Copyright means the right to copy. In Canada, all original creative works are protected
by copyright. Only the copyright owner has the right to decide when and how the work is
copied. Under Canada's Copyright Act, the person who owns the copyright is most often
the creator of the work. If the work is created in the course of employment, the employer
holds the copyright. Copyright protection is automatic upon the creation of a work, and
applies whether or not a copyright statement appears on the material. In general
copyright expires 50 years after the death of the author.
For the purposes of this policy, copyright means, in relation to a work, the sole right to
produce or reproduce the work or any substantial part of the work in any material form,
including without limitation, in electronic form and to communicate electronic copies of
the work.
(ii) Intellectual Property
For the purposes of this policy, intellectual property includes all of the interests and
rights to all Canadian and foreign registered, pending and common law, trade names
Appendix 12.2 - Page 1

and trade marks; all Canadian and foreign issued patents and pending applications
therefore; all Canadian and foreign copyrights, whether or not registered; rights of
publicity; franchises and all technology rights and licences, including computer software
and all proprietary know-how, trade secrets, inventions, discoveries, developments,
research and formulae, whether or not patentable; and all other proprietary information
or property relating to works created at or in conjunction or in partnership with the
College, and any
improvements, updates, enhancements or modifications related to any of the foregoing.
(iii) Licensing Agreements
Licensing Agreements relate to written agreements between the College and third
parties, in which the College grants the third parties the right to use materials proprietary
to the College (or proprietary to others, and in which the College has licensing rights)
upon terms and conditions set out in the written agreements.
(iv) Moral Rights
Whether or not the College owns the intellectual property rights of a work, and in
particular the copyright therein (pursuant to the Copyright Act, 1985), it will take steps to
respect the moral rights of the authors or creators of the work. Specifically, it is
understood that the author or creator has the right to request, where reasonable in the
circumstances, to be given recognition of the work by name or by pseudonym; to remain
anonymous; or to choose not to be associated with any modification of the work that is
perceived to be prejudicial to his/her honour or reputation.
The author or creator’s moral right to the integrity of the work is infringed only if the work
is distorted, modified or mutilated, or used in association with a product service, cause or
institution, to the prejudice of the author or creator’s honour or reputation.
Moral rights may be waived in whole or in part, but they cannot be transferred to others.
(v)
Product Licences
Product licences relate to licensing agreements between suppliers of proprietary
products and materials, and the College, in which the College is granted the right to use
those proprietary products and materials upon the terms and conditions set out in the
product licences.
4. Employee Work
(a)
(b)
In the absence of any written agreement to the contrary between the College and
an employee, the College shall be the owner of all intellectual property rights in a
work created by the employee in the course of employment with the College.
In determining whether a work has been created by an employee in the course of
employment, the College may have regard to the following factors (which are not
exhaustive):
Appendix 12.2 - Page 2

(i)
(ii)
(iii)
whether the employee created the work during prescribed working hours
at the College;
whether the employee created the work on College premises, or
using College resources and property to do so;
whether the College has remunerated or compensated the employee
for the work
(c)
(d)
(e)
(f)
(g)
Where the College owns the intellectual property rights in a work, either by
agreement with its author or creator, or pursuant to paragraphs 3(a) and 3(b),
the creator or author, as the case may be, shall have a non-exclusive right to
use the work, provided the creator or author exploits the work only in the
course of employment with the College, where the creator or author is an
employee, and only in the course of contractual relationship with the College,
where the creator or author is an associate of the College and not an
employee.
Where an employee creates a work outside the course of employment
with the College, without using the College’s resources in doing so, the
employee shall be the owner of the intellectual property rights in the work.
Where an employee creates a work during the leave year of a prepaid leave
program, without using the College's resources in doing so, the work shall belong
to the employee unless otherwise agreed by the parties.
Where an employee wishes to use College resources to create a work outside
the course of employment, the employee shall first be required to
inform the College of the creation of the work, so that a mutually satisfactory
written agreement covering, among other things, ownership, use and revenue
sharing, can be negotiated before the work is developed. In the absence of such
a written agreement, the College shall own the intellectual property rights in the
work created.
Every application by an employee for a professional development leave shall
contain a full description of the proposed professional development activity. It
is the College’s intention to encourage employees to create works of
innovation and discovery. Accordingly the application for professional
development leave shall also contain a statement, signed by the employee
and their supervisor, which sets out how any net profit from revenue generated
by the commercial exploitation of such professional development activity, shall
be shared between the College and the employee.
Where a professional development leave is approved, the College shall own
the intellectual property rights in any work created and for which work the
leave was granted.
Any application or request for a professional development leave shall be
accompanied with, or contain, a statement in the following form:
Appendix 12.2 - Page 3

"In compliance with the College Intellectual Property policy, the College shall be
the sole owner of the intellectual property in any work described in this document
and created by the applicant. If the work is exploited and generates revenue, the
applicant and the College shall share the net profit on revenue generated as
follows: (insert agreed-upon formula)”
5. Non-Employee Work
Any agreement between the College and a person who is not an employee of the
College, to develop or create a work, shall be in writing and be executed by the
parties. The agreement shall provide that the College shall be the owner of the
intellectual property in any work developed or created by the person. This policy may
be adapted by written contract between the parties.
6. Joint Initiatives with Outside Parties
Where the College enters into an agreement with a person or persons, that provides
for or contemplates the development of a work in which intellectual property subsists,
the parties will ensure that a written agreement sets out their respective rights in the
intellectual property in the work, and any terms relating to the sharing of risk and
revenue from the exploitation of the work.
7. Licensing Arrangements
(a) Product Licenses
Where the College acquires a licence to use a supplier’s product, ownership of the
intellectual property in the product being licensed shall be determined according to the
provisions of the licence. Where the licence does not contain any provisions relating to
intellectual property ownership, it shall be presumed that the supplier is the owner
thereof. Any variations to the licence shall be made in writing.
(b) Licensing Agreements
Where the College enters into a licence agreement with a third party to permit that third
party to use materials or property developed or acquired by the College, the licence
agreement shall be in a form approved by the Associate Vice President Research &
Innovation and a copy shall be deposited with the Office of Research & Innovation.
8. Student Work
Students shall be the owners of the intellectual property rights in works they create,
except in the following situations:
(a) where the College pays the students for the works they create, in which case the
College shall own the intellectual property rights therein;
(b) where the students use College resources and facilities to create the works,
outside of their course requirements, in which case the students shall be required
to obtain the College’s consent to the use of its resources and facilities. It shall
be a condition to the giving of such consent, that the College and the students
enter into an agreement for
Appendix 12.2 - Page 4

the creation of the works, which agreement shall provide for, among other
things, the ownership of any intellectual property rights in the works to be
created, the exploitation of the works by the students and the College, and the
sharing of any revenue by the students and the College from such exploitation.
9. Classroom Recordings
Permission to make audio or video recordings of academic related activities for
educational purposes should be sought from the appropriate professor(s) and students
as a matter of courtesy before making such recordings, and permission shall not be
unreasonably withheld. Such recordings shall only be used for defined educational
purpose(s) pursuant to the Freedom of Information and the Protection of Privacy Act, or
where required to accommodate persons pursuant to the Ontario Human Rights Code. If
the College wishes to use such recordings for any other purpose, it will obtain written
consent from all persons who are seen or heard in the recording.
The College shall own the content of the intellectual property recorded on audio or video
tapes/discs developed or created in classroom activities by College employees, except
material obtained for approved research projects that are part of a program of academic
studies.
The College acknowledges and respects the performing rights of all performers and
participants in classroom activities, and agrees to obtain their consent to the recording of
their performances and activities. The College will use such audio and video recordings
solely for educational purposes.
10. Research Materials
A person wishing to gather research materials other than those specified in section 9,
must first obtain the prior approval of the College. Where the person
has obtained the College’s approval, that person shall be the owner of any
intellectual property rights in the research materials. Otherwise, the College shall be
the owner of the intellectual property rights.
11. Copyright Notice
Where the College is the owner of copyright in any works created pursuant to this policy,
or otherwise, it shall place the following copyright notice in a conspicuous place in the
works:
© [year of publication] Seneca College of Applied Arts and Technology
Notwithstanding the above, consistent with the provisions of the Copyright Act (1985),
the College shall remain the owner of the copyright in all works created in the course of
employment with the College pursuant to this policy, or otherwise, whether or not the
work is marked with the copyright notice as described above.
Appendix 12.2 - Page 5

12. Employee-Owned Work
The adoption and inclusion of employee-owned works in College course materials will be
made only with the prior approval of the appropriate College administrator in accordance
with the College Conflict of Interest Policy.
13. Commercialization of Intellectual Property
Where the College owns intellectual property rights in a work which it wishes to
commercialize, it may consult with the creator(s) on the best means for
commercialization.
The author or creator of a work in which the College owns the intellectual property rights
may, with the College’s prior approval, pursue opportunities to exploit the work, and
negotiate with third parties on behalf of the College. The College shall always be a party
to any agreement resulting there from. The agreement may provide that the author or
creator of the exploited work is entitled to share in the revenues contemplated under the
agreement, upon the terms set out therein.
14. The Office of Research & Innovation
The Office of Research & Innovation is established to assist staff to deal effectively and
efficiently with intellectual property issues and to ensure that there is consistency in the
manner in which such issues are approached, and decisions resulting there from are
made. To maximize the benefits to the College from the creation of works in which
intellectual property rights may subsist, the Office of Research & Innovation will also
serve as a resource centre for intellectual property precedents, including license
agreements, technology development agreements, and revenue sharing agreements.
The College shall ensure that a copy of any agreements to which it is a party shall be
deposited with the Office of Research & Innovation.
15. Use of Seneca name on Created Works
The College has the right to be recognized or acknowledged in, or in association with,
any work created in the course of employment/studies, by a Seneca employee, student,
or person with whom the College is otherwise dealing, or to be disassociated from the
work, and for work not created in the course of employment/studies as mutually agreed
upon.
Appendix 12.2 - Page 6

12. ACADEMIC FREEDOM AND INTEGRITY STANDARD
Appendix 12.3 Policy on Ethical Research Practices
Policy: Ethical Conduct for Research involving Human Subjects
Approved: Board of Governors, March 30, 2005
Context
Consistent with the Mission of Seneca College, research conducted by the College is primarily
applied research (Strategic Plan 2004-2009).
Seneca College has a responsibility to safeguard the rights and well-being of students, faculty
and staff, and other members of the Seneca community and ensure that research projects
associated with the College adhere to accepted ethical, legal and integrity standards, consistent
with the Tri-Council Guidelines.
The College assumes responsibility for professional development opportunities specifically
related to ethical conduct for research involving human subjects for all Seneca faculty and staff.
The primary responsibility for ensuring that the rights and interests of all human subjects
involved in research are respected rests with the individuals involved in these research activities.
Seneca faculty and staff and all other persons conducting research associated with the College
are responsible for the integrity of their work and upholding the principles and responsibilities as
stated in the Tri-Council Policy Statement: Ethical Conduct for Research Involving
Humans http://www.pre.ethics.gc.ca/english/pdf/TCPS%20June2003_E.pdf
Definition
Research involving human subjects in this context refers to research conducted within the
Seneca College community or associated with Seneca College, where human beings participate
in research studies, or where databases of information about them will be used as part of a
research study. Data collection that is part of the core mandate and normal operations of the
college is normally not considered to be research studies.
Underlying Principles
The College is committed to ensuring that the rights of all participants in research involving
individuals associated with Seneca College are safeguarded. In general, this includes but is not
limited to employees, students, parents/guardians of minors, alumni and clients etc.
This includes, but is not limited to, the following rights:
Respect for Human Dignity – is the cardinal principle of research ethics. This includes
protection of the “multiple and interdependent interest of the person” (Tri-Council Policy
Statement, p. 1.5), protecting their integrity and safeguarding them from physical,
psychological or cultural harm .
Appendix 12.3 - Page 1

Respect for Free and Informed Consent. This includes a clear disclosure of the nature of
the research study, its potential impact on the participant, voluntary participation, and the
right to withdraw from participation or refrain from answering any question(s) that are
deemed by the participant to be intrusive, without explanation or penalty.
Respect for Vulnerable Persons. This refers to a high ethical obligation towards vulnerable
persons, (such as children and persons who are developmentally challenged) that is, those
whose capacity to make informed decisions is diminished makes them vulnerable. This may
require special procedures to protect these individuals’ interests.
Respect for Privacy and Confidentiality. This includes the protection of access to, control
of and dissemination of personal information. It means that participants are assured of
confidentiality, anonymity and/or non-identifiability, unless they consent to disclosure in an
informed, written authorization.
Respect of Justice and Inclusiveness. This means the ethics review process has fair
methods, standards and procedures for reviewing research proposals, and that “no segment
of the population should be unfairly burdened with the harms of research” (Tri-Council Policy
p. 1.5)
Balancing Harms and Benefits. This means that the “foreseeable harms should not
outweigh anticipated benefits” (Tri-Council Policy, p. 1.6)
Minimizing Harm. This involves the duty to avoid, prevent or minimize harm to research
subjects. Participants should not be subjected to unnecessary risks of harm.
Maximizing Benefit. This involved maximizing the benefit to the study participants and
others or society. It includes providing access to the findings of the research.
Policies
1. Any individual(s) wishing to conduct research within the context of, or associated with,
Seneca College is required to submit to the Office of Research and Innovation, the fully
completed Application for Ethics Review form.
2. All applications for approval to conduct research involving human subjects must be reviewed
by the Research Ethics Board (REB) whose membership consists of:
• minimum of 5 members per REB, 2 of whom have broad expertise in research, at least
one knowledgeable in ethics and at least one external member and none of whom are
administrators
• selected for their expertise in the research process and in ethics
• some members of the Research and Ethics Review Committee (RERC) and others as
needed, based on expertise needed
3. The Research Ethics Board will review the research application to ensure that all of the rights
of human subjects identified above have been fully safeguarded.
4. No research activities are to begin until the applicant receives written approval from the
Research Ethics Board.
Appendix 12.3 - Page 2

5. The applicant will be notified (normally within 2 weeks) of any issues that need to be
addressed, deny or grant approval to proceed.
6. The decision of the REB may be appealed by the principal investigator(s) through the
standing Research Ethics Appeals Committee (REAPC), whose membership consists of:
• minimum of 5 members who are NOT members of the REB; 2 of whom have broad
expertise in research, at least one knowledgeable in ethics, and at least one external
member and none of whom are administrators
• selected for their expertise in the research process and in ethics
• some members of the RERC and others as needed, based on expertise needed
7. The principal investigator is responsible for notifying the REB immediately if any major
changes in the research methodology and procedures are anticipated and explanation of how
the rights of human subjects will be safeguarded. The research many not continue until
approval to do so is again granted by the REB.
8. Where the research is supported financially from external sources (e.g., CIF, OIT, Tri-Council
granting agencies), the principal investigator is responsible for the approved use of these funds
and for meeting all the reporting requirements of the granting agency.
Note: the College is not engaged in any research involving animals.
Appendix 12.3 - Page 3

Policy: Integrity in Research & Scholarship
Approved: Board of Governors, March 30, 2005
It is the responsibility of Seneca College to ensure that all scholarly and research activities
associated with the College adhere to accepted ethical, legal and integrity standards.
All individuals conducting research associated with Seneca College are responsible for
upholding the following principles as stated in the Tri-Council Policy statement (August 8, 2004).
a. recognizing the substantive contributions of collaborators and students; using
unpublished work of other researchers and scholars only with permission and
with due acknowledgement; and using archival material in accordance with the
rules of the archival source;
b. obtaining the permission of the author before using new information, concepts or
data originally obtained through access to confidential manuscripts or
applications for funds for research or training that may have been seen as a
result of processes such as peer review;
c. using scholarly and scientific rigour and integrity in obtaining, recording and
analysing data, and in reporting and publishing results;
d. ensuring that authorship of published work includes all those who have materially
contributed to, and share responsibility for, the contents of the publication, and
only those people; and
e. revealing to sponsors, universities, colleges, funding agencies, any material
conflict of interest, financial or other, that might influence their decisions on
whether the individual should be asked to review manuscripts or applications,
test products or be permitted to undertake work sponsored from outside sources.
Administrative Guidelines
The primary responsibility for ensuring the integrity of scholarly and research work rests with the
individuals involved in these activities. Seneca faculty and staff and all other persons conducting
research associated with the College are responsible for the integrity of their work and
upholding the principles and responsibilities as stated in the Tri-Council Policy Statement:
Integrity in Research and Scholarship. The College will provide and/or promote professional
development opportunities specifically related to integrity in scholarly and research work for
Seneca faculty and staff.
Allegations of failure to demonstrate integrity in research and scholarly work will be
investigated by the Associate Vice President Research & Innovation in consultation with
an academic integrity investigation committee.
Appendix 12.3 - Page 4

13. STUDENT PROTECTION STANDARD
Appendix 13.1 Academic Calendar Information
The College Calendar
www.senecac.on.ca
Mission Statement:
Strategic Plan 2004-2009– pg 2
Student Handbook – pg 2
Goals: Strategic Plan 2004-2009 – pg 4
2005/2006 Academic Calendar is accessible on
college Web site: http://www.senecac.on.ca
Full-time Calendar – pg 34
Financial Services Management – pg 28
Flight Program – pg 30
Integrated Environmental Site Remediation – pg 32
Software Development – pg 34
Newly approved (2005):
International Accounting and Finance
Human Resources Strategies and Technology
Informatics and Security
Not applicable
Academic Credential of the Board of Governors in
Full-time Calendar 2005-2006, page 296.
Academic credential of all Seneca faculty and
administrators are documented and on file with
Seneca’s Employee Relations Department.
The College Calendar is currently being updated to
include qualifications of the administrators and all
faculty teaching in the degree programs.
Subjects descriptions are listed in alphabetical
order on pp 193-285 of the Full-Time Calendar
2005-2006
Information
The organization’s mission and goal
A history of the organization and its
governance and academic structure
If the organization currently offers
degree programs, a general description
(e.g. purpose, outcomes, length) of
each degree program
http://www.senecac.on.ca/cfs/
http://aviation.senecac.on.ca/index.html
http://www.senecac.on.ca/cbe/iesr/
http://cs.senecac.on.ca/bsd
publication on website in progress
publication on website in progress
publication on website in progress
If the organization does not currently
offer degree programs, a general
description (e.g. purpose, outcomes,
length) of each diploma program
The academic credentials of faculty and
senior administrators (Dean and above)
Individual descriptions of all subjects in
these programs, and their credit value
Not applicable as this program as not
been approved as of yet.
View the Seneca College Calendar book included at the end of the binder. In addition the
College calendar can be viewed at this web site: http://www.senecac.on.ca/fulltime/
Appendix 13.1 - Page 1

13. STUDENT PROTECTION STANDARD
Appendix 13.2.1 Dispute Resolution
Source: Academic Policy 2005-2006 12.1, pp. 8-9 and Appendix C, p. 13
A student enrolled in a Seneca College program may appeal any final grade in a subject or any
decision by the College, following the recommendation of a Promotion Committee, with respect
to the student’s academic standing, continuation or status in a program, School, Faculty or the
College.
It is the policy of the College that a student who invokes this appeal process will be given a fair
hearing.
• Informal Appeal
It is best for both students and the College to resolve differences of opinion quickly and
informally. Therefore, a student who is dissatisfied with his/her final grade(s), program
status or College status, should discuss the matter with the faculty member(s) who
recommended the grade(s) and/or his/her faculty advisor, program coordinator or Chair
as soon as possible to see if a mutually satisfactory solution can be reached.
• Formal Appeal
If the student ahs been unable to resolve the matter under appeal to his/her satisfaction
through the informal appeal process, he/she may file a formal appeal with the College.
Assistance may be south from Counselling or from the Student Services Office.
• Procedure for Making Formal Academic Appeals (Academic Policy: Appendix C
12.2, 12.3, 12.4 )
This procedure is to be followed when making a formal academic appeal and should be
used only if the student has been unable to resolve the problem informally. If you have
not yet discussed the matter with your Professor, faculty advisor, program coordinator,
or Chair, please do this first.
At all stages of the formal appeal procedure, you have the right to address the
Committee to present your reasons for making the appeal. You should be prepared to
address the contents of your letter of appeal as well as any other information you believe
is relevant. The Chair of the Appeal Committee will also call the faculty member(s) who
recommended the grade(s) under appeal where applicable, and anyone else with
information relevant to the appeal.
First Level Appeal
1. Complete a First Level Academic Appeal Request Form and submit it to the
Chair of your School or Dean of your Faculty. Under “Detail of the Request for
Academic Appeal” include the nature of your appeal; the reasons for making the
appeal, and any factors which you believe would be helpful in considering your
appeal. You may, if you wish, contact Counselling/Disability Services or the
Student Services Office for assistance. In accordance with the Freedom of
Information and Protection of Privacy Act, you must fill out the section of the
Form authorizing the use of your academic records and any relevant
documentation, assignments, tests or examination. Your records and other
Appendix 13.2.1 - Page 1

documents to be referenced in the appeal will be distributed to the Appeal
Committee members, the faculty member(s) who assigned the grade, and to
yourself.
You must attach an appeal fee of $25.00 in cash or a receipt from the Cash
Office. This fee is a non-refundable administrative fee and covers all matters
under appeal.
2. You must submit the First Level Academic Appeal Request Form within one
month after final grades are made available.
3. Your appeal will be considered as soon as possible by a committee made up of
the Chair/Dean, or designate, and three faculty members who were not involved
in the original decision. At least one member of the Committee will be from
another School. You will be notified of the date, time, and place of the meeting
and invited to confirm your participation at the meeting. Please notify the Chair
of the Appeal Committee if you intend to address the Committee.
The Chair of the Committee will ask the faculty member(s) who recommended
the grade(s) under appeal to participate in the meeting. As well, the Chair may
ask anyone else with information or expertise relevant to the appeal, to
participate in the meeting. You may, if you wish, have one person present, who
will attend as an observer only. The same opportunity is extended to the faculty
member(s) who assigned the grade(s).
4. The First Level Appeal Committee will issue a written decision with reasons
within two weeks of the appeal meeting. You have the option of discussing the
decision with the Chair of the Committee within a period of one week following
the communication of the decision.
Second Level Appeal
1. Complete a Second Level Academic Appeal Request Form and submit it to the
Vice President, Academic, along with a copy of your First Level Academic Appeal
Request Form and a copy of the letter with the decision which you received from
the Appeal Committee Chair. You may, if you wish, contact
Counselling/Disability Services or the Student Services Office for assistance.
You should be prepared to discuss the written reasons given by the First Level
Appeal Committee. Also include any information you believe the Second Level
Appeal Committee should consider. In accordance with the Freedom of
Information and Protection of Privacy Act, you must fill out the section of the form
authorizing the use of your academic record and any relevant documentation,
assignments, tests or examination. Your records and other documents to be
referenced in the appeal will be distributed to the Appeal Committee members,
the faculty member(s) who assigned the grade(s), and to yourself.
2. The Second Level Appeal Request Form must be submitted within one month
after you have received the decision of the First Level Appeal Committee.
3. Your must attach an additional $25.00 fee or receipt from the Cash Office. Again,
this fee is non-refundable.
Appendix 13.2.1 - Page 2

4. Your appeal will be considered by a Committee made up of the Vice-President or
designate and three faculty members selected from a roster from other
Schools/Departments, none of who was involved in the Promotion Committee or
First Level appeal decision.
You will be notified of the date, time and place of this meeting. Please advise the
Committee Chair if you intend to address the group. The Committee Chair will
ask the faculty member(s) who recommended the grade(s) under appeal as
applicable to participate in the meeting. As well, the Chair may ask anyone else
with information relevant to the appeal to participate in the meeting.
5. The decision of the Second Level Appeal Committee will be final and will be
communicated to you, in writing, with reasons, within two weeks of the meeting.
Appendix 13.2.1 - Page 3

13. STUDENT PROTECTION STANDARD
Appendix 13.2.2 Fees and Charges
Source: Tuition Fee Policy, Academic Policy 2005-2006, 3.1-3.2, p.3; Tuition Schedule,
Academic Calendar 2005-2006, pp. 10-13.
Fees must be paid according to the schedule set by the Registrar’s Office in order to reserve the
space in class and to avoid payment of late fees. The due dates for 2005/06 academic year
fees are:
Fall Semester (new students) on June 15, 2005
Fall semester (returning students) on July 11, 2005
Winter semester (new students) on October 12, 2005
Winter semester (returning students) on October 28, 2005
Summer semester (new students) on March 10, 2006
Summer semester (returning students) on March 22, 2006
New students who do not pay fees will have their place in class cancelled automatically and
without further notice. Students whose fees are received by the College after the specified date
will be placed on a Waiting List, pending availability of space in the program.
Returning students who do not pay full fees by the date specified will be charged the applicable
late fees. Timetables will not be released to students who have not paid or made arrangements
to pay fees.
Full fees should be paid before the semester begins. For students with financial difficulty, a
partial payment will be accepted in certain circumstances. Those students must sign a
Promissory Note contract for the balance of fees. A $50 late payment fee will be assessed for
each infraction.
The fees must be paid in full not later than six weeks from the semester start date.
Appendix 13.2.2 - Page 1

13. STUDENT PROTECTION STANDARD
Appendix 13.2.3
Sudent Dismissal
Mandatory Withdrawal from the College (Academic Policy, 2005-2006 Section 13.2)
A Promotion Meeting, regularly or specially convened, may recommend to the Dean, or
designate, that a student be required to withdraw from the College. Such a College-initiated
requirement may be made before the normal completion date of a subject or program. The
basis of mandatory withdrawal may be a student’s behaviour; and/or attendance; and/or
performance; where one or all of these is detrimental to the learning process, or disruptive to the
aims and objectives of the College. The unexpended portion of fees may be rebated.
Minimum Acceptable Performance (Academic Policy, 2005-2006 Section 8.10)
Students who are not successful in two or more subjects during a regular day semester may be
required, on the recommendation of a Promotion Committee, to withdraw from full-time and/or
part-time studies for at least one semester. Part-time or partial load students will be assessed
in terms of minimum acceptable performance relative to the number of subjects carried.
Cheating and Plagiarism Penalties (Academic Policy, 2005-2006 Section 9.3)
The penalty for the second offence of cheating or plagiarism is an "F" in the course where the
offence occurred, a second comment on the transcript and suspension from the College for a time
period determined by the Academic Honesty Committee. When a student returns to the College,
he/she will be placed on Academic Honesty Probation. Any further violation of the Academic
Honesty policy will result in College initiated mandatory withdrawal for academic purposes.
Violation of Student Rights and Responsibilities (Student Handbook, Student Rights and
Responsibilities, 2005-2006, page 151)
Upon the determination that a violation of the Student Rights and Responsibilities has occurred,
the College shall take disciplinary action. This does not preclude the initiation of criminal or
other legal charges. The disciplinary actions include, but are not limited to: warning, restitution,
behavioural contract, probation, suspension and expulsion.
Warning – A written notification that continuation or repetition of conduct found to be in violation
of Students Rights and Responsibilities will be cause for further disciplinary action up to and
including dismissal. Upon graduation, a student may request that the Director of Resolution,
Equity and Diversity Centre remove the warning letter from his or her student file;
Restitution – Reimbursement for defacement, damage to, or misappropriation of property;
Behavioural Contract – An agreement between the College and the student, which specifies
certain conditions for the student to continue his or her studies. If the contract is broken, further
disciplinary action will be taken. The contract may be for a specific period of time or for the full
duration of the individual’s program. Upon graduation, a student may request that the Director of
Resolution, Equity and Diversity Centre remove the behavioural contract from his or her student file;
Suspension – A written notification of exclusion from classes and/or other activities for a
specific period of time. Suspension may include exclusion from a campus and property
belonging to the College;
Expulsion – Termination of student status.
Appendix 13.2.3 - Page 1

13. STUDENT PROTECTION STANDARD
Appendix 13.2.4 Withdrawals and Refunds
Source: new Charter Policy and Seneca Fee Policy, Academic Policy 2005-2006,
Appendix A, p.11; Academic Calendar 2005-2006, pp.10-11
Students who submit formal notification of withdrawal from a full-time program of instruction are
entitled to a refund of tuition and ancillary fees as follows:
• For Canadian and other students exempt from international student fees: within 10 th day
of scheduled classes, a refund of the full tuition and ancillary fees for the semester less
$100; and a refund in full of any tuition and ancillary fees paid in advance for the sequent
semester.
• For new students paying Semester 1 international student fees: semester one fees for
new students are non-refundable. If immigration authorities at a Canadian Embassy or
High Commission Office issue a letter denying the request for a study permit and this
letter of denial is submitted to the International Admission Office, then semester one fees,
less $200 will be refunded. Fees paid in advance for sequent semesters will be
refunded in full
• For returning students paying international student fees: within 10 th day of scheduled
classes, a refund of the full tuition and ancillary fees for the semester less $500; and a
refund in full of any tuition and ancillary fees paid in advance for the sequent semester.
• A full-time student reduces the course load in the program of study to part-time status
within the first 10 th day of scheduled classes, the refund and the part-time fee rates apply
only if the Office of the Registrar is notified in writing of the change.
• Student withdraws after the 10 th day of scheduled classes, there is no refund of any kind
for the semester
Appendix 13.2.4 - Page 1

13. STUDENT PROTECTION STANDARD
Appendix 13.3 Student Protection Information
Information on all matters related to College policies and their program of study (i.e., 13.3 a to r
in Guidelines, April 2004, p. 29) is made available to students through several publications:
• The College Web site: http://www.senecac.on.ca
• Academic Policies Book
• Students Rights and Responsibilities Handbook – distributed by Student Services
• The College Calendar (see Appendix 13.1)
• Subject Outlines – available in hard copy and/or on-line to all students enrolled in each
subject
Upon receipt of their tuition fees, the following form will be sent to potential students along with
a request that they return the signed form to the College when they register in the degree
program.
Appendix 13.3 - Page 1

CONFIRMATION OF STUDENT’S AWARENESS OF COLLEGE POLICIES
Element
How Students are informed
a method of course delivery Subject outlines
b academic honesty Academic Policy Book
c admissions The College Calendar and the College Web site
www.senecac.on.ca
d credit transfer arrangements
with and recognition by other
The College Calendar and the College Web site
www.senecac.on.ca
institutions
e credit transfer arrangements
for incoming students
The College Calendar and the College Web site
www.senecac.on.ca
f prior learning assessment The College Calendar and the College Web site
www.senecac.on.ca
g entrance examinations The College Calendar and the College Web site
www.senecac.on.ca
h dispute resolution The College Calendar and the College Web site
www.senecac.on.ca
i grading The College Calendar and the College Web site
www.senecac.on.ca
j intellectual property rights The College Calendar and the College Web site
http://www.senecac.on.ca
and the Academic Policies Book
k
ability of international students
admitted to the program to
meet program requirements for
degree completion
The College Calendar and the College Web site
http://www.senecac.on.ca
l payment of fees and charges The College Calendar and the College Web site
www.senecac.on.ca
m scholarships and other
financial assistance
The College Calendar and the College Web site
http://www.senecac.on.ca
n student complaints and
grievances
The College Calendar and the College Web site
http://www.senecac.on.ca
and the Academic Policy Book
o student dismissal The College Calendar and the College Web site
http://www.senecac.on.ca
and the Academic Policy Book
p student support and services The College Calendar and the College Web site
www.senecac.on.ca
q tuition The College Calendar and the College Web site
www.senecac.on.ca
and the Academic Policy Book
r withdrawal and refunds The College Calendar and the College Web site
www.senecac.on.ca
and the Academic Policy Book
Appendix 13.3 - Page 2

STUDENT PROTECTION FORM:
INFORMATION FOR TRANSFER
STUDENTS AT SENECA COLLEGE
The institutional requirements related to transfer agreements between post secondary
institutions are summarized in the Seneca College transfer guide which is published annually.
However, each institution has particular requirements and practices relating to admission of
students and the awarding of transfer credits. Students who are planning to transfer are
advised to refer to the appropriate institutional calendar and to consult with the registrar’s office
at the receiving institution.
The minimum requirements for the awarding of transfer credits are summarized in the transfer
guide. However, receiving institutions may limit admission to programs based upon availability
of resources and may grant admission based on other criteria besides academic performance.
Thus, while possession of academic prerequisites makes an applicant eligible for admission, it
does not guarantee admission to an institution or a particular program of study. The final
decision on the awarding of transfer credits rests with the board or senate of the institution
concerned.
Although most transfer is governed by formal agreements between institutions, a number of
students are successful in negotiating transfer to programs and/or institutions on an individual
basis. Students seeking special consideration are advised to consult with the registrar at the
receiving institution.
Changes to the transfer guide will occur over time as additional transfer agreements are made,
and existing arrangements are reviewed and revised. For definitive and up-to-date information
on any transfer arrangement, students should check the Seneca College web site at
www.senecac.on.ca.
Seneca College agrees to inform its applied degree students of any provisions for credential
recognition and credential transfer.
Appendix 13.3 - Page 3

I hereby confirm that I am aware of the policies of Seneca College pertaining to the
matters listed above as stated in the resource documents indicated and
verify that I have been duly informed by Seneca College of provisions for credential
recognition and credential transfer and attest to that fact by means of my signature on
this document.
Student Name (please print): ________________________________________
Student ID Number: _______________________________________________
Seneca College Program Name: _____________________________________
Date: ____________________________________________________________
_________________________________________________________________
Student’s Signature
Office use:
□ 1 copy to student
□ 1 copy in student’s file
Appendix 13.3 - Page 4

14. ECONOMIC NEED
Appendix 14.1 Evidence of Economic Need
A. Economic Forecasts
Early education and child development services are increasing and will continue to increase
over the next decade. There are several trends that contribute to the pressure for such services.
Labour Market Participation by Women
Since the 1960s the family wage has shifted from being the responsibility of one adult in a
household, to being a joint responsibility of both the man and the woman in a traditional family.
Statistics of labour market participation by women with preschool children from 1995 to 2003
indicate a steady increase from 68% to 75% across Canada. (The Big Picture: Early
Childhood Education and Care, Child Care Research Unit. Toronto, 2004) Statistics Canada
in their report The Daily published February 2005, gives figures for all ages of children, “Over
half of Canadian children were in some form of child care by 2000/01 and a quarter of them
were in a daycare centre…” There was an increase from 42% to 53% by 2001. Further analysis
showed that in addition to a change in numbers there was a change in the type of child care
used.
Of all children in child care in 2000/01, 25% were enrolled in a daycare centre
as their main care arrangement, up from about 20% six years earlier. The
proportion of children who were looked after in their own home by a relative rose
from 8% to 14%.
At the same time, the proportion of children who were looked after in someone
else’s home by a non-relative fell from 44% to 34%.
Child Care Availability and Labour Market Participation
Even though we have a national policy of financially supported parental leave for 12 months, on
average parents return to work at about the ninth month after starting their leave. Financial
pressure is the most common reason for an early return to work. There is a chronic shortage of
child care spaces and a more than one-year long wait for quality infant care
On September 1 st , 1997 a new child care policy was initiated by the Quebec government. The
Ministry of the Family began offering child care spaces for a fee of $5.00 per day per child. In
1997 4 year olds were eligible. By September 2000 the low fee policy applied to all children
aged birth to 59 months. By the end of 2002 there were a total of 163,000 spaces up from
77,000 in 1998. Research conducted and published in March, 2005 by Pierre LeFevre and
Phillip Merrigan, Low-fee ($5/day/child) regulated child care policy and the labour supply
of mother with young children: A natural experiment form Canada, showed that the
increased number of spaces and subsidy “had a large and statistically significant impact on the
labour supply of Quebec’s mothers with pre-school children.” The benefits of the low-fee policy
are in increased labour participation and better earnings. The Quebec experiment is being
watched closely by the other provinces and the Federal government.
Increases in the Number of Single Parent Households
The rate of divorce among Canadians peaked with the advent of no-fault divorce legislation in
1987. Subsequently rates for the country have leveled off at about 31%, higher in Ontario and
Quebec. The majority of divorces occur by year 5 of marriage. (Divorce: Facts, Figures and
Appendix 14.1 - Page 1

Consequences by Dr. Anne-Marie Ambert, The Vanier Institute of the Family. Ottawa,1998).
Since most divorces occur early in marriage, one in four children will experience the separation
of their parents before they start school. In Fact Sheet #1 – The New Canadian Family
published by Child and Family Canada, in 2000, states that “the number of families with children
under 12 in which parents are separated or divorced has tripled in the last 20 years.” And, that
“One child in five grows up in a family headed by one parent, usually the mother. More than half
of single parents raise their families on incomes below the Statistics Canada Low Income Cutoff
Point.”
When taken together, being a woman, working and being a parent in a single or two parent
household, child care becomes an economic necessity and access to quality regulated child
care an indicator of economic well-being and consequently a political issue.
The issue of accessible, quality child care has been a political football since the 1960s. Child
care became a shared expense between the provinces and the federal government through the
Canada Assistance Plan in part because women made up 20% of the work force. In Ontario,
the community college system was initiated and many of the colleges began offering a two-year
diploma in Early Childhood Education. Monies flowed for additional spaces and plans were
made to train practitioners. Today, we are in a ferment of new policy development and tax dollar
allocation in the child care human services sector. In addition to the pressure from increased
labour participation by women, pressure from the findings of research into brain development is
adding scientific evidence to social statistics.
Broader Scope of Practice
The 1990s were hailed as the decade of the brain. There was an explosion of new knowledge in
the field of neuroscience and in particular, the brain development in infants and young children.
The Early Years Study, co-authored by Dr. Fraser Mustard and the Hon. Margaret McCain,
published in 1999, synthesized findings from
“neuroscience, developmental psychology, human development, sociology,
pediatrics and the determinants of health learning and economic growth from
work in Canada, the United States and Europe to establish a framework of
understanding with respect to the early years of child development and the
effects on learning, behaviour and health throughout the life cycle.”
A major source of information for the study was provided by the National Longitudinal Survey
of Children and Youth (NLSCY). Mustard and McCain were able to provide scientific and
economic evidence that ignoring the early years will result in a greater social, economic and
human cost later on.
In The Early Years Study, the authors use the data from the NLSCY to show that in general
children in Ontario are not doing well. Analysis of the performance on vocabulary and math tests
which measure early brain development and predicts success in the school system and reports
of behavioral problems showed that 22 – 36 percent of children (depending on Social Economic
Status) are having difficulties with the majority from the middle class sitting at about 27%.
One of the key recommendations based on the number of children in trouble is that “children
from all socioeconomic levels can benefit from programs in early development and parenting.”
And that these programs begin early – from conception, and should be available and accessible
to all families who choose them. This is in contrast to the “patchwork” of services available to
families of young children “primarily for treatment, rather than an integrated system of centres
Appendix 14.1 - Page 2

for early child development and parenting”. This vision for children and families sees community
agencies and organizations working together to provide “seamless support and access to early
intervention for families in need.” That is, all families irrespective of income.
The recommendations of The Early Years Study have tremendous implications for the scope
of practice. To begin with, a new category of professional practice has been established. The
term “early development” incorporates child care, early intervention, family resource/support
work, etc. in other words, any service/program for families with young children. The early
development practitioner could be a parent/family educator, an early literacy/numeracy or family
literacy specialist, special needs consultant, lactation and nutrition support worker, early
interventionist, home visitor, to name a few. The need to work together and the broadened
scope of practice demands innovation in practice.
Multidisciplinary and Interdisciplinary Practice
There has been increasing frustration over fragmentation of services that “encourage singleproblem,
piecemeal strategies that treat bits of a child’s life when the evidence support crosssectoral,
interdisciplinary, multi-level strategies”. This prompted the creation of the System-
Linked Research Unit on Health and Social Service Utilization at McMaster University.
It is the way of the future in the delivery of programs and services.
Collaboration and service delivery partnerships have been seen as ways to maximize services
by eliminating overlaps, filling in gaps, cutting down on administrative costs and tearing down
silos of practice. The primary benefit is to the “client” child/family who does not have the
responsibility for determining gaps and finding services, organizing their lives around multiple
professional appointments but rather can access all necessary services and programs from a
single point of access. This is the ideal practice methodology for the delivery of early
development services as outlined in The Early Years Study. However, there are challenges for
professionals who are required to work in this way and many of these difficulties can be traced
back to professional education.
There are several barriers to the integrated delivery of services. Explicit training in
interdisciplinary collaboration is not always a part of professional education. There are historical
interprofessional and intraprofessional rivalries; varying levels of preparation, qualifications and
status; differences in language and jargon. There is increasing demand for professionals to
work together to deliver programs and services collaboratively. In-service training in social and
health services has focused on “team” case management. This approach once considered
exceptional is becoming the better practice. Pre-service education is changing to train new
professionals in the skills and knowledge required to work effectively in an interdisciplinary way.
Government Policy and Funding
Government funding initiatives have responded to these social, scientific and service trends.
National, provincial and territorial governments are developing policies and allocating funds for
additional early years programs and services. Most recently and most notably through the
Multilateral Agreement the previous Federal Liberal government committed a total of 3.2 billion
dollars to the end of 2008. On November 12, 2004, Ken Dryden (Social Development Minister at
the time) called for a national child care system.
Appendix 14.1 - Page 3

Prime Minister Martin in a speech to senior civil servants in Gatineau, Quebec on September
21, 2005 said:
“I am convinced that when future generations look back they will recognize in our pan-Canadian
approach to early learning, a project of nation-building in the same sense as universal
medicare."
Early care and learning is being positioned as a key to the success of Canada as a competitive
world nation.
With a change in government in the last Federal election the national child care plan has been
shelved by the Conservatives. There continues to be debate and advocacy. The advocates
hearken back to the original premise that an early education and care system will make Canada
a productive and competitive world nation. Most recently the report Starting Strong II by the
Organisation for Economic Co-operation and Development (OECD) showed that of 20 first world
nations reviewed, Canada was 20th in spending on child care. This prompted the opposition
parties to support Bill 303 to support a national child care system.
In May 2006, the Report on Business and the Report on Business Television commissioned
a survey to be administered across the country. In the survey 150 business executives were
interviewed for their comments and opinions on productivity. Their responses were summarized
as follows:
“Almost two-thirds of executives believe child care policy is linked to productivity.
Those who support this view see connections between child care and more
labour participation, and fewer distracted parents.
The majority felt access to good daycare is important to hiring and keeping
people.”
In Ontario through increased federal funding there has been the development of the Ontario
Early Years Centres – one in each provincial riding to provide one point access to programs and
services for families with babies and preschool children. This initiative resulted in 2,200 new
jobs in the GTA alone. The services include speech and language services, early literacy and
numeracy specialists, pre-natal/parenting education, early assessment and intervention,
nutrition and health services. First Duty; Healthy Babies, Healthy Children; Canadian
Prenatal Nutrition Program have all started in the last 10 years. The newest in a long lineage
of programs is the Best Start Initiative. This ambitious program was designed to increase the
number of child care spaces by 25,000 over three years by providing care for four year olds,
emphasizing interdisciplinary collaboration amongst childcare, education and health
professionals to ensure that children are ready to enter school and experience success.
Although forced to downsize because of the change in Federal government funding, the first
phase was completed and thousands of spaces were created in new child care centres in
September 2006. The province of Ontario continues to pursue Best Start objectives.
Most social service government and foundation funding cannot be accessed unless there is
clear collaboration and integration of services. An example is Health Canada’s Canadian
Action Program for Children (CAPC). Breaking the Cycle funded through CAPC has no fewer
than eight partner agencies and organizations in the delivery of programs to families with
substance abuse issues. Early child development specialists work closely with addiction
counselors, health professionals, child protection workers and community developers. In some
Appendix 14.1 - Page 4

cases the professionals started with ECE training and added health, addiction counseling
qualifications. Funding and policy initiatives continually shape the way services will be delivered
which in turn influences the preparation of professionals.
Implications for Pre-Service Early Development Education
The expansion in early development services to families translates into a pressing need for
more highly and broadly trained practitioners. The traditional preparation for child care, an ECE
diploma, is an excellent foundation for working directly with children in partnership with families.
However the diversity of programs and services now being offered to families and their young
children require additional skills and more sophisticated knowledge. On May 17, 2007, Bill 187
(the Budget Measures Act) containing legislation for a College of ECE received Royal Assent
from the Lieutenant Governor of Ontario. Once the College of ECE begins operating, a higher
level of training may well be mandatory. An ECE diploma will be the minimum entry standard
with additional requirements – an early child development degree - for work with greater
responsibilities hence more skills and knowledge. The parallel and essential change is the rate
of remuneration. The human resources committee which supported the development of the
College of ECE was clear that higher standards require higher wages and better benefits and
working conditions. Demand for the graduates of a four-year degree program in child
development will continue to increase as the field grows and changes. Future professionals will
be attracted to, and stay in, the field.
Additionally, agencies delivering services and program for families in the process of
implementing new social service delivery models that stress an interdisciplinary and
multidisciplinary approach will be seeking professionals with a broader knowledge and skill
base.
Labour Market Predictions
In Ontario, there is a commitment on the part of government to develop comprehensive,
universally accessible early child development programs. Over the next decade with continued
federal funding, many new jobs will open up and many existing jobs will be upgraded. The
Ontario Early Years Centre network resulted in 2,200 jobs in the GTA alone, while the Best
Start initiative in its first phase predicts the need for at least 3,000 new practitioners over three
years. Early child development training coupled with a degree has become the preferred
combination of qualifications for Kindergarten teachers. In the near future all Ontario
jurisdictions will have a program for four-year olds.
Our advisory committee represents organizations from the GTA where almost half of the jobs in
the field in Ontario are to be found (Labour Market Analysis HRDC). The members come from
child care, early intervention, children’s mental health, education and social service sectors.
They confirm over and over again that it is difficult to attract and keep qualified staff.
Balancing the retirement of the baby boomers with a lower birth rate and increased funding,
HRDC predicts average to good job prospects in all the related job areas over the next five
years.
Appendix 14.1 - Page 5

B. Student Survey Results
In-house Survey
The demand from students matches the demand from the field. An in-house survey conducted
by the School of Early Childhood Education in April 2005 among first-year, second-year,
accelerated, and apprenticeship ECE students showed that 65% of those students would take a
degree program if it were offered at Seneca. An analysis of one of the key questions posed:
“Would you be interested in taking the Early Childhood Education degree at Seneca” showed
that 198 students of the 305 surveyed responded “Yes”. This figure represent the potential
student demand for the proposed degree from our existing pool of diploma students. A blank
copy of the student survey is attached on the next page.
Graduate Satisfaction Survey
The graduation figures from 2000-2004 shows that on average 287 students graduate from the
Seneca ECE program every year. Statistics gathered from the 2000-2004 Graduate
Satisfaction surveys show that on average 27% of Seneca’s ECE diploma graduates go on to
pursue a degree after graduation. That translates into the potential for perhaps 2 cohorts of
ECE diploma graduates interested in the proposed degree program.
The Graduate Satisfaction survey also shows that of those ECE graduates who went on to
university, 89.6% go into education or social services. The 3 streams of:
• development/special needs,
• teaching/learning, and
• family services/interdisciplinary practice
in the proposed degree will be of interest to these university bound ECE graduates. Note: these
figures do not include graduates who work for a year and then pursue a degree later nor do they
include practitioners in the field who, after working between 3-5 years in the field, decide to go
back to school full time to pursue a degree.
C. Letters of Support
Our advisory committee members and the organizations they represent have made their
support concrete through the provision of letters of support for the degree program. They have
also made a commitment to provide field placement and work co-op opportunities. Letters of
support have been received from:
• Adventure Place
• Family Day
• Community of Maple Child Care Services
• North York General Hospital (Child and Adolescent Ambulatory Health Services)
• Toronto District School Board
• York Child Development and Family Services
• York Region (Early Intervention Services of York Region)
Appendix 14.1 - Page 6

Survey conducted by the School of Early Childhood Education in April 2005.
Appendix 14.1 - Page 7

Appendix 14.1 - Page 8

Endnotes
Dr. Anne-Marie Ambert , Divorce: Facts, Figures and Consequences. The Vanier Institute of the
Family. Ottawa, 1998.
Child Care Research Unit, The Big Picture: Early Childhood Education and Care. Toronto, 2004
Child and Family Canada, Fact Sheet #1 – The New Canadian Family. Ottawa, 2000,
Pierre LeFevre and Phillip Merrigan, Low-fee ($5/day/child) regulated child care policy and the
labour supply of mother with young children: A natural experiment from Canada. Montreal
Institute for Research on Public Policy, March, 2005
Dr. F. Mustard and the Hon. Margaret McCain, The Early Years Study (Reversing the Real
Brain Drain: The Early Years Study, Final Report). Government of Ontario, Toronto, April 1999
Statistics Canada, The Daily. Ottawa, February 2005
Statistics Canada, National Longitudinal Survey of Children and Youth. 2002 -2003 (Cycle 5.)
Ottawa, 2005.
Organisation for Economic Co-operation and Development , Starting Strong II. September, 2006
Appendix 14.1 - Page 9

14. ECONOMIC NEED
Appendix 14.1 Evidence of Economic Need
Letters of Support
Appendix 14.1 - Page 10

Appendix 14.1 - Page 11

Appendix 14.1 - Page 12

Appendix 14.1 - Page 13

Appendix 14.1 - Page 14

Appendix 14.1 - Page 15

Appendix 14.1 - Page 16

Appendix 14.1 - Page 17

Appendix 14.1 - Page 18

Sent by email
2 Trethewey Drive, 4 th Fl., Toronto, Ontario M6M 4A8 • Tel: (416) 394-2104 • Fax: (416)
November 1, 2006
Dr. Rick Miner, President,
Seneca college of Applied Arts and Technology
1750 Finch Avenue East
Toronto, Ontario M2J 2X5
Re: Proposal for a Bachelor of Applied Arts Child Development
Dear Dr. Miner,
I would like to include my support of Seneca’s Proposal to offer a Bachelor of Applied Arts
Child Development program.
Since 1989 I have been affiliated with the Toronto District School Boards Parenting and Family
Literacy centres. The programs invites families and young children from birth to six years old
into our school system to help familiarize families with the schools, build home school
partnerships and prepare children for school entry. This evidence-based program was a model of
exemplary programming referenced in the Early Years Study by Dr. Fraser Mustard and the Hon.
Margaret Norrie McCain. I am currently the Early Years Manager responsible for the 54
Parenting and Family Literacy centres across the city. My role includes liaising with other early
year’s programs such as Ontario Early Years Centre and Family Resource programs that operate
within our system.
This position has given me the opportunity to hire, train and place many early childhood
education students over the years. Parental involvement programs have long recognized that
most early childhood education graduates have a strong understanding of early childhood
development and practice, but very often lack the knowledge of how to work with families. If
we want our children to reach their optimal potential, it is critical to support and educate parents
and caregivers in the role they play in their child’s early learning. Allowing students to acquire
specialized knowledge and training in Education, Development and Child and Family Service
models will produce graduates with the much needed experiences and understanding of working
with the whole family.
The TDSB Early Years Dept. promotes working together as an integrated early years team. In
keeping with the Provinces Best Start Vision and the “school as a hub” model, parenting,
childcare and kindergarten teachers collaborate to offer as seamless a day as possible for our
Appendix 14.1 - Page 19

youngest learners. Students graduating from this program will have a stronger knowledge of the
school system and the role the family plays in education.
Finding qualified staff who has this broader scope of practice continues to be a challenge. I
believe that Bachelor of Applied Arts Child Development program will produce more skilled
early development graduates who are trained in working in integrated early learning
environments. The TDSB early years Dept look forward to providing placement opportunities
for potential students.
Respectfully,
Ruth Sischy
Early Years Manager
Toronto District School Board
2 Trethewey Drive
Toronto
M6M 4A8
416 394 2067
ruth.sischy@tdsb.on.ca
Appendix 14.1 - Page 20

Sent by email
York Child Development
& Family Services Inc.
17310 Yonge St., Newmarket, Ontario L3Y 7R8
Tel: 905.830.1888 Fax: 905.830.1454
October 10 th , 2006
Dr. Rick Miner, President,
Seneca College of Applied Arts and Technology
1750 Finch Avenue East
Toronto, Ontario. M2J 2X5
Re: Proposal for a Bachelor of Applied Arts Child Development
Dear Dr. Miner,
York Child Development & Family Services declare their full support for the applied degree in Child
Development through Seneca College.
York Child Development & Family Services Inc. (YCD) is a non-profit agency serving the northern
part of York Region for the past 21 years. We operate licensed child care in five school locations;
we are the lead agency for Ontario Early Years Centres, York North, and the corporate sponsor for
Community Action Programs for Children (CAP-C) in York Region (Markham and Georgina).
The Executive Director is the current co-chair of the Best Start Network (instrumental in the
development of the Integrated Implementation Plan for York Region Submitted to the Ministry in
January 2006), a member of the Pre-natal to Six subcommittee of the Advisory Forum for Children,
Youth & Families, a community member on the “York Region District School Board” Literacy
Steering Committee, part of the Triple P Implementation Committee, and a member on the Early
Identification Committee (assisted in developing the Red Flags Document for York Region).
In order to promote the optimum development of children through the delivery of high quality early
learning and care programs and services we support the need for quality and evaluation. Training in
child development, health, education, special needs, resources etc is required in order to fully
support the maximum potential of each child we support in our programs.
The quest for a well-rounded child has increased our need for more knowledgeable and diverse
educators, able to consciously make opportunities available for literacy, science, sensory and
cognitive experiences for the child to absorb.
In the event that this proposal is successful, YCD would be happy to support the degree however
possible. We would certainly be willing to host students in placements/co-op. It is the hope of this
agency that this proposal be approved to support the high quality of staff in Early Child
Development settings.
Respectfully,
Joy Vance, Executive Director
York Child Development & Family Services Inc,
OEYC, York North
Appendix 14.1 - Page 21

Appendix 14.1 - Page 22

Appendix 14.1 - Page 23

15. NON-DUPLICATION OF PROGRAMS
Appendix 15.1 Similar/ Related College Programs
Overview
A review of all the degrees offered by community colleges across Ontario clearly indicates no
overlap with the B.A.A. – Child Development. The emphasis is management or a particular
approach to behavioural disorders. George Brown offers a consecutive ECE/BA with Ryerson
University but does not confer the degree. Almost every college offers an ECE diploma which
has articulation possibilities with local universities.
The college has on file (available upon request) the research undertaken to complete Appendix
15.1.
1. Institution: Algonquin College
Program Name and Credential:
Early Childhood Education Diploma
Program Description:
This two-year diploma program prepares students to become teachers of children in a variety of
preschool and educational settings. The education of young children demands a high level of
personal and professional enthusiasm. The curriculum includes field placement, as well as
courses in observation, child development and curriculum development.
Analysis of Similarities and Differences:
Similarities:
The courses in the diploma program closely resemble the first and second year courses of the
proposed degree in content. The focus is on the development, care and education of children
from birth to age 12. The program includes three field placements.
Differences:
The major difference is the proposed degree is a four-year, eight-semester program. The
additional two year/four semesters includes in depth study in early education, detailed
understanding of emotional exceptionalities, and theory and practice in emerging models of
family services.
Appendix 15.1 - Page 1

2. Institution: Sheridan College
Program Name and Credential:
Early Childhood Education Diploma
Program Description:
There is a special pleasure in helping young children grow and develop to their maximum
potential. Sheridan's Early Childhood Education (ECE) Program prepares students to work with
children up to twelve years of age in child care environments. Students in the program will
develop their knowledge and skills in areas such as child development and best practices in
early childhood; the early childhood educator's role and responsibilities; the importance of play
in children's learning; curriculum design and implementation; human relations and human
diversity; program models in early childhood; and the promotion of pro-social behaviour.
Program similarities and Differences:
Similarities:
The two–year diploma covers similar topic areas as the first two years of the proposed degree.
The diploma program includes three field placements.
Differences:
One major difference in the program is the emphasis on a particular approach to teaching
preschool children. Sheridan specializes in teaching the High Scope approach to early
education. Most colleges take an eclectic approach. In the proposed degree the High Scope
approach may be examined but the underlying philosophy in the B.A.A. is the Constructivist
approach. The Constructivist approach provides the theoretical underpinnings for being eclectic.
The additional two years of study in the proposed degree allows for greater depth of learning in
early education, understanding and working with children with social/emotional special needs
and practice in emerging models of family service.
Appendix 15.1 - Page 2

3. Institution: Loyalist College
Program Name and Credential:
Human Services Management Degree
Program Description:
The B.A.A. in Human Services Management is an interdisciplinary degree designed to prepare
graduates to meet the complex leadership needs of Canada’s rapidly changing human services
sector….This program will be of interest to recent secondary graduates, graduates of diploma
programs such as Developmental Service Worker, Early Childhood Education, Social Service
Worker, Youth and Child Care Worker, Business, Recreation and Leisure Services and to
professionals working in these fields. The program is offered on a full or part-time basis.
Analysis of Similarities and Differences:
Similarities:
The two programs are both in the social services area. They both have courses in program
planning, relevant legislation, adult education, diversity, advocacy, research and advocacy.
Each requires a 14-week work co-op work placement.
Differences:
There are very striking differences. As the title of the Loyalist degree implies management and
leadership is the focus of the program. There is an emphasis in the theoretical courses on
psychology and sociology. These appear to provide the underpinnings for the more practical
courses in strategic and program management, business and finances and governance and
labour law, to cite a few examples.
There are no courses in early education, children with special needs, play therapy, case
management, interdisciplinary practice. The proposed B.A.A. in Child Development clearly
addresses the knowledge and skill required by a teacher/practitioner working with young
children and their families.
Appendix 15.1 - Page 3

4. Institution: George Brown College
Program Name and Credential:
Early Childhood Education: Consecutive Diploma/Degree Program leads to an ECE diploma
after two years and a Bachelor of Applied Arts degree from Ryerson University after 4 years.
Program Description:
This program enables students to gain skills and knowledge through a unique system of
alternating blocks of classroom theory and field practice. George Brown’s program provides
theoretical and practical training with infant, toddler, preschool and school-aged children. The
program trains students to work with children aged six weeks to 12 years, in a variety of early
childhood education settings.
Analysis of Similarities and Differences:
Similarities:
The diploma program provides the foundation for further studies in the Ryerson degree program
in the same way that the first year and a half (approximately) of the B.A.A. Child Development
provides a foundation for the more specialized courses in second through fourth year. There is a
focus on child development; health, safety and nutrition; observation; curriculum planning;
working with families; children with special needs and legislation and advocacy.
Differences:
Although the diploma from George Brown is comparable to the first 2 years of the proposed
degree, the degree part of the Ryerson program provides students with fewer program hours
and courses. The emphasis is on teaching, with a wide choice of professional subjects. The
combination of fewer courses and more choices provides students with breadth, but not depth.
Further analysis of the Ryerson degree can be found in Appendix 15.2.
Appendix 15.1 - Page 4

5. Institution: St. Lawrence College
Program Name and Credential:
Bachelor of Applied Arts – Behavioural Psychology
Program Description:
This new program is the first undergraduate degree in Canada that provides a comprehensive
program of studies in the rapidly growing field of Behavioural Psychology. This four-year degree
will provide both classroom instruction as well as 1,100 hours of supervised placements in three
different community agencies. Governments and agencies are increasingly recognizing
behavioural approaches as “best practices” in many fields such as autism and corrections.
Analysis of Similarities and Differences:
Similarities:
The Bachelor of Applied Arts in Behavioural Psychology prepares graduates to work with
children and adults with a variety of disorders. The behavioural approach is to teach alternate
behaviours and to promote the integration of clients as much as possible into society. The
graduates could find themselves in early child development settings teaching young children
with behavioural difficulties. They could be working side by side with graduates of the proposed
B.A.A. in Child Development (who have additional training in Applied Behavioural Analysis). The
overlapping course content includes human development, introductory psychology, ethics,
special needs, professionalism and professional communication, research methods and
application, observation and assessment.
Differences:
The B.A.A. in Behavioural Psychology clearly trains students to work with behavioural disorders
and according to a particular approach. The proposed degree is broader in scope and
philosophy. Graduates of the proposed degree will find themselves in mainstream early child
development settings utilizing an eclectic range of strategies and approaches. The course
content clearly reflects this difference. The proposed degree in Child Development is focused on
play and learning. Any developmental abnormalities are approached through play therapy.
Working with families and colleagues in an interdisciplinary manner is central to the course
work. Courses focused on diversity, family dynamics, family partnerships, interdisciplinary
practice and case management, reflective practice, environmental design are distinctive to the
proposed degree and missing from the B.A.A. in Behavioural Psychology. The B.A.A. in
Behavioural Psychology is focused on Pyschology, behavioural analysis, disorders, group
therapy and behavioural counseling.
Appendix 15.1 - Page 5

15. NON-DUPLICATION OF PROGRAMS
Appendix 15.2 Similar/ Related University Programs
Overview
The proposed B.A.A. in Child Development is distinct from other related degrees offered in
Ontario Universities. Although there are five undergraduate programs that look at family, child
and early education, the B.A.A. in Child Development fills gaps left by these other programs
both in content and the level of application.
The college has on file (available upon request) the research undertaken to complete Appendix
15.2. The college found that there are not more than (5) similar or related existing programs
offered at Ontario universities that could have been listed.
1. Institution: Carleton University
Program Name and Credential:
Child Studies B.A. (Honours) four-year program
Child Studies B.A. (General) three-year program
Program Description:
At Carleton University we offer a unique, interdisciplinary approach to child studies, in the liberal
arts tradition. Courses in Psychology and Sociology form the core our program, providing you
with a thorough understanding of child development, changing social values and ethnicity. The
program also provides a solid foundation for working in Canada’s multiethnic, multilingual
society. Additional courses in the arts and sciences ensure a breadth of background, as well as
the ability to critically analyze, evaluate and respond to a variety of issues which affect the lives
of young children and their families.
The interdisciplinary nature of our program provides something that no degree in a single
discipline can give – a broad, multifaceted approach that exposes you to social, psychological,
cultural, historical, ethical and other factors affecting the development of young children.
Analyses of Similarities and Differences:
Similarities:
The foundational child development courses are similar to those in the proposed degree. As are
the courses in exploration of ethical and diversity issues related to families and children.
Differences:
The emphasis in the Carleton degrees is on Psychology, Sociology and Research. The
programs are highly theoretical, with little practical application. Unlike the proposed degree,
these programs do not include:
• theory and practice in the care and education of the youngest children;
• field or co-op work with children and families;
• evidence of interdisciplinary case work management; nor
• evidence of application of play therapy theories and techniques.
Appendix 15.2 - Page 1

2. Institution: University of Guelph
Program Name and Credential:
Bachelor of Arts (B.A.)
Family and Child Studies (FCS)
Program Description:
Department of Family Relations and Applied Nutrition, College of Social and Applied Human
Sciences.
Family and Child Studies is offered as a minor in the honours program. It is designed to provide
students with an opportunity to pursue interdisciplinary studies which have a specific focus on
human development over the life span and on the applied questions which relate to the needs of
children and the functioning of families. Elective courses may be chosen to emphasize the
family, the child, or a combination of the two.
Analysis of Similarities and Differences
Similarities:
The foundational child and human development courses in the Guelph program are similar to
those in the proposed degree. As well as the courses in family dynamics, parenting and
nutrition.
Differences:
These courses at Guelph provide a minor in Family and Child Studies as part of a general B.A.
whereas the B.A.A. in Child Development is a four-year program focused on the theory and
practice of working with families and children in a variety of capacities.
There is no evidence of:
• theory and practical skills in care and education of young children;
• field placement or coop experience;
• interdisciplinary case management with families; nor
• exceptionality in children, ethics and reflection in practice, legislative environment,
diversity issues in services and programming or therapeutic strategies.
The Guelph degree dedicates only five credits in the general B.A. towards a minor in Family and
Child Studies.
Appendix 15.2 - Page 2

3. University of Guelph Humber
Program Name and Credential:
Bachelor of Applied Science (Early Childhood Services) Diploma in Early Childhood Education
Program Description:
Our innovative Early Childhood program combines the theoretical foundation of a degree in
child studies with a diploma that enables you to develop a strong skill set through a variety of
field placements. The curriculum focuses on the physical, social, emotional and cognitive
development of young children within the context of the family and community including family
relations, policy, curriculum, research methods, nutrition, leadership, communication, public
management, program development, and counseling. The academic rigor of our program
ensures that you will have the breadth and depth of knowledge to pursue a professional career
at the leadership level in any field of early childhood services. In addition, you will be well
positioned to pursue further studies in specific therapeutic approaches, a faculty of education or
graduate program.
Analysis of Similarities and Differences
Similarities:
The Guelph Humber program has comparable courses in: introductory psychology, sociology,
human development, health, safety and nutrition, curriculum development and program
planning, family dynamics, children with special needs, observation and assessment,
communication with families and communities, administration, statistics and research
methodology, professionalism, policy development, and leadership development.
Differences:
The Guelph Humber program has 35 courses in total and 6 field placements. The B.A.A. in
Child Development has 48 courses, 3 field placement plus a 14-week co-op work placement.
The Guelph Humber program includes additional courses in community development and
program evaluation, counseling for families, and administration. The B.A.A. in Child
Development offers additional courses in the teaching of math, science and early literacy,
developmental psychopathology, play therapy theory and strategies, infant mental health
issues, interdisciplinary practice and case management, applied research, and designing
programs for adults.
Appendix 15.2 - Page 3

4. Institution: Ryerson University
Program Name and Credential:
Bachelor of Arts (Early Childhood Education)
Program Description:
The Bachelor of Arts (Early Childhood Education) program offers a combination of academic
studies and professional education including practicum experiences. Diverse learning
opportunities prepare students to work with children from birth to age eight in a variety of
settings for children and families that enhance their development, learning and healthy
adaptation. The courses link theory with field practice that is undertaken in child care programs,
public schools (early primary classrooms), special needs programs, family resource centres,
children’s hospitals and other related settings.
The School’s curriculum follows the University’s tripartite curriculum model with core
professional courses, professionally-related electives and liberal studies electives. The first two
years emphasize the foundational courses in child development, observation, curriculum, history
and philosophy of early childhood education, professional practice, family contexts, working with
children with special needs and becoming an effective learner and professional.
These first two years provide a common foundation for the two options which follow in years
three and four: the Child and Family Studies Option…the Education Option, which prepares
students for teaching in the early primary classroom. The two options share common lists of
professional electives.
Analysis of Similarities and Differences:
Similarities:
Both degrees offer the following courses in common: child development, observation,
introductory psychology and sociology, curriculum planning, children with special needs,
literacy, mathematics and science teaching, partnerships with families, diversity, research
methodology and application, reflective practice.
Differences:
There is a significant difference is in the number of courses required in each degree. Graduates
of the Ryerson B.A. degree will have completed 38 courses, vs 48 courses in the B.A.A. in Child
Development (not including field placements).
The B.A.A. in Child Development requires coursework in ethics, legislation, policy development
and advocacy, health, safety and nutrition, interdisciplinary practice, case management,
developmental psychopathology, play therapy theory and strategies, infant mental health
(attachment, stress, trauma), early intervention, screening and assessment, and designing
educational programs for adults.
In the Ryerson B.A. many of these courses can be taken as professional options, but the
students are not required to take them.
Appendix 15.2 - Page 4

5. Institution: Brock University
Program Name and Credential:
Child and Youth Studies, B.A. (Honours and 3-year degree)
Program Description:
The Department of Child and Youth Studies offers a four-year program leading to the BA
Honours in Child and Youth Studies, a three-year B.A. Pass degree and a concurrent B.A. (3
year Pass) degree/BED degree program in child and youth development theory and its
application. Each program integrates psychological, sociological and educational perspectives.
Analysis of Similarities and Differences:
Similarities:
The Brock and Seneca degrees both offer a broad range of courses covering: human
development, learning theories, teaching methodology and content, interdisciplinary practice,
psychology/ psychopathology, sociology, diversity issues, and research methods. Both require
field placements and include some courses on preschool children.
Differences:
The Brock calendar presents a complex program of Pass/Honours options and combined Major
programs. The emphasis is on older children, with a focus mostly on exceptionalities.
Appendix 15.2 - Page 5