file copy tkwantlen degree proposal assessment … agendas/2002... · page 3 under address equity...

ttKwantlenUNIVERSITY COLLEGE

Distribution

Barbara DugganRobert FlemingLurie GagneDana Goedbloed ChairColin HaighBevin Heath AnsleyCasey McConillJudith McGillivrayBarb Melnyk RecorderKaren Metzger ObserverSusan Morris

Shahnaz QayumiLinda RogersRobin Russell

Dieter Thoma

FILE COPYAGENDA

DEGREE PROPOSAL ASSESSMENT COMMITTEE

Wednesday March 6 2002 415 to 600pmSurrey Campus Room G2105

1 Call to Order 415 Dana Goedbloed

2 Confirmation of Agenda Dana Goedbloed

3 Approval ofMinutes February 6 2002 Dana Goedbloed

4 ChairsReport Dana Goedbloed

5 Letter of Intent Adventure Tourism altd 430 Karin LemieuxScott

ArmstrongRCoteau

6 Associate of Science Pathways cited 500 Brian Carr

7 Health Unit Coordinator Program Criteria for Computer Prerequisite 520 Mary MacCulloughattd

8 Program Developers Implementation and Review Meetings to be 540 Dana Goedbloed

distributed at mtg9 600 Dana Goedbloed

DPAC Orientation Package all d10

Next Meeting Wednesday April 10 2002 415 pm G210511

Adjournment

Present

Absent

Guests


Wednesday February 6 2002 415pmSurrey Campus G2105

Robert FlemingLucie GagneDana Goedbloed ChairColin HaighBevin Heath AnsleyCasey McConill

Barbara DugganLinda RogersRobin Russell

Dieter Thomas

Mary MacCulloughGordon LeeBrian Carr

2 Confirmation of Agenda

The agenda was approved by consensus

KwantlenUNIVERSITY COLLEGE

MINUTES

1 Call to Order

The Chair called the meeting to order at 415 pm

Judith McGillibrayBarb Melnyk RecorderKaren MetzgerSusan Morris

Shahnaz Qayumi

3 Approval of Minutes

Page 3 Under Revisions to the Technology Program in the statement DPACrecommended that bridging advice be inserted in the Kwantlen calendar add that wouldmeet the prerequisites of all components of the programMoved by R Fleming seconded by S QayumiTHAT the revised minutes of February 6 2002 be approvedMOTION CARRIED

4 ChairsReport

The Chair reported that she attended the Education Council meeting on MondayFebruary 4At the request of the Vice President Learning the DPAC Recorder will schedulemeetings with degree and non degree program developers for the purpose of seekingfeedback on the implementation phase of each program This would includeconsultation with the service areas to determine the programsimpact on human and

DegreeProgram Proposal Assessment CommitteeMinutes February 6 2002Page 2

budgetary resources It was agreed that meetings would be scheduled during DPACsregular meeting on May rand beginning at 330pm on May 15

On discussion it was suggested that it would be helpful to provide a framework for themeetings specifically to establish a pattern for the interviews and develop questionsthat would be asked consistently at each interviewACTION The Recorder will provide a list of programs for the next DPACmeeting

5 Proposed Changes to General Business Studies

Gordon Lee attended to answer questions He stated that General Business Studies hasbeen in place for the past nine years The proposed changes will provide more flexibilityfor core business studies and will make it easier for students to move into the BBAProgram as long as they meet the English requirementsMoved by R Fleming seconded by L GagneTHAT DPAC approve that in addition to core requirements Business Studiesstudents will take six additional 2300 or 2400 level courses from at least two of

Accounting Business Computer Business Systems Economics and MarketingMOTION CARRIED

6 Initial Development Team IDT Members Massage Therapy Degree

Brian Carr attended to answer questions The Program Concept for a Bachelor ofTechnology in Massage Therapy is about to proceed to the Letter of Intent stage The EDTmembership reflects the potential range of fourth year content plus commitment in theinstitutional partnershipMoved by S Morris seconded by J McGillivrayTHAT DPAC approve the CDT members for the Massage Therapy DegreeMOTION CARRIED

7 Followup Health Unit Coordinator Program Hours Breakdown

At the last meeting DPAC asked for a detailed breakdown regarding the revised HealthUnit Coordinator Program Mary MacCullough provided the following informationMedical Terminology currently 80 hours New hours will equal 100 hours This willinclude approximately one extra hour per chapter It will allow students more time to focuson medical terminology definitions and medical conditionsPharmacology currently 40 hours New hours will equal 50 hours Hospital observationday 75 hours has been implemented to give students an understanding surroundinghospital procedures unit coordinator responsibilities and the organization of a hospitalunit The remainder 25 hours have been allocated for memorizing and using drug namesand their systemsThe Chair thanked Ms MacCullough for clarifying issues from the previous meeting

8 Health Unit Coordinator Program Hours ChangeIn discussions with hospital preceptors and advisory committee members it wasdetermined that the Health Unit Coordinator practicum was too short 152 hours To allowstudents the opportunity to experience a more rounded and successful practice practicumhours will be increased to 168 hours

Note I do not have a motion in my notes Is one required

DegreeProgram Proposal Assessment CommitteeMinutes February 6 2002Page 3

9 Review of Letter of Intent Format for Continuing Education

The following revisions were suggestedPage 2 Under Rationale for Program Length include examples such as industry orprofessional standards other benchmark programs level of skill developmentDelete Rationale for level of credential

Under Purpose add andor industryUnder Educational Effectiveness rewrite List the components of the programaddress educational effectiveness etc

Page 3 Under Address equity add examples of types systemic barriersUnder Delivery 3 bullet rewrite as What will the provisions be for Prior LearningAssessment

Under Labour Market Demand include Estimated student demand for theprogram Under Estimated market for graduates of this program include salary forgraduates and estimated salary five years following graduation Under Evidence insupport of this estimated market add Provide a brief analysis in support of anyattachments Require data to substantiate the demandPage 6 in the 3 paragraph add in parenthesis and are not restricted to thefollowingPage 7 change 2 signature line to read Chair Degree Proposal AssessmentCommittee

10 Review of Process for DPACsRecommendations to Program Developers

The Chair advised that a formal process has been developed to ensure that DPACsrecommendations will be communicated in a timely manner and that program developerswill be made aware of expected timelines for the completion of revisions

At this point in the meeting the Chair asked members to provide their input about whetherproponents should be asked to leave the room when a motion is being considered byDPAC Members expressed both positive and negative concerns about proponentsremaining in the room during discussion Since clarification is sought when the review ofdocuments is completed DPAC members do not believe that proponents need to be presentwhen a motion is on the floor Although inclusiveness and openness of communication areimportant members indicated they would prefer to have proponents leave the roomfollowing presentation and review of the document

11 Review of Signoff Sheet for DPAC RevisionsThe Chair informed DPAC members that once all recommended revisions are made on the

document she will signoffand inform proponents of the next Education Council meetingdate

12 Next Meeting Wednesday March 6 2002 at 415pm Surrey Campus G2105

12 Adjournment

The meeting adjourned at 535 pm

Submitted by

Names of Developers

Codevelopers

Phone LemieuxFax

Email

Name of Director

Division

c KwantlenUNIVERSITY COLLEGE

NEW PROGRAM CONTINUING EDUCATION

LETTER OF INTENT

ADVENTURE TOURISM

Karin Lemieux

Scott Armstrong

John Reed Karin Lemieux

604 5992783604 5992729KarinLemieux @kwantlenca

Ron Coreau

Venture Programs

February 27 2002

1 BASIC INFORMATION

a

b

c

d

New Program CE Letter of IntentAdventure Tourism

Title of Proposed Program

Proposed Start Date of Program

Program Length

Rationale for Program LengthNine hundred twentyfive 925 hours allow sufficient time to cover the essentialcomponents of the program

e Credential to be Awarded to Graduates Adventure Tourism Certificate

In the process of earning the Kwantlen certificate students will also earn the followingcredentials from industryrecognized institutions qualified to provide certification

Wilderness First Aid International Wilderness First Aid Associates Vancouver

Apprentice Sea Kayaking Guide Association of Canadian Sea Kayak GuidesDay Backpacking Guide Association of Canadian Mountain GuidesOpen Water Scuba Diving Professional Association of Diving Instructors PADIBicycle Touring Guide Cycling BC

f Rationale for level of credential

The length of the program is consistent with the minimum requirements for a KwantlenUniversity College Certificate It also complies with the minimum of six 6 coretheoretical courses and the five 5 technical field skills courses outlined in the BritishColumbia core curriculum for an Adventure Tourism program 2001 2002See Appendix B page 10

ADVENTURE TOURISM

September 2002

Ten months925 hours

2 PURPOSE AND BENEFITS OF THE PROPOSED PROGRAM

a Purposei To prepare students for employment in the adventure tourism sector for both local

and international destinations

ii To prepare students to develop a business in adventure tourism find employment inguidingorcontinue studies at a diploma level

iii To provide students with certification for the technical field skills from industryrecognized providers

b The following components ensure the programseducational effectivenessi The program includes business fundamentals courses that may lead to business

leadership in an established firm or to selfemploymentii The program includes a broad foundation in knowledge of botany zoology geology

and the native cultures of British Columbia

iii The program includes a variety of classroom learning activities such as team projectsoral presentations and other employability skills See Appendix A

c Will the program ladder or bridge into further study or other educationalprograms Yes as per the BC Adventure Tourism Certificate Program Provincial CoreCurriculum Handbook Appendix B page 8i Outdoor Recreation Diploma Capilano Collegeii Adventure Tourism Diploma University College of the Cariboo

022702Page I

a Description of the students for whom the program is intended

3 TARGET POPULATION

022702

New ProgramCELetter of IntentAdventure Tourism

The program is ideal for individuals who are physically fit and enjoy outdoor activityand show strong leadership and communication skills Applicants may also have a stronginterest in the impact of adventure tourism and outdoor recreation on the environmentThe program is also suitable for persons seeking new careers or requiring retrainingStudents could be individuals seeking employment as

adventure tour guidesmanagers of an adventure tourism businessnatural history interpretation guidesheritage interpretation guides

b Will there be provision for PLAR Yes An interview or demonstration of experiencemay be required as applicable

Expected annual intake 24

c Address equity This program addresses systemic barriers in the following ways

i Recruitment and testing Recruitment will be done through the ContinuingEducation Catalogue brochures our Website advertising in local papers and industrypublications and information sessions

ii Culture Students from various cultural and ethnic backgrounds are particularlywelcome since tourism is a global industry A cross cultural approach will establish aconsistent and sensitive teaming environment by acknowledging different learningstyles and maintaining positive attitudes toward heritage cultures

iii Evaluation The program will concentrate on giving positive and reinforcingevaluations that are authentic in application This will include extensive formative aswell as summative evaluations

iv Access Financial Aid assistance will be available to help students access theprogram Students will have access to the Learning Centre and counselling serviceson campus Students with disabilities who may not be able to complete certain fieldbased components of the program because of personal safety issues will beaccommodated with negotiated options

4 CURRICULUM AND DELIVERY

a A summary description of the program

This ten month full time certificate program is based on the British Columbia provincialcore curriculum 2001 2002 for Adventure Tourism trainingCurriculum highlights are as follows

Introduction to Adventure Tourism

Group Leadership and Interpersonal SkillsWilderness Travel TheoryInterpretation Skills Natural HistoryInterpretation Skills First Nations studiesBusiness Communications

Business Management

Page 2


Legal and Risk ManagementWilderness First Aid

Accounting for Small BusinessField Studies Backpacking Bicycle Touring Sea Kayaking and Scuba DivingPracticum

b Ways in which the program will be delivered

i Classroom related instruction Students will study theory components in aclassroom setting which will include lecture discussion case studies studentpresentation and group work

ii Reality learning environment Field studies will take place in a variety ofwilderness environments located in the Lower Mainland

iii Practicum Work in adventure tourism related host organizations unpaid 250hours as per the provincial curriculum

5 EXTERNAL CONSULTATIONS

a Other educational institutions providing similar programs and results ofconsulting with them

i David Freeze Chair of Provincial Adventure Tourism Articulation Committee andChair of the Adventure Tourism Programs at University College of the CaribooHe has been offering ongoing guidance regarding the development of the proposedprogram since May 2001 David tells us that there is tremendous interest in this areaand that he expects that the Kwantlen program will have no impact on the enrolmentfor the UCC program except to provide them with even more students since theKwantlen program will ladder into the UCC diploma

ii Terry Hood Centre for Curriculum Technology and Transfer There are ongoingdiscussions about the development of the proposed program He supports thisprogram development and recommends close adherence to the provincial outline

iii Greg Gjerdalen Coordinator Outdoor Recreation Program Diploma CapilanoCollege He commented that applicants to their program may receive credit forcourses from KwantlensCertificate Program which is designed to ladder into theirdiploma program As with UCC their program has many applicants for fewpositions

b The following industries were consulted

An extensive industry consultative process was conducted in April 2001 to determineadventure tourism trends and types of employment opportunities available In generalthere is lots of opportunity in this area not only in southwestern British Columbia butalso across Canada and in many other areas of the world See Industry ResearchSynopsis Appendix C

0227102Page 3

022702


6 INTERNAL CONSULTATIONS

Impact of the program on a specific area eg staffing budget equipment space and otherfactors notedAdmissions Leanne Tellier Wendy MacNicoll Nov 1 01Admissions are only affected when opening Continuing Education registration mail andpassing it on

Educational Advising JeffKuah Nov 101There is very little impact Students inquiring about tourism programs are sent back to thecoordinator for detailed information

Counselling Susan Morris Nov 101Susan discussed new program proposal at departmental meeting Nov 6 The consensus wasthat all new programs impact counselling in some fashion Scott Armstrong and KarinLemieux to present the program in detail to the Counselling Departments at a timeconvenient to them to answer any questions they have after program approval agreed it

Library Phyllis Liu Chris Pfahl Nov 501There is minimal effect on collections she suggested the program budget for referencebooks

Financial Awards Naomi Stuart Nov 101No impact on staffing

Graduation Officer Zoe Johnston Nov 101There may be a slight increase in workload with 24 new graduates each year

Facilities Barry Mohring Nov 101There is no expense to his area

Communications Manager Peter Chevrier Nov 1 01There is no impact at the moment

Bookstore Rita Laurendeau Nov 1 01

Will create space for texts

Human Resources Grace Rusrulka Novl 01

Three to four new instructors should not be a problem

First Nations Coordinator Darlene Willier Nov 601Consulted with Darlene regarding the First Nations Interpretation Course Agreed to meet ata later date to exchange ideas on the curriculum development for that particular course

Page 4

7 LABOUR MARKET DEMAND

a Number of students expected to graduate from this program annually 24

b Estimated market for graduates of this program

Graduates from this program may be employed in the following capacities

Senior Management includes business owner school owner camp administratormarketing manager risk manager consultant and technical skills examiner

Professional Guide includes senior guide senior instructor yacht master operationsmanager and program coordinator

Operational Positions includes operations support assistant manager guideinstructor programmer naturalist interpreter sales and marketing

Entry Level positions includes assistant guide assistant instructor frontline workeroperations logistics camp counsellor and social programming

Adventure Tourism is considered seasonal it has several overlapping seasons in BritishColumbia and therefore operates all year round Tour companies also operate in warmweather destinations in winter for example in Costa Rica and Baja California Mexicowhere adventure tourism is becoming more popular

More Canadians spend their holidays at home increasing local tourism Travellers arealso becoming more health conscious and are attracted to outdoor activities

Given the present base of over2100 jobs in southwestern British Columbia theexpectation that this area is growing and the reality that people will leave the occupationand move between jobs as the occupation expands there could be an annual growth of200 or more positions a year

New graduates can expect to earn from 75 to 200 per day After 5 years of experiencepersons can expect toeam from 200 to 500 per day

c Evidence in support of this estimateBC Wilderness Tourism Association

Tourism in British Columbia is a major component of our Gross Domestic Productgenerating over 9 billion in revenues in 2000 The adventure tourism sector generatedover 1 billion in direct revenues and created 15000 fulltime jobs in 1999

British Columbiastourism sector is growing by 4 5 annually adventure tourism isthe fastest growing segment of the tourism industry achieving annual growth rates of 910 British Columbiaswilderness tourism is a leader in the global tourism marketplaceand provides a sustainable valueadded forest product

Human Resources Development CanadasLabour Market Summary and EmploymentTrendsOutlook on Outdoor Sport and Recreational Guides latest report availableIn British Columbia this occupation is expected to grow much faster than the average forall occupations between 1998 and 2008 Total job openings new jobs and jobs due toretirement and death in relation to the below average size of this occupation andcompared with other occupations are excellent

022702


Page 5


One fifth of all outdoor sport and recreational guides in BC work parttimeOpportunities for selfemployment are very good as 368are selfemployed in theprovince

See Appendix D

8 SPACE CONSIDERATIONS

a Where will the program be offered Richmond

b How much and what kinds of space will be needed One classroom

c What space modifications will be required None

d Will this space be available by intended start date of the program Yes

9 COSTS

Estimated preparatory costs 5500

The intention is to apply for internal curriculum development funding GAP in springof 2002 if it is made available for Ventures programs Curriculum Development

Promotion 5000

Estimated ongoing costs 2500 per year

Faculty and staffrequirements

Faculty FTE 75 60500

Total FacultyStaff cost 60500

Other operating and ongoing costs 2950student

Capital costs None

Equipment and computers for faculty staff and classrooms

Student expenses based on enrollment of 18 53100

Student expenses based on enrollment of 24 70800

Expense Range 126600 to 144300

PROJECTED REVENUE

Tuition fee 7200studentBased on Minimum Enrollments of 18 students

One full time program @ fees of7200 x 18Projected revenue based on minimum enrollment 129600Based on Maximum Enrollments of 24 students

One full time program @ fees of7200 x 24Projected revenue based on maximum enrollment 172800

Revenue Range 129600 to 172800

Surplus Range 3000 to 28500

022702Page 6

INTERNAL APPROVALS

Director Venture Programs Ron Coreau Date

Chair DPAC Dana Goedbloed Date

Chair Education Council Robin Russell Date

PRESIDENTSSIGNATURETo be affixed upon the approval of Education Council

Name Date

022702


Page 7

New Program CELetter of IntentAdventure Tourism

APPENDIX A

Employability Skills

The following Employability Skills are integrated into this program

Creative thinking and problem solving skillsAnalyzing current and predicting future trends in the industrySolving problems that arise while leading an adventure tourism groupAnticipating problems and solutions relating to a specific outdoor itineraryFinding directions in the wildernessPlanning extended wilderness group itinerariesDetermining how best to conduct field studies with the least amount of trauma tothe environment

Analyzing legal cases involving adventure tourism clients and suggestingmethods for avoiding certain risksAnalyzing an injury and providing corresponding treatment

Oral skills

Making in class presentations on interrelated tourism sectors to group participantsDelivering instructions for a set daily or weekly scheduleDelivering a lesson on natural history to clientsPresenting business proposals to a groupDiscussing current issues in a groupCommunicating with an injured party to alleviate anxiety and pain

Interpersonal skills

Communicating with all parties in an adventure tourism groupGiving clear orders to individuals or groups in an emergency in the wildernessCommunicating with clients from all over the world

Teamwork and leadership skillsExercising group leadership by following set itineraries and time frames of a tourKeeping a group calm in an emergency

Personal management and entrepreneurial skillsAssessing personal attributes and abilities as they relate to employment in theindustryExercising personal time management at all timesPreparing a business plan for an adventure tourism businessUtilizing time management skills effectively during an accident or injury

Writing skillsPreparing research paper identifying travel motivatorsPreparing itineraries and activitiesPreparing a lesson planResearching information from a specific climatic zone and compiling a naturalhistory report on that areaComposing a variety of business correspondence

8

Preparing an insurance coverage planReading skills

Reading textsReading case studiesReading samples of professional and unprofessional business correspondenceReading and memorizing medical terminology

Visual literacyIdentifying flora and fauna in the field from visual imagesReading maps and compasses in the field

Mathematical skills

Calculating permissible weight of equipment and food for wilderness travelPreparing a financial planStudying profit and lossCosting insurance premiumsCosting legal fees

Intercultural skills

Communicating with groups from a variety of cultural backgroundsInterpreting and communicating with First Nations groups

Technological skillsWorking on the computer to complete writing and accounting assignmentsResearching the Internet for adventure tourism related information

Citizenship and global perspectiveIncorporating an awareness of global environmental issues into adventure tourismplanning

APPENDIX B

British Columbia Core Curriculum

for Adventure Tourism Certificate Program

gcPROVINCIAL ADVENTURE TOURISM

CERTIFICATE PROGRAM

Program Description and Linkwith other Programs

THE BC PROvEMAL ADVFMURETOURISmLs for

CERTWICATE Is designed to prepareentry level work within the adventure tourismindustry Graduates of the programsmost likely to find work on a seasonal fulltbnebasis Depending upon the background of theapplicant and the particular focus of the programthis may be in a guiding capacity or an operationssupport role

Examples ofwork Certificate Program graduatescould apply for Include front line assistant guidesassistant Instructors or leaders In the outdooreducation field Support roles might includeequipment management physical plantmaintenance trip packing and preparationdrtving remote amp management etc

This certificate program also allows graduates todevelop a range of advanced credits and apply foradmission to the two year Captlano CollegeOutdoor Recreation Management DiplomaProgram or the University College of the CaribooAdventure Travel Guide Diploma Program

Certificate programs may provide either a broadbased curriculum that covers greater scope of theindustry with less depth or a more narrow scopewith greater depth Certificate programs will varyIn terms of their ability to articulate with diplomaprograms depending upon their curriculum anddelivery models Certificate program coordinators

Field Based Topics Technical SkillsPrerequisites

should regularly determine the transfer optionsavailable to graduates who are Interested to entryto provincial programs and snake this informationreadily available to prospective and currentstudents

Certificate Programs AdmissionRequirements and PLAR

Certificate programs are intended to be entry levelprograms but still have minimum admkstonsrequirements These may vary slightly amongdifferent programs and institutions Someprograms may use a selecUtmsaeerdng process toshort list candidates rather than accept candidateson a first come basis A personal Interview and ademonstration of experience andor Interest maybe required

Educational RequirementsBC Grade 12 or equivalent

Math 11 or Math 051 or equivalent withat least a C standing

6796 on the combined English 12 andGovernment Exam within the last 5Years

Level 3 on the Composition section ofthe Language Proficiency Index aPwithin the last two years

Completion of English 050 with a Bstanding or better

Equivalent English program

Applicants to certain programs may be requiredto demonstrate experience and a level of

8

DRAFT B h Columbia PTP Proincial Aiinnture TourirmCertificate Program Core Carrielutn

technical skill In certain activities to meetprogram prerequisites These will be assessedby means of resume and field book logs and Insome caws by practical fieldtestingPrior Learning Assessment and Recognition

Inorderor

to provide recognition for learningoutside of formal educational institutionsIncluding volunteer work lifelong learningIndustry training professional certification etcstudents will be able to apply for and receiveadvance credit for certain topicscausesthrough a PLAR process For example studentshaving a current wilderness first aid credentialmay be exempted from this core courseCredits

The document refers tocedits as anInstitutional standard with three academiccredits being the storm for a 45 hour classroombased college or university course The termunit could be substituted for credits by someInstitutions

Th programs feature academic coursespractical fieldwork training or a combination ofboth

Delivery Practices GuidelinesIt is expected that all institutions choosing to offerthis provincial program will deliver all learningoutcomes outlined for each topiccourse andfollow the contact hours framework outlined Inthis document

It is also expected that field based technical skillcourses will be offered after consulting with andreceiving permission from the appropriateIndustry associations The courses will need to betaught according to the Individual associationdelivery and terrain standards

Program at a GlanceThe PIT Adventure Tourism Certificate ProgramIncludes a minimum of 30 college level aedits orequivalent and is offered over approximatelyseven months The program Ls a blend of coretopics and optional specialty topics It also has ablend of theoretical academic and field basedcontent which will vary according to the programsee diagram

A T eoretktic content Introducesstudents to a wide variety of tourist and bushesrelated topic and focuses on adventure tourismand small business operations These are 3 creditor equivalent courses and most often delivered Ina classroom setting with six courses creating amandatory core There are a number of othertheoretical based courses that are listed that roundout the aurttulum

R recbrdcsl Skills field based wntmt LsIntroductory In nature and 1s usually tied toIndustry association technical skill standards andcertification Topicscourses have a 2 credit orequivalent value Wilderness First Aid Is a corecourse and needs to be Included In the PTPCertiflwte program An additional four technicalskills topicscourses chosen front the suggested listofspecialty topics should also be includedTechnical skills are often taught In blocks whichmeans that students may be on fieldtrlps Fornumerous days at a time Intense studentparticipation is required

DRAFT British Columbia PTP ProtneidlAdenrure Tourirm Certificate Program

Core C o r r ie n lum

Minimum 30 college level credits or equivalent

SkillsTCtwminimum 4 from suggested list

total St of credits

PTP Provincial Adventure Tourism Certificate

A Theoretical TopicsCoursesmostly classroom basedBased on 3 credit or unit 45hour courses Not allInstitutions will have the same course names butcore course learning outcomes for each topicshould be metThe list of spectalty courses isIntended as a guide only

Core Program Courses

A1 Introduction to the Adventure TourismIndustry

A2 Business Communications

A3 Guiding Leadership and GroupManagement

A4 Entrepreneurship OR Business of AdventureTourism

45 Legal Liability and Risk ManagementA6 Introduction to Natural History Landscape

and Heritage Interpretation

EntrylevelEmployment

Outdoor RecreationAdventure Travel

Guide DiplomaProgram 2 years

Optional Spedalty CoursesA8 Wilderness Travel Theory

A9 Computer Applications

A10 Accounting for Small Business411 Human Resource Management

A12 Operations Management

A13 Marketing

A14 Work Experience Practicom 13creditsTransferable to all provincial PIP Provincial TourismManage mot Diploma Progresstransferable to Capiam College Outdoor RecreationManagement Diploma Program

transferable to University College of the CaribooAdventure Travel Guide Diploma Program

0

0

O10

DRAFT B h Columbia PTP Provincial Adventure Tourism Certificate ProgramCore Curriculum

B Technical Skills Field BasedTopicsCoursesWithin each Individual program a minimum offour technical skill courses plus Wilderness FirstAid will be required to graduate Courses will varyfrom program to program with delivery standardsfor each skill area set by the recognized Industryassociation This list 1s provided as an example andis not Intended to be exhaustive

Field courses are usually two credits orequivalent and usually 50 60 hours In lengthwith some exceptions

Core Program Course

1 Wilderness First Aid

Optional Spedalty Courses2 Introduction to Whltewater Kayaking3 Introduction to Whltewater Canoeing4 Introduction to Whitewater Rafting5 Swiftwater Rescue 1

6 introduction to Sea Kayaking7 Introduction to Sall Cruising

8 SCUBA Open Water Diving

9 Introduction to Hiking

10IneroduNon to Mountaineering11 Introduction to Rock Climbing12 Introduction to Alpine Skiing Telemarking or

Snowboardhng

13Introductlon to Winter Badtcountry y Travel14 Avalanche and Safety for Ski Operations15Introductlon to Power Boat Operations16 Introduction to Cycling

17 Etc

11

DRAFT B h Columbia PTP Proincial Adensure TourismCertificate Fragrant Core Curriculum

Telephone and Tradeshow Interview Feedback

Re Adventure Program ProposalFebruary 23 2001

Growing market moving towards day tours higher margins for operators

Corporate travel a desired segment by all operators many executivescoming from Washington

Operators looking for strong interpersonal skills first business skills arenot required or are of reduced importance

Program will have little trouble filling with candidates due to sex andsizzle appeal of the industry

Reality is that for most Adventure Travel remains a part time secondincome business

Some operators have benefited from the aging boom while others thinkthe demographic shift will be benign for their company

BC has a plentitude of local cottage operators many with limitedmarketing skills to look for clientele abroad

Larger BC companies would gross 200000 to 300000 per year Few ofthis size of company

Few large players locally GAP Butterfield and Robinson andCrossroads are larger Canadian based out of Toronto or internationalcompanies

Concem that a younger candidate will not have the interpersonal maturityto work effectively with clients ie 1923

Program should train candidates to operate their own businesses as thereis a degree of market saturation for full time employment opportunities

Markets for high school programs are increasing as school boards reduceinhouse budgets

Many operators were not aware of the most popular activities desired byBoomers such as bird watching and hiking they were still thinking of thehigher adrenalin activities

Telephone and Trade Show Interview Feedback February 2001

Subject Industry Research Synopsis

Date compiled April 2001

Content Selected contacts and input

John Reed CEOOcean West ExpeditionsBox 3322

Garibaldi Highlands BCVON 1T0

6046885770

Kwantlen University CollegeAdventure Tourism

Program

A strong local opportunity exists for boutique soft adventure travel products on a day or 34 daybasis Given the strong inbound tourist market including the growing cruising industry thereremain several untapped market opportunities

Shawn Hodgins PresidentWanapitel Canoe17393 Water Street

Peterborough ONK9H 3L7

705 7453721

Our family has been in the adventure travel business before it was an industry 1962 We haveseen a strong increase in the number of tours we offer both in Ontario and the rest of CanadaFinding guides that have the necessary field skills interpersonal experience and businessoperations knowledge is always one of our challenges

Karen Scott OwnerScott Walking Adventures18 Beach Street

St Martins NBEOG 220

800 2628844

In our area of Canada adventure tourism continues to grow To succeed in this industrycandidates need to have solid business skills and leverage other companies strengths to theiradvantage

Sea to Sky Expeditions1061181688 AvenueDelta BCV4C 3C5

6045947701

We would not want to be anywhere else in North America Vancouver is the internationaldestination of choice Where else can you offer world Bass adventure travel products year round

Understanding who your dients are and their needs and focusing on this is essential for longtens success

Cathy Frost OwnerBike by the Sea45 Woodgarden CrScarborough ONM1E 3K3

1888BIKEPEI

We started several years ago running a tour or two each season We now have our summersfully booked and are considering expanding to conduct more than one tour at a time As a cyclingenthusiast this is great but keeping up with the business of cycling is very time consuming

Jerry Mallett PresidentThe Adventure Travel Society Inc6551 S Revere Parkway Ste 160Englewood ColoradoUSA 801113036499016

The Adventure Travel industry needs to continue to develop a formal training infrastructure toestablish benchmarks of quality You have a world Bass business opportunity in BC that is onlybeing partially realized World dass service to your dients will also be important to the future

Maureen Hunter OwnerUnlglobe Hunter Travel Ltd4409100 Blundell Road

Richmond BCV6Y 3X9

6042732719

We run a highend retail operation that is increasingly get requests for adventure tour productsThis market is growing It has always been a challenge to work with this industry as so manyoperators seem to be working part time our operation is 24X7 we need our suppliers to be thesame

John Glasgow CoownerWildrock Outfitters

169 Charlotte St

Peterborough OntK9J 217

7057459133

From both a self serve perspective to guided tours we are having a challenging time keeping upwith the outdoor industry Our floor space has had to be expanded 2 times over the past 3 years

Tim and Judy Cushman OwnersWolverine Mountain Guide Outfitters

Box 25

Wells BCVOK 2R0

Radio Phone H424307

Our intemational client base continues to be where most of our clients come from Both my wifeand I with we had the business background to better access this market We are in themountains here and it is tough without understanding marketing on the Internet

Rudy Massimo DirectorOutward Bound OntarioRR 4 Lakefield OnKOL 2H07056525291

The youth adventure travel market is one that Outward Bound continues to penetrate Parentsand educators are increasingly realizing the value of outdoor experiences for youth in terms ofpositive self esteem self knowledge and leadership

Scott Armstrong CEOExplorations Adventure Travel Inc9051 Glenbrook Crt Ste 101Richmond BCV7A 2T1

6042415841

The industry has a big market demand with a lithe industry infrastructure We as an industry arenot effectively handling the opportunity we have Our image as an industry must be more reliableand adhere to professional benchmarks in terms of certification and client service

Herbert Michaud OwnerDrake Bay ResortAPDO 988150 Patmar Norte

Osa Costa Rica0115067712436

The American and German markets continue to come to us in larger numbers each year Wenever seem to have enough guides with the appropriate qualifications and interpersonal skillsthat is a valuable combination for us

Marilyn Cole DirectorCOTERC Science Research Costa RicaEstacion Biologica Cafio PalmaTortuguero Costa Rica0115063814116

As a science research station we are increasingly modifying our operations to cater to adventuretravel requests Individuals seem to cherish the chance to work on a scientific research projectand will pay well for it The amazing thing is that this is occurring without any active effort on ourpart

W ildcmcssTourism Assococialion

Ate

BC Wilderness Tourism Association

Inside IITA febrile

Our Mission

MakingOur Case

Code ofPractice

Pinninggiuide Book

WTAMembership

NcolourOperators

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SECURING OUR LAND BASE

PROTECTING OUR INVESTMENTS

hitpwwwwildernesstourismbccakaschtml

Making Our Case

BCs wilderness tourism industry recognizes the following

Tourism in BC is a major component of our Gross Domestic ProductGDP In 2000 tourism generated revenues of almost 10 BillionTourism is BCs largest landbased employer 130000 full time directjobs and growing by 45 annuallyWilderness tourism is the fastest growing segment of the tourismindustry achieving a 910 annual growth rate In 1999 BCswilderness tourism sector generated I billion in direct revenues andcreated 15000 full time jobsWilderness tourism is a sustainable and valueadded forest product afinished product rather than raw material To use financial analogywilderness is the principal and our businesses thrive on the interestgenerated by the principal Sound sustainable business practicesrequire that we protect this principal by safeguarding wildernessBCs wilderness tourism is a leader in the global tourism marketplaceThe future of our world class tourism product is dependent on a secureland base This issue must be addressed by BCs land use managementpractices

To ensure that the development of wilderness tourism in BC is viable andsustainable we must address these key factors

Environmental protectionRegional economic healthSupportive relationships with local communitiesImpacts on local cultureQuality guest experiences

BUILDING OUR STRENGTH

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11 Human Resources Devetoppemen1 desDevelopment Canada ressources hwnaines Canada

OccupationalProfiles

Outdoor Sport and Recreational Guides6442

Greater

VancouverSouthwest BritishColumbia

BasicInformation

Duties andRequirements

EmploymentLevels

LabourMarketSummary

Training 1Associations

Show All

Labour Market Summary Glossary

Employment TrendsOutlook

In British Columbia this occupation is expected to grow much faster than the average forall occupations between 1998 and 2008 Total job openings new jobs and jobs due toretirement and death in relation to the belowaverage size of this occupation andcompared with other occupations are excellent

The average age of outdoor sport and recreational guides in BC is 37 years old which isslightly lower than the 38year average for all occupations

Just over onehalf of these guides in BC work in the other service industry while 288are employed in the accommodation food and beverage service industry

These workers are also called outdoor adventure guides

The information in this profile was current as of the date below Salaries employmentoutlook educational programs and web site addresses are subject to change Please checkthe information before you make career decisions based on the profile

Researched and produced in 1999early 2000

Terms and Conditions

Onefifth of all outdoor sport and recreational guides in BC work part timeOpportunities for self employment are very good as 368 are selfemployed in theprovince Outdoor sport and recreational guides can expect to work irregular hoursincluding evenings and weekends The work may be volunteer parttime seasonal or on

Page 1 of 2

http Imi imthrprofileasp tangeprovBCgeo5619platltitleaocc6442opt 22702

6g4faa contract basis Shift work and split shifts are common

These guides work outdoors often in wilderness conditions The work can be strenuousOutdoor sport and recreational guides may be away from home for long periods Theymay be required to work unpredictable hours andor continuously in some seasonsdepending on the weather Some may be required to lift up to 25 kilograms

Women account for 123of all outdoor sport and recreational guides in BC comparedwith the 462average for all occupations Visible minorities represent71of thesepositions compared with the alloccupation average of 157 and Aboriginal peoplemake up 65 compared with 26

The average salary forfull time and fullyear workers in this occupation in BC is poorcompared with the average for all occupations In 1996 these workers earned an averageof23356 per annum compared with the alloccupation average of39445 Some ofthese workers may receive compensation in the form of piecework Others may haveopportunities to participate in employee ownership programs

Page 2 of 2

Basic Information I Duties and Requirements Employment Levels 1 Labour Market SummaryTrainingAssociations Show All

a Back Home Francais

Cana

Important notices

Lest updated 2001 0S 04

httplmiimthrprofileasplangeprovBCgeo5619plat1titleaocc6442opt 22702

BasicInformation

Dories andRequirements4

EmploymentLevels

Labour

ummatSummaryTraining 1

Associations

Shot All

IHuman Resources Deaeloppemem desDevelopment Canada ressources humaines Canada

OccupationalProfiles

Tour and Travel Guides6441

Employment TrendsOutlook

Greater

VancouverSouthwest British

Columbia

Labour Market Summary Glossary

In British Columbia this occupation is expected to grow as quickly as the average for alloccupations between 1998 and 2008 Total job openings new jobs and jobs due toretirement and death however in relation to the average size of this occupation andcompared with other occupations are excellent Most job openings will occur as tour andtravel guides transfer to other occupations or leave the labour force

With rising household incomes smaller families and an increasing number of olderpeople who are more likely to travel more people are expected to travel on vacation andto do so more frequently than in the past Expansion of business related travel and therising number of foreign visitors will continue to positively affect travel sales Thereforeas travel sales increase employment of tour and travel guides is projected to grow asleast as fast as the average occupation

The average age of tour and travel guides in BC is 34 years which is lower than 38yearaverage for all occupations Almost 60 of these workers are between 15 and 34 yearsold Young people are generally attracted to this occupation because of minimal entryskill requirements and the seasonal and parttime nature associated with these positions

The majority 65 of tour and travel guides in BC are employed in the other serviceindustry while95 are employed in the transportation industry

Tour wholesalers and operators in the Lower Mainland employ full time and parttimeseasonal tour and travel guides during peak business periods and in response to businessgrowth

Page 1 of 2

httpImiimthrprofileasp tangeprov13Cgeo5619plat l titleaocc6441 opt 22702

ySThe information in this profile was current as of the date below Salaries employment

outlook educational programs and web site addresses are subject to change Please checkthe information before you make career decisions based on the profile

Researched and produced in 1999early 2000

Terms and Conditions

Almost onethird of all tour and travel guides in BC work parttime There are goodopportunities for self employment as 136 are selfemployed in the province Tour andtravel guides can expect to work irregular hours including evenings and weekends Thework may be volunteer parttime seasonal or on a contract basis Shift work and splitshifts are common

Although the work is not physically demanding tour and travel guides may be requiredto stand and walk for long periods of the working day Some may be required to lift up to5 kilograms

Almost 55 of tour and travel guides in BC are women compared with 462 for alloccupations Visible minorities account for 29 of this occupation while Aboriginalpeople represent 36of these positions

Some of these workers may receive compensation in the form of piecework bonuses andcommissions Others may have opportunities for profit sharing arrangements

Basic Information I Duties and Requirements Employment Levels I Labour Market Sununary 1TrainingAssociations Show All

tit Back Home Francais

Page 2 of 2

Canal

Important notices

Last updated 2001 O5 04

httpImiimthrprofile asp langeprovBCgeo5619platl titleaocc6441 opt 22702


To DPAC

c

FROM Brian Carr

DATE February 26 2002

SUBJECT Associate of Science pathways

MAILING ADDRESS TELEPHONE

12660 72 Avenue 600 5992100

Surrey BC WEBSIECanada V3W 2MB wwwkwan0enca

I request approval of the two newly proposed Associate of Science pathways

Associate of Science in GeographyAssociate of Science to Business Administration

Memorandum

Faculty of ScienceMathematics Technology

The latter possibility is the result of a flexible entry to our BBA degree It is not a traditional sciencepathway but one that may be very appealing The term to is therefore used as opposed to in


ASSOCIATE of SCIENCE DEGREEfor a BACHELOR of SCIENCE In GEOGRAPHY

The Associate Degree was created In 1991 In recognition of full completion of the first two years of aBachelor degree in either Arts or Science Initially Intended as an exit credential for those deciding not tofurther their education beyond that point it has taken on a new role for academic transfer to a recognizeddegree granting Institution An Associate Degree will guarantee transfer of 60 transfer credits two yearsbut still compels students to complete all lower and upper division requirements for their baccalaureatedegree The stipulation Is that all courses counting must have transfer credit at any nne of UBC SFU UVIcor UNBC In effect students would receive transfer credit for every course completed within theAssocate Degree even if any particular course does not have coursetocourse transfer equivalencyat the receiving Institution

FIRST YEAR

English two courses from

1100 1110 1201 1202 1203 1205 or 1206

Mathematics two courses fromincluding at least one course in Calculus

Note Most universities require at least 2 coursesof calculus for theirBSc In Geography pleaseverify the Math requirements at the receivingjnstitutlnnfs you am contemplating

MATH 1120 or MATH 1130

plusMATH 1220 or MATH 1230

Science six coursesNote be aware of second year prerequisites

GEOG 1110 and GEOG 1120

Plus four others including the following essentialsBIOL 1110 1210 UVic UNBCCHEM 1110 1210 UBC SFU UVicCHEM 1105 1110 UNBCPHYS 1120 1220 UBC UVicPHYS 1101 1102 SFUPHYS 1101 UNBC

UVic needs two from one science disciplineplus CPSC 1100 CISY 1105 or CBSY 1105and one other first year scienceOr PHYS 1120 1220

NOTES

SECOND YEAR

Science six courses

GEOG 2310 and 2320

Plus four other second year science courses

UBC needs two geography courses not yetavailable at Kwantlen anrj MATH 2321

SFU needs GEOG 2390 and MATH 2315

UVic and UNBC need GEOG 2390UNBC needs BIOL 2322

Any of the four remaining second year coursescan be chosen from BIOL CHEM MATH PHYSGEOL 1210 or CPSC 2405

OTHERS

Electives four courses fromGEOG 1101 SFU UVicGEOG 1212 UVic and UNBC Qt GEOG 1211

or 1140 UBC or GEOG 1211 or 1212 SFUMATH 1115 or GEOG 2390 UBCCPSC 1103 UBCPHYS 1101 and GEOG 1160 UNBCGEOG 2395 UVicBIOL 1110 and BIOL 1210 SFU

Any remaining electives can come fromANTH CRIM ECON FINA FREN GEOGany Arts ones not already counted GERMHIST JAPN LING MAND MUSI PHILPOLI PSYC SOLI or SPAN

Note all electives must have transfer credit status

Program requirement varies dramatically from institution to institution Please be sure to confirm thetransfer status at each university or other institution you are considering Very helpful planning informationcan be found at www langara hccageggraphypathways

An average overall grade of C cumulative GPA of 20 or its equivalent calculated on all courses passedand counting towards the Associate Degree must be achieved

SFU also requires a choice of either GEOG 2390 or GEOG 2395 which will have to be taken outsidewhat is demanded for an Associate Degree

Remember It Is Important to verify your academic program with an Educational Advisor

The above information is based on the 20022003 Kwantlen University College Calendar

NOTFS


ASSOCIATE of SCIENCE DEGREEfor a BACHELOR of BUSINESS ADMINISTRATION in ENTREPRENEURIAL LEADERSHIP

The Associate Degree was created in 1991 In recognition of full completion of the first two years of aBachelor degree In either Arts or Science Initially intended as an exit credential for those deciding not to

further their education beyond that point it has taken on a new role for academic transfer to a recognizeddegreegranting Institution This Associate Degree with sufficient cumulative GPA and the followingprescribed profile will qualify for direct entry to third year of Kwantlen University CollegesBachelor ofBusiness Administration in Entrepreneurial Leadership

FIRST YEAR

English two courses

1100 1110 1201 1202 1203 1205 or 1206

Mathematics two coursesincluding at least one course in Calculus

These requirements may be as followsa 1120 and 1220 IYb 1130 and 1230 or

c 1140 and 1240 or

d 1120 or 1130 or 1140 Bpd one of 11121115 or 1240

Science six coursesNote be aware of second year prerequisites

CPSC 1100 or equivalent

The remaining five courses may come from

BIOL 1110 1210CHEM 1105 1110 1210PHYS 1100 1101 or 1120 1102 or 1220MATH 1115 or ACCT 1230

if not already counted under Math

ACCT 2293 must also be taken but as a bridging course outside the Associate Degree Depending onthe second Arts course selected within the Others box it may be possible to count that Arts courseas one of the Liberal Education courses required in the third or fourth year of the Bachelor of BusinessAdministration degree This essentially means that the bridging course may not be an extra course

To receive an Associate of Science degree an average overall grade of C cumulative GPA of 20 or itsequivalent calculated on all courses passed and counting towards the Associate Degree is requiredHowever a minimum overall GPA of27 is demanded for admission to third year of KwantlensBachelor ofBusiness Administration in Entrepreneurial Leadership degree In addition a minimum of a C grade isrequired in both MATH 1115 or ACCT 1230 and ACCT 2293

ACCT 1110 plus ACCT 1210 can be substituted for ACCT 2293

SECOND YEAR

Science six courses

The second year science courses chosen from aminimum of two disciplines may be any of thefollowing

BIOL 2320 2321 2322 2421CHEM 3210 2320 2410 2420PHYS 2330 2420 2421

OTHFRS

Electives four courses

BUST 1210 4L BUSI 1215MRKT 1199

ECON 1150 counts as 3 Arts credits

Any one other Arts course from the following

ANTH CRIM ECON FINA FREN GEOG1101 1130 1140 1150 1160 1180 GERMHIST JAPN LING MAND MUST PHILPOLI PSYC SOCI or SPAN

Must have transfer status to either UBC SFUUNBC or UVic

Remember It is Important to verify your academic program with an Educational Advisor

The above information is based on the 20022003 Kwantlen University College Calendar


Health Unit Coordinator Program

Criteria for COMPUTER prerequisite

Testing will take place at Langley Campus computer lab room 2540 and will takeapproximately 30 minutes

Applicants are required to show an ability to complete the following tasks independently

1 boot computer2 open Windows Microsoft Word3 type a short letter explaining Why you want to take the Health Unit Coordinator

Program4 print letter5 close windows word

6 open Netscape7 using your mouse bring forward the Kwantlen University College Plaza8 click on the Kwantlen University College Home Page at the bottom of the screen9 open Continuing Education and locate the Health Unit Coordinator web page10 print page11 close netscape12 exit computer

Time and date for this testing to be announced

DEGREE PROPOSAL ASSESSMENT COMMITTEE DPACORIENTATION PACKAGE

DPAC Mandate

Membership List

Schedule of Meetings

Terms of office

The Degree Program Approval Process

The Approval Structure

Outcomes Common to all Kwantlen Applied Degree Programs

Components of the Applied Degrees

Criteria for Reviewing Degree Programs at the Full Proposal Stage

Guidelines and Procedures for the Submission of New DegreePrograms in British Columbia

Current Terminology Used in Undergraduate Degree Programs inBritish Columbia

Naming of Degrees Guidelines and Procedures

Information Kit for Developers


o Flow Chart of Degree Approval Process

o New Program Review Process Non degree

o Stages 1 2 and 3 of the Nondegree and Degree ApprovalProcess

o Format template for Letters of Intent

o Format template for Full Program Proposals

ttKwantlenUNIVERSITY COLLEGE

DEGREE PROPOSAL ASSESSMENT COIVI IIITEEDPAC

MANDATE

The Degree Proposal Assessment Committee was established as a subcommittee of theEducation Council with a mandate to

1 Receive and review Program Concepts Letters of Intent Full Program Proposals fordegree non degree such as Associate Degrees CertificateDiploma programs andcredentialed Continuing Education programs

2 Report with recommendations to the Education Council on the status of all ProgramConcepts Letters of Intent Full Program Proposals and RevisionsMaintenanceto degree nondegree and credentialed Continuing Education programs in such amanner and at such times as the Program Approval Process and the EducationCouncil may require

Oversee the first complete cycle that a degree non degree or credentialed CEprogram is offered Any and all changes will be presented to DPAC forconsideration and approval After the initial cycle is over the degree non degree orcredentialed CE program can request to stay under the purview of DPAC for anadditional cycle if they will be making significant revisions Otherwise they willbecome part of the ongoing review process

3 Review periodically DPACsmandate composition processes and approval criteriaand make such recommendations to the Education Council concerning these as maybe appropriate

The composition of DPAC consists of

one faculty member to be selected by each of the university collegeseducationaldivisions including Library Counselling and Cooperative Education

one student to be selected by the Education Council

two deans selected by the Vice President Education

DEGREE PROPOSAL ASSESSMENT COMMITTEE DPACMANDATE

Page 2

The Office of the Vice President Education will provide support for the work of DPACand the degree related work of the Education Council This will consist of

managing all internal and extemal correspondence materials distribution etc asrequired

providing research and proposal writing advice as resources permit tointerested applicants

serving as the University Collegesprincipal contact with the Ministryconcerning Letters of Intent and Full Program Proposals once these have beenapproved by the Education Council and the Board

notifying DPAC and the Education Council of any changes to Ministryregulations procedures or timelines that might impact on the degree approvalprocess

MEMBERSHIP

One faculty member to be elected by each of the University Collegeseducationaldivisions including Library and Counselling

One student to be selected by Education Council

Two administrators to be selected by the Vice President Learning

TERMS OF OFFICE

Faculty Members



MEMBERSHIP AND TERMS OF OFFICE

Three years with onethird of the faculty to be elected each year 4 4 and 3members DPAC to determine the cohort groups Elections held in conjunctionwith Education Council faculty elections

Student Members

One year with selection made as soon as possible following the seating of studentmembers on Education Council

Administration

To be determined by the Vice President Learning


Letter of Intent LOT

DRAFT

PROPOSED NEW PROGRAM REVIEW PROCESS NON DEGREE13 October 1998

ACTION

Notifies Secretary DPAC of intent to develop a LOI

Distributes LOI form to Development TeamDevelopment team shall consist of the program dean and facultymembers

Works with the Developing group and with various support areas toidentify personnel space service requirements for the suggestedprogram

Receives LOI parts A B from Developers and acknowledges itForwards LOI to VP Education and Dean Ed Planning

Distributes LOI to DPAC members

Invites Development Group to attend DPAC meeting

Reviews LOI and prepares recommendation for Ed Council

MemosDPACsrecommendation and rationale to the Developerscontact person with copies to

the secretary Ed Council for DPAC Reportthe VP Education informationthe designated Dean

IfDPAC does not recommend approval

Sends list of changes needed to Developers

Make changes to LOI as neededResubmit to DPAC for review

IfDPAC recommends approval

Makes changes as required by DPACForwards clean redated copy to the DPAC secretary

Crossreferences revised recommended copy against DPACslistof required changesForwards copies of recommended LOI to Ed Council secretary

New Program Proposal Process NonDegree13 October 1998

RESPONSIBILITY

Developer

Secretary DPAC

Designated Dean

Secretary DPAC

Secretary DPAC

DPAC

Secretary DPAC

Secretary DPAC

Developers

Developers

Secretary DPAC

Page 1

Letter of Intent LOI continued

Distributes recommended LOI DPAC memo to Ed Councilmembers

Invites Developers Dean to attend Ed Council meeting

MemosEd Councilsdecision and rationale to the Developerscontact person with copies to

D the secretary Board for Board ReportD the secretary DPAC for informationD the VP Education for informationD the Dean

Provides final administrative review ofthe LOI taking intoaccount the impact on Rwantlensresources

Signs Letter of Intent

Prepares covering letter to the Ministry for signature by thePresident

Forwards signed package Part A only to the Ministry copies PartA B information

D the President

D the Board

D the Chairperson Ed CouncilD the Chairperson DPACD the Dean Educational PlanningD the DeveloperD covering memo only other interested parties

Secretary Ed Council

Reviews recommended LOI and decides on what action should be Ed Counciltaken with it

Secretary Ed Council

IfEd Council does not approve

Sends memo noting changes needed with rationale to Developers Secretary Ed Council

Revises LOI as needed and resubmits to Ed Council for review Developers

If approved by Ed Council

Makes changes as required by the Ed Council DevelopersForwards a clean redated copy to Ed Council secretary

Cross references the revised approved copy against Councilslist Secretary Ed Councilof required changesSends copies of the approved LOI to

D the VP Education for action see belowD the secretary DPAC

VP Education

President

Secretary VP Education

New Program Proposal Process Non Degree Page 213 October 1998

New Program Proposal Stage 2

IfLetter of Intent is Approved by Ministry

Works with other Developers and with various support areas toidentify personnel space service requirements for the suggestedprogram

Dean

Prepares draft New Program Proposal and sends to the Secretary DevelopersDPAC

Forwards draft New Program proposal to VP Education Secretary DPACDistributes the draft New Program proposal to DPAC membersInvites Development team spokesperson Dean to attend theDPAC meeting

Reviews draftt New Program Proposal and prepares DPAC

recommendationfor Ed Council

MemosDPACsrecommendations with rationale to the Secretary DPACDevelopers contact person with copies to

the secretary Ed Council for DPAC reportthe VP Education informationthe Dean Ed Planning Information

fDPAC does not recommend approval

Send memo noting changes needed and rationale to Developers Secretary DPAC

Revise New Program proposal as indicated DevelopersResubmit to DPAC for review

If DPAC recommends approval

Makes changes to the New Program proposal as required by DPAC DevelopersForwards clean redated copy to the DPAC secretary

Cross references the revised approved copy of the New Program Secretary DPACproposal against DPACslist of required changesSends copy of the approved New Program Proposal to the VPEducation and Secretary Ed Council

Distributes packages to Ed Council members Secretary Ed CouncilInvites Developers spokesperson Dean to attend Ed Councilmeeting

Reviews recommended New Degree Proposal and decides on Ed Council

action to be taken with this package

New Program Proposal Process NonDegree Page 313 October 1998

New Program Proposal continued

MemosEd Councilsdecision with rationale to the Developers Secretary Ed Councilcontact persons and to

the secretary Board for Board Reportthe secretary DPAC for informationthe VP Education for information

IfEd Council does not approve

Sends a memo noting changes required and rationale to Developers Secretary Ed Council

Revises New Program Proposal as required by Ed Council and re Developerssubmits to Ed Council

IfEd Council approves

Makes changes to the New Program Proposal as required by Ed DevelopersCouncil

Forwards a clean redated copy to the Council secretary

Cross references the revised approved copy of the New Program Secretary Ed CouncilProposal against Councilslist of required changesSends copies of the approved New Program Proposal to the VPEducation

Provides final administrative review ofthe New Program VP EducationProposal taking into the impact on Kwantlensresources

Forwards New Program Proposal to Board Secretary for Board Secretary VP Educationapproval

Conveys Board approval to Secretary VP Education Secretary Board of Governors

Prepares covering letter to the Ministry for signature by President Secretary VP Educationwith copies of this letter to go to the Developers spokespersonsForwards signed package to the Ministry and sends covering letterand copies of the New Program Proposal only less appendices to

the President for informationthe secretary of the Board for informationthe secretary Ed Council for Board Reportthe secretary DPAC for informationthe dean Educational Planning for information

Reviews recommended New Degree Proposal and decides on Ministry New Programaction to be taken with it Review Committee

New Program Proposal Process NonDegree 3 October 1998

New Program Proposal continued

Notifies for information all relevant parties of the Ministrysdecision

the President

the Board

The Chairperson Ed Councilthe Chairperson DPACthe Dean Educational Planningthe Developing team membersother interested parties

IfNew Degree Proposal is NOT approved by Ministry

Developers comply with changes required by Ministry and resubmits to Education Council

IfNew Degree Proposal is approved by the Ministry

Initiates Program Developmentphase

VP Education

Developers

VP Education

New Program Proposal Process NonDegree Page 513 October 1998

The three stages described below apply to the majorminor parts of the degree

Stage 1 The Program Concept

The Originators

One or more people come up with a Program Concept which is described on a shortstandardized form The originators send the completed form to the Degree ProposalAssessment Committee DPAC Prior to making this submission originators areencouraged to consult with otherparties within the University College who have relatedareas ofexpertise The reactions of these parties can be included either in the body of thesubmission space permitting or attached to it as appendices

The Degree Proposal Assessment Committee

DPAC asubcommittee ofEducation Council reviews the Program Concept and as aresult may opt to

a establish the appropriate jurisdiction for the potential program andrecommend the creation ofan Initial Development Team to carry out the workrequired for a Letter of Intent

b seek more information or clarificationc direct the originators to redo the Program Concept possibly in conjunction

with other partiesd advise the originators that the concept cannot be pursed at the present time

Stage II The Letter of Intent

The Initial Development Team


THE DEGREE PROGRAM APPROVAL PROCESSTHE APPROVAL STRUCTURE

The mission of an IDT is to conduct the research and prepare the written documentationDraft Letter of Intent plus supporting documentation using approved formats andguidelines If this research leads to the conclusion that the matter should not be pursuedfurther a report to this effect would be sent to DPAC

Each IDT will consist of a divisional dean faculty members and industry advisorsFinancial Services Library Library Conselling and Advising Registrar Admissions

DEGREE PROGRAM APPROVAL PROCESS

THE APPROVAL STRUCTURE

Page 2

Facilities Human Resources and IET should be consulted as appropriate The IDT willissue progress and final reports and recommendations to DPAC


DPAC reviews all Draft Letters of Intent and their supporting documentation andforwards recommendations to the Education Council DPAC also issues regular statusreports to Education Council on all Draft Letters of Intent currently under development

Education Council and Board of Governors

Each Draft Letter of Intent along with Education Councilsfinal recommendations as toits individual disposition is sent to the Board of Governors for official University Collegeapproval Council also reports regularly to the Board on the status of all Draft Letters ofIntent currently under development

Once approved by the Board the University Collegesadministration prepares the formalLetter of Intent and transmits it to the Ministry

State III The Full Program Proposal

IfMinistry reaction to a Letter of Intent is favourable Education Council appoints aProgram Development Group from the initiating IDT making such adjustments to itscomposition or membership as it deems necessary It also appoints a Validation Team inconsultation with the Vice President Learning

The Program Development Group

Each PDG develops a specific Full Program Proposal and submits it along with allsupporting materials to DPAC The PDG works closely with the various educationaldivisions that will be expected to deliver the needed curriculum and with theirCurriculum Committees who must approve any new or revised course outlines It reportsregularly to DPAC on its progress

The Validation Team

The VT interacts with the PDG providing it with input and advice at key points in thedevelopment process It reports independently to Education Council as regards both theproposal as it finally emerges and the process that generated it Consistent with theexpertise of its members it will examine and comment upon the educational andindustrial andor societal merits of the proposed program on the likelihood ofemployment or self employment in the field on the interactions with the field that will beneeded to sustain the program should it be implemented and on the prospects for furthereducation

DEGREE PROGRAM APPROVAL PROCESSTHE APPROVAL STRUCTURE

Page 3

Its membership will consist of two senior industry representatives two externaluniversity or university college faculty members and two internal faculty members fromoutside the divisions directly involved in the development work The Validation Teamwill be chaired by one of the external members and will receive logistical support fromthe divisional dean


DPAC reviews the draft Full Program Proposal and the VTs report consults asnecessary and forwards its own recommendations to Education Council It also issuesregular status reports to Education Council on all Degree Proposals currently underdevelopment Theprinciple task ofthe Committee at this stage is to insure that allrequiredprocesses have been properly carried out and that the proposal is complete inall respects

Education Council and Board of Governors

Each Full Program Proposal along with the Validation Teamsreport and EducationCouncilsrecommendations as to the proposalsdisposition is sent to the Board ofGovernors for official University College approval Education Council also reportsregularly to the Board on the status of all program proposals currently underdevelopment Once approved by the Board the University Collegesadministrationtransmits the Proposal to the MinistrysDegree Program Review Committee

OUTCOMES COMMON TO ALL KWANTLEN UNIVERSITY COLLEGEAPPLIED DEGREE PROGRAMS

as approved by the Education Council on June 12 1995

The Education Council has approved and the Board has endorsed that the purposes of Applied Degreeprograms offered by Kwarttien University College shall be to

enable students to acquire competencies needed for employment upon graduation in theirselected occupational areas

enable sunhats to acquire competencies they need to cope with the rapidly clanging name of theworking environment

provide opporamities for students to develop or expand upon competencies needed to bmctioneffectively as individuals and as members of a complex rapidly changing societyprepare students for further education

These purposes involve taking an integrated approach to education in which swdents develop bothprogram specific and empiovbilitystills as well as social and other capabilities required to maximisetheir human potential Focusing onJiaibility andpracticality this approach will also maximize bridgingbetween programs and allow atriums to gain creditfor theirprevious learning experiences throughprotases such as Prior Learning Assessment An interdisciplinary approach will be central to achievingthis integration with results being assessed on a student learning outcomes basis

MI students graduating from a Kwam n University College degree program will berequired todemonstrate proficiency in each spedtic doll or knowledge area antained under the following broadcategories

L Shills and Knowledge Related to the Major Area of Study

Stated as program outcomes these would be developed in the context of each degree and degree option

It is left to each program development team to define in the context of the requirements for each program

a the atolls and imowledge that gtadrates will teed to possess in relation to their major area ofstudyb poproficiency statemeaa for each of these stall and thowledgemttc approprhte p standards for eachproficiencyd araxamentstdappropda to to each pafomtanoe standacte die learebg experiences shad would beat promote the develgpmeat and assessmentent ofeachply

singly or in combination with others inducting those drawn from the two dories described below

Palomar standards should be developed first at the gntduadon program completion level and then atvarious iotesmediate levels as appaoptiaoe within the program Skill development can bedeveloped in a number of ways It It however Me opinion ofthe Education Council that the Ideal overalllearning environmau is one in which Mae stills are delrather t deliberately embedded throughout the currtcubtm

hatconcentrated in one or afew courses This is consistent with a matrix model in which every

1

course in a program is crossreferenced with every proficiency to insure that all of the latter are introducedand reinforced so as to maximize student achievement of the outcome standards required for graduation

However it is done a student should be considered eligible for graduation ifand only ifoff oftheminimum performance standards inFEh ofthe required proficiency areas have been met

Considerable input from external working communities relevant to each program will be necessary tosuccessfully complete this process especially steps ab and c

2 Libtral Education

The following have been established as the Liberal Education goals for all Kwanden degree programs

Iluman Experience To provide an integrated education that will increase understanding of the humanexperience This includes emphasis upon scientific social multicultural environmental and artisticcomponents to that experience and the full realization of hmnan potential as individuals andcommunities

Ethical Issues and Social Responsibility Provide an integrated educational experience that developsan appreciation for and tmderstanding pt the relationships among personal societal and global wellbeing and the personal implications o such issues as the basis of ethical judgment social diversityand the expectations of social responsibility

Responsibility for the design and delivery of this degree requirement has not yet been determined by theEducation Corral or the Board Also to be decided is what proportion ofeach degree program should bededicated to its achievenent

Regardless how these questions are resolved the fivestage development process described above for themajor study area will apply here as well Instead of the major study area determining the outcomes in stepa the above two goal statue will save this ramose enstead of the external working commumitiesbeing the prime reference point in the development process elements of the broader external communityshould be involved These could include but not be restricted to communities of scholars front otherinstitutions

3 Empkoyabrfty Skills

The Conference Board of Canada in its Employability Skills Profile identifmd the Critical Skillsrequired of the Canattian Workforce In Kwanden CollegesEmployabilitySkillsProject Reportprepared by Linda Coyle for due Trades and Vocational swans Department hi 1993 the tperefiesiallareas under each of these beatings was reoommaded for use throughout Kwanden reoomme dadmts C1C2andC3 Another development has been the creation of the Univasity CollegesSLUb 21 TackForce stow a committee of the Education Council The Committeespapa is to oversee theinclusion ofemployability skulls in all areas of program big offered by the University College

Catsistent with these devrbp naus tine skills identified in the Cbnfaeace Board of Canada Profileexcept as noted below and subject to such further motion as may made by the Education Council a treoonunendation by the Skills 21 Thslx Porte will comprise the Pnmpbyablty Skills set that will apply toall degree programs

These goals are taken from the General Education Committee Report on Development ofCourseClusters Portland State University 19940

2

Employability Skills additions

Under Academic Skills Communicate add Become visually literateUnder Academic Skills Learn add Become a selfdirected learnerUnder Teamwork Skills Work with Others add Understand and work within the interculturalmilieu ofthe larger community

A development process similar to the ones described for the other two major program components willapply here as well in this case however step a has already been accomplishedNo decision as to whether proficiency statawems step b for this group and theirrelated

step across allpe should be common acro degree programs or should bethe Major andEducation development teams to wort out The remaining steps of the devedo

to

process will be carriedneeded to fostei out by the teams however This is because most of the learning capeimam

Profcicv y in these skill areas will be integrated with those of the other two degreeprogram components Because ofthis expectation it is not necessary 0 assign a separate credit or otherallotment to this component Should some specialized course workprove necessary this win be donewithin the Major and Liberal Education allotments respectivelyAttaci Meats

Tnployabfty Skills list

Brarnples of possible strategies that relate to each of the two general education goals listed above

3

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List of Possible Strategies That Relate to the Two General Education Goals

These are taken from the General Education Committee Report on Development of Course ClustersPortland State University 1994 p 5

Goal 3 HUMAN EXPERIENCE To provide an integrated education that will increase understanding of the humancue rience This includes emphasis upon scientific social multicultural environmental and artistic components to thatalerience and thefull realization of human potential as individuals and communities

Examples of possible strategies1 Enhance awareness and appreciation of societal diversity in the local national and global communities2 Explore the evolution of human civilization from differing disciplinary and cultural perspectives3 Explore the course and implications of scientific and technological change4 Develop an appreciation of the aesthetic and intellectual components of the human experience in literatureand the arts

5 Explore the relationship between physical intellectual emotional and social wellbeing including themeans by which self actualization is developed and maintained throughout life6 Explore and appreciate the aesthetics of artistic expression and the contributions of the fine and performingarts and of human movementsportplay to the quality of life7 Develop the capacity to adapt to life challenges and to foster human development including intellectualphysical social and emotional dimensions amongst self and others throughout the life span

Goal 4 ETHICAL ISSUES AND SOCIAL RESPONSIBILITY Provide an integrated educational experience thatdevelops an appreciation for and understanding of the relationships among personal societal and global wellbeing andthe personal implications of such issues as the bases ofethical judgment societal diversify and the expectations ofsocialresponslbiity

Examples of possible strategies1 Appreciate the impact of life choices on personal social and environmental health2 Gain an understanding of ethical dilemmas confronted by individuals groups and communities and thefoundations upon which resolution might be posable3 Practice and test onescapacities to engage the ethical interactive and organizational challenges of the present era

4 Explore the personal implications and responsibilities in seating an ethical and safe familial environmentneighborhood work environment society and global community5 Explore and appreciate the role of diversity in achieving environmental social and personal health6 Gain familiarity with the values foundations and responsibilities of democratic society

tfi KwantlenUNIVERSITY COLLEGE

Major Areasof Study

DRAFT

Components of the Applied Degree

Each degree will contain one or more major concentrations each of which will prepare graduatesfor a particular area of employment A common core of courses will likely form the basis for aprogram major

Liberal Education

This component distinct from the majors has two goals of its own

Human Experience To provide an integrated education that will increase understanding ofthe human experience This includes emphasis upon scientific social multiculturalenvironmental and artistic components to that experience and the full realization of humanpotential as individuals and communities

Ethical Issues and Social Responsibility To provide an integrated educational experiencethat develops an appreciation for and understanding of the relationships among personalsocial and global wellbeing and the personal implications of such issues as the basis ofethical judgment social diversity and the expectations of social responsibility

Student Success and Employability Skills

Educational activities aimed explicitly at the development of skills necessary for student successboth within their program ofstudies and after graduation will be embedded throughout both theMajor and Liberal Education components

The skills profile developed by the Conference Board of Canada with some additions shallform the basis for defining the generic employability skills and associated competency levels thatwill be considered integral to all degree programs Appendix F The mastery of these skills toa common minimum standard for all degree programs shall along with all other degree programrequirements be a condition ofgraduation for all students in these programs Higher standardsin certain skill areas may be required for some programs

Outcomes and Standards

The degree program is outcomes based it is designed so that students can achieve neceggnrylevels of proficiency in generic employability skills in program specific skills and in skillsrelated to their development as individuals and members of society liberal education

September 152000

KWANTLENUniversity College

Employability SkillsApproved by Education Council April 28 1997

Creative Thinking and Problem Solving SkillsRecognize problems and generate new Ideas devise andImplement plan of action

Oral Skills

Receive attend to Interpret and respond to verbal and non verbal messagesand other cues Organize ideas and communicate orally

Interpersonal SkillsWork with others effectively

Teamwork and Leadership SkillsParticipate as member of a team Contribute to the group effort and success

Personal Management and Entrepreneurial SkillsDisplay adaptability sociability and resource management as well as personalethics

Writing SkillsCommunicate written thoughts ideas and information in appropriate documents

Reading and Information SkillsLocate understand and interpret written Information in a variety of formats

Visual LiteracyOrganize and process symbols pictures graphs objects and other information

Mathematical SkillsPerform basic computations Approach practical problems by choosingappropriately from a variety of mathematical techniques

Intercultural SkillsWorkwell with people from dnrerse backgrounds Respects Individualdifferences

Technological SkillsWork with a variety of technologies

Citizenship andGlobalPerspectiveUnderstand how social organizational and global Issues are Interrelated withindividual and local concerns

Employability Skills

DPACSREVIEW

CRITERIA

KWANTLEN UNIVERSITY COLLEGE

REVIEWING DEGREE PROGRAMS

THE FULL PROPOSAL STAGE

All Kwantlen Degree Programs shall be applied learning outcomesbased programs that contain

one or more major areas of study that lead directly to employment not graduate school primarilya Liberal Education componentexplicit incorporation of student success and Employability Skills

THE VALIDATION TEAM

Consistent with the expertise of its members closely reviews examines and comments upon theeducational and industrial andor societal merits of the proposed program As well the team explores thehicelrhood of employment or self employment in the field on the interactions with the field that will beneeded to sustain the program should it be implemented and on the prospects for further education

Sx Information Rh for the Development ofApplied DegreeProgram Proposals December 1995

The principle task of the Committee at the full proposal stage is to ensure that thebeen properly carried out and that the proposal is complete in all respects DPAC a

have

Validation Team has addressed pertinent issues in their reportsane Infomaton Rh for the Development ofApplied DegreeProgram Proposals December 1995

JNFORMATION TO ASSIST IN THE REVIEW

LENGTH of full program proposal submissions will vary considerably depending upon the nature of thedegree program but should pot exceed 20 pages including the three page Executive Summary but not theAppendices

1 The degree program builds on Kwantlensexisting offerings and expertise and will not eliminatediploma programs If the diploma program is well enrolled and graduates are finding employment theproposal documents why it is necessary to have a degree

2 The degree program provides meaningful opportmities for students towork environments they re gain direct

nc s pnceof the

ey preparing to enteregcoop education work experiences nadicums3 The degree program design incorporates appropriate emergent and innovative delivery systems4 The degree program maximizes opportunities 1 for linking laddering or

programs 2 for parttime access and 3 for student access viawith other

process Learning Assessment

5 The degree program demonstrably contributes to meeting the human resource needs ofone or moreindustrial commercial public and social sectors Labour market statistics document that graduates ofthe program will find employment after graduation and evidence is provided to support this claimDocunientation ofexternal employer group or professional association support for the degree exists

REVIEWING DEGREE PROGRAMSTHE FULL PROPOSAL STAGEPage 2

6 The proposal shows that a sufficient number of potential students whose characteristics can be welldefined exist

7 The proposal clearly describes the relationships between the program and existing Kwantlen curriculaand between the Kwantlen program and related programs at other institutions The proposal indicatesintent to create transfer arnngements for students coming from diploma programs at other collegesand collaborative arrangements with other degree granting institutions

8 The degree program does not unduly duplicate programs at other institutions

9 The degree program minimizes the requirement for dedicated space physical resources will beavailable

10 The proposal clearly states costs of the program both startup and ongoing It specifies requirementsregarding instructional personnel material resources facilities and other institutional support It doesnot require extra funding heavy initial capital outlay otadditional FTEs

11 The programsentrance requirements do not restrict admittance to the brightest and the best

LIBERAL EDUCATION

To ensure that Kwantlen graduates achieve a broadbased education as well as skill specific training theEducation Council recommend that

1 Degree program proposals demonstrate how the curriculum will meet the Liberal Education outcomesand indicate clearly how the achievement of these outcomes will be evaluated or assessed This maycome as an attachment to the proposal

2 Degree program proposals show the extent to which these outcomes will be met within the corecurriculum as well as by separate courses created or adopted for this purpose The extent to whichLiberal Education curriculum can serve other degreespecific outcomes should also be described

3 mac be a multidisciplinary approach and delivery in any degree design that involves faculty fromoutside departments and divisions For example team taught interdisciplinaryprogram courses orcapstone courses could be offered

EMPLOYABILITY SKILLS

Please see the attached document approved by Education Council April281997

VheA 3

On December 1 1997 Education Council approved the following recommendation

The Skips2 Task Force recommends to Education Courdithat 11 require all Krtwrden University Collegeprograms to contain all ofthe EmployabUUy Skills except any Employability SkMLr or Competenciesdeemed romecessmy by theprograms externl advisory committee

121997

071900

GUIDELINES AND PROCEDURES

FOR THE

SUBMISSION OF NEW DEGREE PROGRAMS

IN BRITISH COLUMBIA

Quick Reference Flow Chart

I Background and Rationale 1

II Overview of the Process 3

A Definition of a New Degree Program 3

B Stages in the New Degree Approval Process 4

C Recommendation and Implementation 7

111 Submission Guidelines and Format 9A Letter of Intent Format 11

B Full Program Proposal Format 13

List ofAppendices

TABLE OF CONTENTS

Appendix A

Naming of Degrees A Supplement to the Approval of New Degreesin British Columbia Post Secondary Institutions

071900

30 to 40 days

New Degree Program Approval Process

Letter of Intent

Submitted to Ministry

Ministry Review

Ministry Response

YES

DPRC Response

YES

MinistersDecision

r

Full Program ProposalSubmitted to Ministry

Ministry Review

Full Program ProposalSubmitted to DPRC

DPRC Review

Recommendation to Minister

NO

NO

To Institutionsfor Comment


FOR THE

SUBMISSION OF NEW DEGREE PROGRAMS

I BACKGROUND AND RATIONALE

The Ministry responsible for post secondary education in British Columbia has the mandate to ensurethat the post secondary education system is of high quality relevant and responsive to changingeconomic technological and social forces in the province and represents a responsible use of publicresources The Ministrysrole is to work with the institutions in guiding the evolution of the system as itstrives to meet the challenges of a rapidly changing environment This includes ensuring that BritishColumbia has a well prepared workforce for the 21 Century and that its citizens are prepared toparticipate fully in the provincessocial cultural and economic futtue

Education is not a onceinalifetime experience Market and technological changes create a need forcontinuous upgrading to ensure sound provincial economic development The growing emphasis onknowledgebased industries and the emergence of new types of business activity require changes inpost secondary program offerings and delivery methods Our society also continues to experiencesignificant social and cultural changes that reinforce the importance of a wellrounded education

Before 1963 the University of British Columbia UBC was the only institution in the province grantingdegrees in fields other than theology Under UBCsaegis Victoria College provided the first two yearsof programs in Arts Science and Frhrrntion In that year legislative changes provided for the creationof the University of Victoria and Simon Fraser University In addition to these degreegrantinginstitutions the British Columbia Instituteof Technology Ba was established for the preparation oftechnologists to address important needs in the economic development of the province A provincialsystem of regional colleges was also created with a comprehensive mandate that included twoyearacademic or universitytransfer programs in addition to technicalvocational and general educationprograms

The Open Learning Institute OLI was subsequently established to provide distance education and tofacilitate the offering of education at a distance by other British Columbia institutions singly or inconcert Since then OLI has been merged with the Knowledge Network to form the Open LearningAgency and it continues to play a number of important roles in post secondary education In particularit provides a credit bank for studentsbringing credit from a variety of institutions or seeking creditthrough prior learning assessment It also collaborates with other institutions in the offering of degreeprograms some components of which are made available in distributed learning mode

1

More recently the University of Northern British Columbia was established initially with its own statuteEmily Carr Institute of Art and Design emerged as a degree granting institution succeeding the EmilyCarr College of Art and Design BCIT was granted the power to offer degree programs Fivecolleges were made university colleges with the right to offer degrees in their own names the UniversityCollege of the Canboo Okanagan University College the University College of the Fraser ValleyMalaspina UniversityCollege and Kwantlen University College Since 1995 two new universitieshave been established under special legislation Royal Roads University and the Technical University ofBritish Columbia Thus the province has progressed from one to fourteen degree granting institutionssince 1963

Growth in the number and variety of degree programs must be balanced with assurance of qualityFrom 1974 until 1987 the Universities Council of BC performed the program approval function TheUniversity Act was then revised to give the Minister the power to approve new programs and thereview function passed to The University Presidents Council of British Columbia With the expansionof degree granting authority in 1995 the Ministry responsible for post secondary educationimplemented a process under which the Ministrysinternal degree program review Committee theMinistry and an extemal Degree Program Review Committee DPRC review all new and significantlyrevised degree program proposals The two Committees have complementary but separate roles in thereview process See Section IIB Stages in the New Degree Approval Process

The new degree program approval prortcs was developed in order to assist the Minister responsiblefor post secondary education to fulfill the statutory responsibility for approving any new degreeprogram The process ensures that any new degree program is within the goals and priorities of theBritish Columbia post secondary system while respecting institutional autonomy and the different anddistinctive roles and mandates of the provincesdegreegranting institutions

The process is intended to encourage the coherent development of a broad array of high quality degreeprograms Specifically the review process is meant to ensure that

a high level of educational standards is maintained across degree programsnew degree programs meet the social cultural and economic needs of the provincedegree program development is coordinated across the system andlimited financial resources are used wisely and appropriately within the context of the particularinstitutionsfunding mechanism

The process is intended to evaluate a wide variety of new degree programs ranging from programsemphasizing liberal education and professional preparation to those that are more applied in nature

2

3

II

A Definition of a New Degree Program

OVERVIEW OF THE PROCESS

Two questions need to be addressed to determine whether a proposed program is required to proceedthrough the New Degree Approval Process

1 What constitutes a new or significantly revised degree program

Institutions will submit for review all new degree programs at the bachelors masters or doctoral levelNew associate degrees diplomas or certificates will not be submitted for review within this prortss

In some instances it may be difficult to determine whether a proposed change in program offerings is ofsufficient magnitude to be classed as a new degree If there is doubt the institution should err on theside of submitting a proposal If the change is less than a full new degree both the institutionalinformation required and the review processes will be less demanding

If a new degree is being awarded a proposal must be submitted for Ministry and DPRC review Otherfactors which maylead to a decision to submit a proposal could include

A new major although a new honours program in a field in which a major is currently offered willnot require submission or review

A joint major which will require review only if one or more of the fields in the proposed joint majoris not already represented by an approved majorA new minor excluding a minor in a field in which the institution already offers a majorRevision of a significant proportion of the programs objectives or content other than routineupdating A submission of this nature will be exempt from the first stage of the process SeeSection ILB Exemptions from the Letter of Intent Lol StageIf the institution is treating the revision as significant enough to warrant credential renaming then it islikely the DPRC will also need to review

Institutions are advised to discuss with their Ministry liaison director all programs where the need for areview is not clear

2 Does the program being proposed warrant degree status or should it be offered as a diplomaor certificate

The onus is on the institution as part of its submission to provide the case for awarding a degree in theproposed program

3

B Stages in the New Degree Approval Process

The new degree program approval process consists of two stages i submission of a LoI and iisubmission of a Full Program Proposal FPP The process outlined in this section is presented in moredetail in Section III

Letter of Intent StageFor each proposed new degree program an institution must submit a LoI This may be submitted onlyafter the senior governance body Senate Education Council or equivalent or an academic planningand priorities committee to which it has delegated authority has approved the development of the newdegree program as appropriate within the institutionsplans and priorities The LoI is to be forwardedunder the signature of the institutional president or vice president responsible for academic programsThe purpose of the Lol is to inform the Ministry and all other post secondary institutions that thesubmitting institution intends to develop and offer a particular new degree program

The LoI is circulated to all post secondary institutions and they are invited to inform the Ministry and thesubmitting institution about their own activities and programs in the field of the proposed program Theymay offer relevant information about interest and demand in the field of the proposed program The Lolis not a FPP and therefore other institutions are not expected to make judgments about the nature andquality of the curriculum on the basis of the Lol

The LoI stage serves four purposes

serves to advise the Ministry and other post secondary institutions of the degree programs that areunder development

provides general information to other institutions that may have a special interest in the proposedProgram

ensures efficient use of resources by allowing the Ministry to advise the submitting institution early inthe process whether further program development is encouraged andestablishes market and student demand

In the case of a credential new to the British Columbia post secondary system the LoI should providethe background and reasons for the degree name selected in order to allow evaluation and assessmentof the appropriateness of the name refer to Appendix A Accordingly where the proposal is for anew credential not already offend by a British Columbia post secondary institution additionalinformation will be required in both the Lol and the FPP

Role of the Ministry at the Letter of Intent Stage

The Ministry reviews the LoI in light of relevant information from within the Mustry from otherministries and from other institutions Based on that review the Ministry will decide whether to giveapproval for the submitting institution to develop and submit a FPP If an institutionsproposal is deniedat the LoI stage discussions with the Ministry may be reopened if additional information is available

4

The Ministrysreview focuses on the following

Does it provide open access articulation transferability laddering potential or bridgingopportunities for students

To what extent does this program address priority interests or concerns identified in the Ministrysstrategic plan for the future of the British Columbia college institute and agency systemHow does the program add societal and economic value to the total system of British Columbiapost secondary education ie How does the program fulfill the mandate of the institution submittingthe proposal and complement the existing offerings at i the institution and ii other British Columbiapost secondary institutions Is there a potential for unnernssary duplication of service in a programarea also offered by another British Columbia institution

Is there a clear demonstration of labour market and student demand for this programWhat are the anticipated benefitscost of the program What are the cost implications capital andoperating

Role of the DPRC at the Letter of Intent Stape

The DPRC will not normally review the proposed degree program at the LoI Stage However theCommittee will eventually review the LoI and comments from other institutions as part of the FPP onceit reaches the FPP stage see Section III B

Exemptions from the Letter of Intent Stage

There am some situations when a proposed program may fall within the definition of a new program butbe exempt from the LoI stage of the review process This occurs when there are revisions to asignificant proportion of the existing programsoverall objectives or content other than routineupdating A submission of this nature will be exempt from the first stage of the process as no purposeis served by requiring the submitting institution to signal its intention to offer a program in the field since itis already doing so Therefore if the institution so chooses it may bypass the LoI and submit a FPP insummary fashion describing the revisions and the reasons for them These summary proposals shouldbe no more than five pages in length and framed in consultation with Ministry staff

Secretariat staff will review all proposals in this situation to ensure that they meet the qualifications forexemption

5

Full Program Proposal StageIf the Ministry review of the LoI has resulted in approval to proceed the submitting institution maydevelop a FPP The FPP maybe submitted only after the senior govemance body Senate EducationCouncil or equivalent or an academic planning and priorities committee to which it has delegatedauthority continues to signal that it has approved the development of the new degree program asappropriate within the institutionsplans and priorities The FPP is to be forwarded under the signatureof the institutional president or vicepresident responsible for academic programs The purpose of theFPP is to

Define the aims and goals of the programProvide a detailed description of the new degree programDescribe the educational and delivery structure of the program and coursesProvide information about and a description of the curriculum and learning methodologiesDemonstrate that the institution has the necessary resources needed to mount a quality program ofthe proposed degree level baccalaureate master doctoralProvide infomiation about the institutionsassessment and evaluation policiesprocedures for all oftheir programsProvide information as to how the propnsal has been thoroughly vetted by the appropriate internalcommittees before DPRC review Newer degree granting institutions and institutions submittingproposals in new fields of study or innoval ive programs will be encouraged to consider undertakingan external review prior to submitting to the DPRC

Role of the Ministry at the Full Program Proposal Stage

The Ministry examines the Full Propcisal to ensure that it is consistent with the previously approvedinformation provided by the submitting institution at the LoI Stage

Based on the request of the DPRC secretariat staff at the Ministry will review all incoming proposals toensure that all of the relevant information required at the FPP stage is included in the submission beforeit is placed on the agenda for DPRC review

Role of the DPRC at the Full Program Proposal Stage

The DPRC role is to determine whether the proposalseducational and academic merits warrant itsapproval as a degree program in the provincespost secondary system The emphasis will be onensuring that a high educational standard is maintained across a wide variety of degree programs Inparticular the DPRC will closely review the following

program and course objectives or intended outcomesprogram content and course content

entrance requirements transfer laddering potential and admission criterialearning environments andinstructional resources and methodologies

6

If during this stage either the Ministry or the DPRC identifies concerns or notes the absence ofinformation the submitting institution will be so advised and will have the opportunity to address theseconcerns andorprovide the nerecsary information

If the DPRCsfirst review of a FPP results in significant questions or major issues that the DPRCwishes addressed then in addition to preparing a written response the institution may request thatrepresentatives attend the next review of the proposal in order to respond to the Committeesconcernsinstitutional representatives may appear in person or consult by telephone

C Recommendation and Implementation

Upon receipt of the recommendations of the Ministry and the DPRC the Minister will make a finaldecision as to whether to approve the proposed degree program If the degree program is approvedits implementation will be dependent on institutional priorities and iesourees Educational approval for anew program does not constitute funding approval

The chart on the following page graphically displays the entice approval process

7

New Degree Program Approval Process

1 Letter of Intent Lol is submitted to secretariat staff at the Ministry of Advanced EducationTraining and Technology

LoI includes

Institutional and Program IdentificationProgram Description note specific information about curriculum is not included at this stageAdmission and Transfer RequirementsProgram Resources and Timelines for ImplementationLabour Market Study and Student Demand Information

LoI is circulated by secretariat staff to all post secondary institutions Institutions are requested to send theircomments to the submitting institution and secretariat staff within 30 days

2 LoI is reviewed by the Ministry along with the comments from other institutionsThe Ministry decides whether the proposed progrun should or should not proceed to the Full Program ProposalFPP Stage The Ministry may request additional information from the submitting institution before making adecision The institution will be advised of the Ministrysdecision

3 FPP is submitted to the secretariat staff to be reviewed by the DPRC and the MinistryPrior to forwarding the FPP to the DPRC for review the Ministry reviews it to ensure that the information is consistentwith the previously approved LoI The FPP includes

Executive SummaryLoI

Description of Curriculum

Description of Learning MethodologiesFaculty InformationProgram Consultations and EvaluationsOther additional information

4 The DPRC reviews the FPP and provides a recommendation to the MinisterThe DPRC may request additional information and subsequent reviews before making a recommendationThe institution will be advised of the DPRCsrecommendation

5 The Minister reviews the DPRCsand the MinistrysrecommendationIn some cases an Order in Council may be required for university colleges and institutesInstitutions are advised of the Ministersdecision

Once the institution has received Ministerial approval the new degree program can then be implemented

8

III SUBMISSION GUIDELINES AND FORMAT

Lots and FPPs are meant to be informative but limited in length Institutions however may append thefull results of their developmental research and deliberations as attachments to the FPP The primaryobjective is to ensure that the Ministry and the DPRC have adequate information on which to base theirrecommendations while at the same time limiting the content to the key elements of the program andpresenting it in a uniform manner hi working toward developing program proposals the institutionsshould be careful in the choice of language they choose to explain the curriculum concepts The use ofconventional curriculum terminology familiar to other educators and students in British Columbia willmake the proposals clearer

Item A page 11 provides the organizing structure for the submission of Lols Given the uniqueness ofeach institution and each proposal some sections of the structure will be more or less significant and attimes some additional information may be appropriate To facilitate the review and approval processinstitutions are expected to address these sections in the order presented and using the headings andnumbering system in formatting their proposals for presentation to the Ministry and the DPRC

Proposals for revisions or enhancements of existing degrees offered by the same institution may requireresponses to only some of the questions In such cases institutions may choose to give very briefresponses or simply to indicate that a question is not applicable to their proposal

Each institution will decide the depth and breadth of information to be supplied in addressing eachquestion balancing both the need to make the case and to be efficient and focused in the presentationIf the Ministry or the DPRC concludes that additional information is required a supplementary requestwill be made

The Ministry and the DPRC consider degree program proposals at the undergraduate and graduatelevels within the context of

1 The Submitting Institution2 The British Columbia Post secondary System and3 National and International Norms

Judgments about each of the three levels influence both the prorres and the outcome of the reviewEvery effort is made to facilitate the timeliness of the process

1 The Submitting Institution

Diversity and differentiation among institutions enrich the entire post secondary systemConsequently the Ministry and the DPRC tend to be more favorably inclined to a programproposal in which it is clear that the developers have considered the ways in which theinstitutionsprograms will reflect its own distinctive character and incorporate elementsparticular to its context

9

2 The British Columbia Post secondary System

In emphasizing their own uniqueness institutions should avoid stereotyping and misrepresentingsister institutions and their cognate programs FPP should not ignore other institutions and theirprograms but work with them toward the development of truly complementary programs fullyunderstood and fairly represented

The institution proposing a new program will often benefit from engaging sister institutions in theconsultations development and evaluation of that program Appropriate documentationsubmitted with the proposal can be very helpful to the Ministry and the DPRC in understandingthe proposed program in the context of British Columbiaspost secondary education system

3 National and International Norms

The DPRC does not attempt to make the academic judgments that would be made bycolleagues within a discipline or professional field The DPRC attempts to ascertain whetherthat judgment has been made on the basis of sound evidence and appropriate documentationParticularly in the case of an innovative program offered by an institution with a limited backrecord the DPRC may seek an independent academic review from one or more scholarstypically drawn from institutions outside the province The submitting institution may facilitatethe review of its program proposal by initiating such assessments itself in the process of programdevelopment and by developing a roster of potential reviewers with the appropriate experienceand qualifications and providing the documentation to the Ministry and the DPRC

The DPRC before final consideration of a proposal may request an institution to undertakefurther review itself internally or with the help of external assessors or to consult with otherinstitutions and obtain their comments

10

A Letter of Intent Format

The LoI should be approximately 35 pages in length and should provide information whichadheres to the order and headings that follow

1 Institutional and Program Identification

This section should include the following

Institution awarding the degreeIf applicable please indicate which other institutions will contribute to the offering of thisprogram and precisely what each institution will contributeThe title of the program eg Environmental Studies

The credential that will be awarded to graduates egBSc see Appendix A forguidelines on degree nomenclature which is intended to provide institutions with assistancewhen considering degree nomenclatureIf the proposal is fora new credentialr What is the rationale for choosing this particular degree namen Is there a comparable academic program in the province which uses a different

credential If yes why has a new degree name been requestediu Were professional associations or other groups outside the institution consulted on the

name of the degree If yes who If not why not Does this degree requireaccreditation by an external organization

Facultyies or schoolsoffering the new degree programName title and phone number of the institutional contact person in case more information isrequired

2 Program Description

21 Brief description of the program and how it will contribute to the mandate and strategicplan of the institution Define the aims goals or objectives of the new degree program

22 Discussion of the target student audience for this program Please include in yourdiscussions

Identification of the student audiencesthat this program is intended to serveAnticipated enrolments for this programAny evidence that this student audience is not currently being served with existingofferings in the British Columbia post secondary systemA list of programs that exist at other British Columbia institutions which may containsimilar content or have similar objectives and if similar what is the rationale forduplication and

Outline of the expected normal time required for students to complete the programin years or semesters

11

23 Evidence of labour market and student demand is required This information will varydepending on the circumstances and could range from a comprehensive labour marketstudy to an informal survey consisting of letters of support from potential employersThis section should include a discussion regarding the anticipated employmentdestination for graduates from the proposed program Please attach this information asan appendix to the LoI

3 Admission and Transfer

Describe the admission and residency requirements for this program including a plan fortransferability If applicable please include a brief discussion on how the following apply to theproposed new degree program

Prior Learning AssessmentTransferability both into and out of the programArticulation arrangements that exist or are planned at

i your institution andii other institutions that will allow the students to ladder or transfer into this program

4 Program Resources and Timelines

41 Describe the resources that will be required to mount this program including

Existing and shared resouacs at your institution or at other institutions that will beused to offer the program facilities library resources faculty etc andAdditional resources that will be required to offer this program facilities libraryresources faculty etc

42 What if any other programs will be reduced or eliminated in order to initiate the newprogram

43 What is the intended implementation schedule of the degree program

12

B Full Program Proposal Format

The length of the FPP submission will vary considerably depending upon the nature of the degreeprogram being proposed but should not exceed 20 pages Sixteen copies should be forwarded toDPRC secretariat approximately one month prior to the scheduled DPRC meetings

Each submission to the DPRC should provide information and discussion in a format that adheres to theorder and headings below

1 Executive SummaryIn two or three pages the executive summary should present in a succinct manner the purposeof the proposal and a summary of the key objectives and outcomes of the proposed program

2 Letter of Intent

Attach the original LoI plus the comments from other institutions that welt received when theLoI was circulated by secretariat staff

3 Curriculum

31 Describe what the student will gain from this program skills knowledge attitudes orother attributes Please include a discussion of how these outcomes will warrant this

program to be of degree status

32 Specifically describe the courses or other curriculum requirements of theProgram

Explain how the courses and curriculum requirements will be integrated tocontribute to the intended goals of the programIdentify which courses already exist at the institution and which new courses will beimplemented as a result of the programInclude individual course descriptions in an appendix

33 Describe the programcourse structure and the expected class size of courses in thisprogram egstudentfaculty ratios

34 If applicable discuss research expectations or implications for this program

35 Include any other additional relevant comments

4 Learning Methodologies

41 Describe how the learning environment and methodologies will be developed so as toachieve the intended outcomes for the program

13

5 Faculty

42 If applicable discuss how the following will be incorporated in thenew degree program

experiential learning cooperative education clinical etcdistance education

independent study Computer Assisted Instruction etcemployability skillslectures labs tutorialsother

51 Please indicate the number of faculty and other staff required to mount this program andtheir qualifications Indicate if any of these positions will be new to the institution Ifpossible include the curriculum vitaes of faculty in an appendix

6 Program Consultations and Evaluation

61 Provide a list and brief explanation of the nature of the consultations that have occurredwith professional associations employers educational institutions etc This isparticularly relevant to new and innovative institutions and programs Please attach anywritten endorsements or comments both positive and negative in an appendix

62 If there are other individuals or groups that have been involved describe their roles inthe collection and evaluation of information leading to the development and submissionof this proposal Where appropriate include evidence of external consultation andorevaluation of the proposed new program by

Other British Columbia institutions

Institutions outside of British Columbia

Experts in the proposed field of studyExternal academic consultants

63 Indicate what policiesprocedures are planned for ensuring adequate depth and breadthof ongoing review and evaluation once the program has been implemented

64 If applicable describe how membership on advisory committees for this program willbe maintained to ensure that the program will remain cuntnt in future years

14


8 Other

Describe the admission and residency requirements for this program Include

a plan for students ability to acctss the program through transfer course to course orblockprogram transfer and

a desrription of how students will be able to transfer out of the programcourses into otherprogramscourses within your institution or at another institution

Include additional information that is relevant to the need for and the educational merits of thisprogram special features equity considerations etc

15

THE CURRENT TERMINOLOGY USED IN

UNDERGRADUATE DEGREE PROGRAMSIN BRITISH COLUMBIA

BY

J PETER MEEEKISON OCPHDUNIVERSITY PROFESSOR EMERITUS

UNIVERSITY OF ALBERTA

APRIL 1999

INTRODUCTION

Degrees are offered by individual institutions under authority conferred on them by the

provincial legislature Each university or university college determines the course of

study for earning a degree Thus while the several post secondary institutions in the

province offer similar degrees the specific requirements for completing a degree vary

from place to place reflecting the differing academic perspectives of each institution

What is also clear is that over time institutions have developed their own terminology to

describe the requirements to complete a degree program

A degree is not an ad hoc or random selection of courses taken over an indefinite period

of time Instead it is a carefully designed program with internal consistency The principal

and perhaps most important decision for students in any degree program is to decide on

the subject or subjects of specialization Once that choice is made a second decision is

necessary the extent of specialization There are varying levels of specialization with

alternatives ranging from Honours programs to Majors Minors and various combinations

of these alternatives In choosing a professional degree such as Education Engineering or

Nursing a student also identifies a field specialization

Given the number of post secondary institutions now offering degrees questions

inevitably arise about the differences in academic terminology in use at the several

institutions To assist individuals who are unfamiliar with academic vocabulary the

Degree Program Review Committee requested the preparation of a glossary of terms that

universities and university colleges and institutes regularly use in describing their

academic programs and degree requirements The terms found in the glossary are taken

from the calendars of the post secondary institutions in the province that offer

2

undergraduate degrees

GLOSSARY

The terminology one most frequently encounters in degree programs pertains to

specialization in a single field of study subject area or discipline To a great extent manyof the foregoing terms can be used interchangeably The three most common terms used

to describe the extent of specialization or concentration are honours major and minor

These terms are used primarily in faculties of Arts and Science As will be seen

professional faculties which by definition indicate specializationtendto use different

terminology

Honours Program Requires extensive specialization in a single field or

discipline in the last one three years of study Examples include English Chemistry

Mathematics and Economics The academic requirements for admission and continuation

are set at a high standard so only students with an outstanding record of academic

achievement are admitted The number of credits or units to complete an Honours degree

often exceeds the requirements to complete a standard undergraduate degree requiring

students to take a heavier course load during the regular academic year Admission to an

Honours program is determined by the academic department offering the program

Honours programs provide excellent preparation for graduate study

Major Program Requires some specialization in a single field or discipline in

the last two years of study Examples are Political Science Physics Psychology and

French Faculties set minimum and maximum numbers of courses a student must take to

qualify for a Major while departments outline the specific course requirements for the

Major Choosing a Major program is probably the most important academic decision

3

most students will make Graduate study is also an open to Majors provided they have the

necessary academic standing

Minor Program Requires limited specialization or concentration within a

single field or discipline As with the Major there is a minimum course requirement A

maximum is not ordinarily specified but normally something below the floor for the

Major would be seen as an appropriate ceiling In choosing a Minor program students

will often choose a discipline which complements their Major program

Combined HonoursDoubleHonoursJoint Honours Terms used by the

University of British Columbia the University of Victoria and Simon Fraser University

respectively to describe a program of study where the student completes the honours

requirements in two disciplines or fields of specialization To complete such a program

the number of credits required will normally exceed that of a regular honours program

Details of this kind of program are normally worked out by the student the academic

units involved and the relevant Faculty Deansoffice It is not unusual for each program

in the joint offering tobemodified or cut back to allow the combined requirements to be

satisfied with approximately the same number of credits as would satisfy either

component program alone

Joint Honours and Major Programs A program of studyattheUniversity of

Victoria where the student completes the requirements for an Honours program in one

discipline and the requirements for a Major program in another field of study As with a

combined Honours program the details of the program need to be worked out by the

student the academic units involved and the Faculty Deansoffice

Double Major A program of study where the student completes all the course

requirements for a Major in two disciplines As with double Honours meeting the credit

requirements of two Majors may increase the minimum number of credits necessary to

complete a degree Normally such programs are reviewed by the student the academic

units involved and the Faculty Deansoffice

Joint Major A program of study where the student completes the course

requirements in two Major subjects The difference between this program and a double

Major is that the Joint Major is an established program where the course sequence and

credit requirements have already been predetermined interdepartmentally Simon Fraser

University has developed a large number of such programs one example being the Joint

Major in Psychology and Criminology

Combined Major A program of study where two departments or disciplines

establish the academic requirements This program is comparable to the Joint Major An

example is the BA in English and French Canadian Literature at the University ofVictoria

Extended Minor Program A program of study where a student completes the

lower division requirements for a Major program and the upper division requirements for

a Minor program in the same discipline

General ProgramStudies A program of study where students take a broad

spectrum of courses and do not specialize Any specialization is kept to a minimum and

would be somewhat less than the minimum requirements for completing a Minor

General Studies with a Thematic Option A general studies program where

students choose a multi or interdisciplinary theme The number of courses in the thematic

5

option is comparable to a Minor For example programs offered at Okanagan University

College include Cognitive Science Latin American Studies and WomensStudies

Breadth Requirement A policy established by individual faculties which

requires student to take a specified number of courses outside their major Courses are

taken in other subject areas within the faculty or in other faculties The objective is to

have students broaden their academic experience

Upper divisionLower division Courses of instruction are divided into two

categories upper division and lower division To complete a degree students must take a

specified number of upper division courses Course numbered at the 100 200 level are

lower division or introductory courses while those at the 300 400 are upper division or

advanced courses The University of British Columbia also indicates that courses at the

100 level are primarily for first year students those at the 200 level for second yearstudents and so on

Elective An optional course or number of courses In other words electives

involve an element of choice University contain the following qualifiers

governing electives unrestricted program recommended basic Arts and free It is clear

that in some instances students are able to choose whatever course they want provided

they have the necessary prerequisites while in other cases their freedom of choice is

more narrow or focused

Cooperative Education Program Acooperative education degree program is

one which combines academic studies and work experience It can be described as a

process which formally integrates the students academic and career studies on campus

with relevant and productive work experience in industry business andor government

6

Because of the work experience component students take longer to complete a coop

program than a regular degree program

Practicum Usually associated with Education Nursing and Social Work

degrees Students are required as part their program to complete a term or terms of

classroom fieldwork or clinical experience

Internship An alternative to the coop program developed by the University of

Northern British Columbia for students who for some reason are unable to pursue the

latter It is more academically intensive than the coop program The internship work

experience is for one full semester rather than four and students receive course credit

rather than remuneration

Preceptorship A term usually associated with Nursing programs Students

work with an active practitioner on a onetoone basis helping the nurse to care for herhis

patients Such experience allows students to advance their professional nursing practice

Option A term frequently used in professional faculties to indicate a degree of

specialization either within the field of study or a program offered in cooperation with

another faculty One example of the former is the naval architecture option in

Mechanical Engineering at the University of British Columbia Another example also

from UBC are the several options Accounting Finance Marketing etc offered by the

Faculty of Business The difference between the two examples is that students in the

Business Faculty must select an option whereas students in Mechanical Engineering are

not required to choose an option In terms of credits towards the Business degree the

option is equivalent to a Minor An example of an interfaculty program is the B Eng

Management Option at the University of Victoria where Engineering students may take a

prescribed set of courses in the Business Faculty The number of courses in the option is

comparable to a Minor

Area of Emphasis A sub specialization within a Major or Honours program

An example is found in the Computer Science Major and Honours programs at the

University of Victoria where students may choose an area of emphasis from one of five

fields of specialization which is noted on the students transcript This phrase is similar to

the term option in use elsewhere

Area of Concentration This phrase is similar to the term option and is used

primarily in professional faculties such as faculties of business to describe a limited

degree of specialization Because so much of the baccalaureate degree is predetermined

students are given an opportunity to concentrate on subject area such as International

Business Entrepreneurship Accounting Finance etc In terms of numbers of courses or

credit requirements an area of concentration is comparable to a Minor Another example

is Health Information Science where students can choose to concentrate in

Administration Health Services Research or Medical Informatics

Area of Specialization A tenn used by the Open University to describe one of

the requirements for the BA General Students must complete two areas of

specialization consisting of 15 upper division credits each If prerequisites are considered

this is approximately equivalent to completing two Minors

Area of Interest A phrase used in the UBC Faculty of Pharmacy to indicate

specialization an example being Community Pharmacy

Complementary Studies A term used in Engineering at UBC to describe

8

courses pertaining to the profession andor to electives in the humanities or social

sciences

Critical Studies A term used by Emily Carr School of Art and Design to

describe electives in humanities social sciences and art history

Diploma There are two very different approaches to the use of the term

diploma and both are used extensively within the postsecondary system One is an

academic credential usually reserved for some kind of postgraduate study Such

programs are aimed primarily at individuals with a university degree and who have had

work experience not necessarily in that particular field or who wish to continue their

education While these Diploma programs vary in length and can be full or parttime the

norm appears to be one academic year of study usually in a professional discipline One

finds these diploma programs offered by both universities and university colleges and

institutes In some areas such as Education there is often a link between the diploma

program and a prospective graduate program in that credits earned in the diploma

program can be transferred to the graduate program

Diploma programs are also available to individuals who want to study at the university

level but who choose not to pursue a degree The community colleges university colleges

and institutes offer a wide range of diploma programs in a number of subject areas such

as business fine arts human services and nursing College diploma programs are two

years in length and represent the equivalent of about half the course work for a degree

Some twoyear diplomas of this type are also offered by universities an example being

the University of Victoriasinterdisciplinary diploma program in humanities

What is clear with both uses is that diploma programs are not the equivalent of degree

9

programs but specialized programs of study completed in either one or two years

Courses taken in diploma programs may eventually be credited towards a degree To this

extent diploma programs may be viewed as an alternative means of introducing students

to postsecondary education both undergraduate and graduate For their efforts

graduates earn a credential a diploma and in some instances can continue their studies

and earn a second credential an undergraduate degree

Certificate A credential where the program of study is at the university level

but where admission does not require a university degree The term certificate and

diploma are frequently used interchangeably leading to a certain amount of confusion as

to the differences between them As the demand for professional development programs

increases it is becoming more common for participants to expect some kind of

recognition or credential for their efforts often in the form of a certificate The certificate

normally indicates what requirements have been completed Usually certificate programs

are of one years duration and are often offered by continuing education faculties Simon

Fraser University offers a wide range of certificate programs which in terms of their

academic requirements are comparable to diploma programs offered by other institutions

10

O

Abbreviations used on the matrix pages

A Assodate DegreeThere are two types of Associate degrees the

Associate of Arts degree and the Associate ofScience To earn an Associate degree a student

must complete 60 semester credits in a clearlydefined program of first and second year universitytransfer courses These are awarded by collegesuniversity colleges and institutes

AC Advanced CertificateThe Advanced Certificate is offered to students

who already have a certificate and completeadditional specialized courses These are awarded

by colleges and universities

AD Advanced Diploma or Post DiplomaThe Advanced Diploma or fbst Diploma isawarded following an additional year of study after

graduation from a twoyear diploma programThese are awarded by colleges and institutes

AP Apprenticeship TrainingThis refers to mandatory technical training whichan apprentice must take in order to achieve British

Columbia Trade Qualification status This trainingis offered by colleges university colleges andinstitutes

Students must be indentured in a trade and

assigned to specific apprenticeship technicaltraining programs by an Industry Training andApprenticeship Commission ITAC Counselor

For more specific information on apprenticeshiptraining in BC visit the ITAC Web site atwwwitacgovbcca

B BachelorsDegreeBachelorsdegree programs normally take four

years of fulkime study to complete Many offeroptions in particulardisciplines as well as a more

specialized honours option These are awarded byuniversity colleges institutes and universities

C Certificate

Certificate programs usually involve one year orless of study These are awarded by colleges university colleges institutes and universities

CS Concentrated StudyConcentrated Study refers to programs offered atthe Bachelor level where a major is not available inthe program area This designates a program in the

form of a minor extended minor concentrationspecialty or discipline These are awarded at

university colleges and universities

D DiplomaThe diploma normally involves two years ofstudy in a career technical or academic program

These are awarded at colleges university collegesinstitutes and universities

M MastersDegreeA Mastersdegree program normally takes twoyears of study and may involve research or writinga thesis Admission usually requires completionof a Bachelorsdegree These are awarded atuniversities only

1999 Guide to British ColumbiasPublic Postsecondary Institutions

P Post Baccalaureate DiplomaThe lost Baccalaureate Diploma involves one ortwo years of specialized study in a certain disciplinefollowing completion of a Bachelorsdegree

In special cases other criteria may be used insteadof a degree These are awarded at collegesuniversity colleges institutes and universities

PD Provincial DiplomaHigh School EquivalenceThe requirements for a Provincial Diploma orhigh school equivalence certificate are provinciallevel English advanced level mathematics and three

other provincial level courses These are awarded

at colleges university colleges and institutes

PhD Doctoral DegreeDoctoral programs involve course work andoriginal research that must be written as a thesis

and successfully defended Admission to adoctoral program usually requires completionof a Mastersdegreeor a Bachelors degree withspecial qualifications These are awarded atuniversities only

IIBT University Block TransferAllcolleges university colleges and institutes offersome courses that are accepted by universities asbeing equivalent to their own for the purpose ofcourse credit Some institutions group these coursesinto specific programs that transfer to specificuniversity faculties or departments Please notethat not all UBTs are listed

1999 Guide to British ColumbiasPublic Postsecondary Institutions

V Various Courses

This symbol indicates that various credit and noncredit courses on the subject are offered and maylead to one or more credentials These are awarded

by colleges university colleges institutes anduniversities

Cooperative EducationMany post secondary institutions offer cooperativeeducation programs which formally combine paidwork terms with periods of classroom instructionThrough coop programs students are able to gain

experience in their chosen occupations and are paid

for their time Coop programs are available at theCertificate level up to the PhD level

0

NAMING OF DEGREES

A SUPPLEMENT TO

THE APPROVAL OF NEW DEGREES

IN

BRITISH COLUMBIA POSTSECONDARY INSTITUTIONS

I BACKGROUND AND RATIONALE

APPENDIX A


October 1997

Since its inception in 1995 the Degree Program Review Committee DPRC has received

many requests for the approval of new degrees programs to the British Columbia postsecondary

system Concurrent with the submission of new degree proposals has been a significant number of

requests for new degree names usually to indicate a specialization within a degree This supplementto the caiginal guidelines is intended to provide an element of standardization to degreenomenclature

When the DPRC published its GUIDELINES AND PROCEDURES for the approval ofnew degrees in June 1995 among other questions asked was the following What will be theprogram title and the name of the credential to be awarded to graduates At that time there wereno specific guidelines for the naming of the credential earned

There are two situations that need to be considered when assessing new degrees The first

arises when an institution adds to its program offerings a new degree that is not new to the provincial

post secondary education system The second situation arises when a proposed degree is entirelynew to the British Columbia system While the supplementary guidelines outlined below are relevant

in both instances it is the level of activity in the second category which has prompted the refinementof the original degree program approval process

The following guidelines have been developed by the DPRC to assist institutions in

determining the name of the credential they will offer when they are proposing new degree

1

programs The establishment of these guidelines is not intended to discourage institutions from

proposing new degree names but is expected to bring the same intellectual rigour to the naming of

degrees as to the design of their program content It should be noted that the guidelines apply onlyto new degrees existing degree names are not affected

II GENERAL GUIDELINES FOR THE NAMING OF DEGREES

1 Credentials for new academic programs should ordinarily be selected from degree names

which are widely used and generally understood The list of degrees currently offered by

British Columbia post secondary institutions is already very comprehensive and normally should be

able to accommodate most proposals for new academic programs

2 A generic degree name which already incorporates a broad range of academic disciplines

or subject areas is preferable to a multitude of specific degree names Obvious examples include

the Bachelor of Arts at the undergraduate level and the Master of Science at the graduate level In

the case of some of the newer and more specialized institutions such as the technical institutes the

standard credential awarded should be reflective of the overall mission of the institution ie

technology thus leading to a Bachelor of Technology

3 The name should be descriptive of the general area of study which usually corresponds tothe faculty or school While degrees are conferred by a particular post secondary institution the

degree designation is normally identified with a particular academic unit ordinarily a faculty or

school The emergence of interdisciplinary studies has led to a number of departures from thispractice

4 The name should be appropriate for adoption by other British Columbia postsecondaryinstitutions which develop similar programs Comparable but not necessarily identical programs

should lead to equivalent credentials To a certain extent the system has already demonstrated its

flexibility The two clearest examples are the degrees of Bachelor of Applied Science and theBachelor of Engineering as engineering credentials and the Bachelor of Commerce and the Bachelor

ofBusiness Administration as business credentials Occasionally different degree names are simplya reflection of an institutional preference and do not represent a divergence of academic programsWhile thedegtee designations differ the credentials are seen to be equivalent

5 The above principles should apply to both undergraduate and graduate programs

2

HI HOW TO INDICATE SPECIALIZATION IN THE DEGREE NAME

The DPRC assumes that the principal reason for proposing a distinct degree is to indicate

an academic area of specialization The question then becomes how to achieve this objective while

adhering to the five general principles outlined above Where appropriate the subject of

specialization could be included as part of the degree name leading to a new genus of degreesInstitutions as a matter of routine already identify majors and areas of concentration on the

transcript In some instances honours are shown as part of the degree In addition the subject

area or major is sometimes shown on the parchment as a matter of institutional preference but thatdoes not mean that that information is incorporated into the name of the degree

Increasing specialization is the main reason for the existing diversity and continuing

expansion of degree names While there does not appear to be any uniform practice over time

certain models have evolved One is to include the specialization in the degree name itself eg

Bachelor of Science in Agriculture Another is to indicate the specialization in parenthesis after the

degree name eg Bachelor of Education Elementary A third is the creation of new generic

forms eg Bachelor of Administrative Studies New degrees which identify an area of

specialization should fit into one of the following categories

a Bachelor of Science in This has become a widely accepted method of

indicating specialization There is a clearly identified and specialized field of study which finds its

roots in science but which derives its distinctiveness from being located in a separate academic unit

Examples include agriculture dietetics forestry ldnesiology nursing and pharmacy From the

examples given it is clear that there is a strong link to a particular profession What should be noted

is that while the degree names follow a standard pattern the degree initials do not Examples are

BScAgrandBSN Either format is appropriate and does not appear to lead to confusion

b Bachelor of Science This approach is similar to the previous method for

naming degrees with a significant scientific component In this instance a descriptive adjective is

used to distinguish the branch of science Examples include Bachelor of Applied Science and

Bachelor of Health Science Again recognized academic units offer the degree and there is aconnection with a particular profession

c Bachelor of Arts in While not as common as the comparable degree in

science there are a few instances where this approach has been adopted eg Bachelor of Arts in

3

Child and Youth Care To warrant a separate degree name the number of courses required in thefield of specialization should exceed that required for a major There should also be some

demonstrated link with a particular profession or occupation

d Bachelor of Education Elementary This approach to indicating specialization is

achieved by showing the specialty in parentheses after the generic degree In British Columbia it has

been used primarily to distinguish various kinds of education degrees Unlike the previous

examples these degrees are offered by a single faculty The Education degree is also a professional

degree and the designated distinction has obvious implications for employment Other faculties

wishing to develop specialized professional programs should consider this option An example isthe Bachelor of Arts Criminal Justice

e Bachelor of Studies There are an increasing number of degrees with an

interdisciplinary focus As a result them is greater usage of degree names which incorporate theword studies This trend is found at both the graduate and undergraduate levels The word

studies appears to be used in instances where there is a well defined academic program but wherethe course offerings are provided by a number of academic units often including units from mom

than one faculty There is often a tension between choosing a more generic degree egBACanadian Studies versus Bachelor of Canadian StudiesBCS The fomter is more widely

recognized and is the recommended approach

f Bachelor of Technology With the expansion of the post secondary system

to include a greater variety of academic institutions generic degrees which reflect the academic

orientation of these newer institutions are rapidly emerging In the case of technological institutesthe academic programs are grounded in the study of the practical application of science in a variety

of subject areas It is recommended that Institutes ofTechnology adopt the generic form of degreeBachelor of Technology The field of specialization if necessary can be shown in parentheses

following the general degree similar to the practice in the field of education Normally this degreedesignation will be confined to Institutes of Technology

g Bachelor of Applied Given that the province has encouraged the

development of mom applied degrees there has been a gradual increase in requests to use the wordapplied in the title of the credential offered The dictionary definition of applied is used in actualpractice or to work out practical problems

The following guidelines are proposed for new academic programs which incorporate theword applied in the degree name

4

i The program should link theory and practice and make clear the balance between the

acquisition of employability skills and general educational requirements

ii The program must incorporate a practical component This requirement can take many

different forms such as work experience practicums projects or field experience This

component is what distinguishes the degree from others which may have similar coursecontent

iii Sponsoring institutions should give serious consideration to using a generic degree name

such as Bachelor of Applied Arts name ofspecialization or Bachelor of Applied Design

name of specialization eg Bachelor of Applied Design Interior Design Each

designation is sufficiently broad to allow a number of specific programs under a single

umbrella Because the degree Bachelor of Applied Science is already identified with

engineering its use should be limited to such programs to avoid confusion Since

engineering programs are accredited by the profession this additional requirement should be

a condition of approval for degrees using the phrase Applied Science

5

Flow Chart of the Degree Approval Process

Stage I

Program Concept

assessed byKwantlensDegree Proposal Assessment Committee DPAC

11

ifapproved by DPAC1

tage2Letter of Intent

assessed by DPAC11

ifapproved by DPACrecommended to Education Council

11

ifapproved by Education Councilsubmitted to Board ofGovernors

1

ifapproved by Board ofGovernorssubmitted to Ministry

11

ifapproved by Ministry

i1

Stage 3

Pull Pmgraut Propiisal1

assessed according to the process outlinedunder Stage 2

11

ifapproved submitted to1

Provincial Degree Program Ministry of Advanced EducationReview Committee t Training Technology

1

independent recommendations toMINISTER


July 11 2000

Degree Approval Process

Helpful Hints

1 Develop a timeline for yourself in relation to

DPAC MeetingsEducation Council MeetingsDPRC MeetingsCurriculum Committee MeetingsBoard of Governors Meetings

Be aware that at any ofthese levels you may be asked to makerevisions that require review at a subsequent meeting and thismay affect the commencement date of the degree

2 Work with the Office of the Registrar in terms of calendarinformation and information given to students

3 Work with your Dean re Program Profile needs for budgetingpurposes

Consider staffing and capital needs deadlinesConsider room bookings classroom faculty

4cKwantlenUNIVERSITY COLLEGE

Purpose

Information


Stage 1 Program Concept

The purpose of Stage 1 is to provide persons who have an idea for a new program with astandard format for presenting their concept The goal of the review process is toprovide originators with feedback before they invest a great deal of time and energy indeveloping their concept into a Letter of Intent

Process See Appendix G

23 Copies of a completed Program Concept submission form copy attached should besent to Barb Melnyk DPAC Secretary Surrey Campus local 2084 who will forward itto the Degree Proposal Assessment Committee DPAC for consideration at theirmeeting This form is available for completion online All completed submissions mustbe limited to three pages

One or possibly 2 of the degree developers will attend the DPAC meeting when theprogram concept is being reviewed At this stage DPAC may

seek more information or clarificationadvise the originators of other parties who should be consultedapprove the concept and direct the originators to proceed to Letter of Intent stageadvise the originators that the concept cannot be supported at this time

The Degree Program Concept will be assessed according to the information supplied onthe Degree Program Concept submission form see attached

September 15 2000 1

Criteria

The Education Council has determined the following criteria shall be used by the DegreeProposal Assessment Committee DPAC when reviewing Program Concepts fordevelopment into Letters of Intent

the degree to which the program is likely to attract qualified students in numberssufficient to maintain a viable offeringthe extent to which graduates of the program will find or create meaningful jobopportunities in their area ofstudy this includes the extent to which the program canprovide a generic rather than a narrowly focused educationthe potential for linking and laddering with other programs offered both at Kwantlenand at other institutions eg its potential for multioption development under acommon degree

the uniqueness of the programieit does not unnecessarily duplicate other programsin the province or if it does there is sufficient rationalethe extent to which it is likely to require highly specialized equipment dedicatedspace or faculty expertise that would be difficult to recruit for

September 15 2000 2

Name of proposed program see Appendix B

Proposed Credential to be granted seeAppendix C

Expected length of program in years

How many students would you expect enrolledin each year ofthe program

Year 1 Year 2 Year 3 Year 4

Itfi University Degree Program ConceptSubmission Form

Please limit your submission to these three pages Submissions longer than 3 pages will be returnedAdditional material may be included as appendices Please send 23 copies of your completed submissionto Barbara Melnyk DPAC Secretary Surrey Campus who will forward it to the Degree ProposalAssessment Committee DPAC

Naive Division Campos Telephone Email

Date

A Originating Group

Who is the principal contact person for the above group

B Basic Information

C Student Profile

Who are your target students age gender educational background work experience Where do they comefrom recent high school graduates transfers from other institutions Are there other characteristics applicantsshould have that you identify as important

What entry requirements should applicants be expected to meet

revised Sept 1500 1

D Program DescriptionProvide a broad description of the program content

Provide a broad outline of the instructional strategies to be employed

Outline anticipated requirements for equipment specialized space etc

Describe any other special features of the proposed program eg uniqueness ofthe program coopplacements

Explain how this program relates to the existing or proposed programs at Kwantlen University College andother institutions

revised Sept 1500 2

E Outcomes

What is the nature of the work that students are being prepared for

What other individual or societal benefits can be expected

What labour market data shows a demand for this type ofgraduate

F Consultations

Who have you consulted with internally regarding this proposal

What were the results of these consultations Please provide names dates and summary

Who have you consulted with externally regarding this proposal

What were the results of these consultations Please provide names dates and summary

revised Sept 1500 3

kc KwantlenUNIVERSITY COLLEGE

Process

The Initial Development Team



Stage 2 The Letter of Intent LOI

Purpose

The purpose of Stage 2 is twofold First at an internal level a determination can be madeas to whether the Program Concept is appropriate within Kwantlensplans and prioritiesSecond if appropriate the LOI informs the Ministry and all other postsecondaryinstitutions that Kwantlen intends to develop and offer this degree program SeeAppendix G

The goal of an Initial Development Team IDT is to conduct the research and prepare thewritten documentation using approved formats and guidelines If this research leads tothe conclusion that the Program Concept should not be pursued further a report to thiseffect would be sent to the Degree Proposal Assessment Committee DPAC

Each IDT will consist of a Divisional Dean faculty and industry advisors Thecomposition and membership of each IDT is submitted to DPAC for review and approvalInternal consultations will be carried out using the checklist see Appendix D Writtencomments from all educational and support areas will be essential components required forthe review process

DPAC reviews all Letters of Intent and their supporting documentation and forwards itsrecommendations to the Education Council DPAC decisions regarding the Letter of Intentmay be appealed to the Education Council

Completed LOI submissions 23 copies should be sent to Barbara Melnyk DPACSecretary Surrey Campus for DPAC consideration One of the degree developers willattend the DPAC meeting when the LOI is being reviewed to answer questions andprovide clarification is required

revised September 15 2000

The Education Council the Board

The Education Council reviews and agctees recommendations from DPAC regarding theLetter of Intent

The Letter of Intent is then forwarded to the Board of Governors for review and approvalOnce approved by the Board of Governors it is forwarded to the Ministry

Information

Letters of Intent are meant to be informative but limited in length The primary objectiveis to ensure that the Ministry and their Degree Program Review Committee DPRC haveadequate information on which to base their recommendations while at the same timelimiting the content to the key elements of the program If the Ministry or the DPRCconcludes that additional information is required a supplementary request will be madeThe Ministry guidelines specify that Letters of Intent should be 3 5 pages in length notincluding appendices The added internal information requirements could add anotherpage or so but the approved LOI for the Ministry will conform to the Ministryscontentand length requirements

The list below follows the Ministry format contained in the Guidelines documentAppendix A No standardized form is available and information must be presented inthe following order

A Length3 5 pages not including appendices

B Institutional and Program Identification

This section should include the followingInstitution awarding the degreeIfapplicable please indicate which other institutions will contribute to the offeringof this program and precisely what each institution will contributeThe title of the Program eg Environmental StudiesThe credential that will be awarded to graduates egBSc See Appendix B forguidelines on degree nomenclature See Appendix C for guidelines on CredentialTypesIf the proposal is for a new credential

i What is the rationale for choosing this particular degree name

revised September 15 2000 2

ii Is there a comparable academic program in the province that uses adifferent nomenclature Ifyes why has a new degree name beenrequested

iii Were professional associations or other groups outside the institutionconsulted on the name of the degree If yes who Ifnot why notDoes this degree require accreditation by an external organization

Facultyiesor schoolsoffering the new degree programName title and phone number of the institutional contact person in case moreinformation is required

C Program Description

1 Brief description of the program and how it will contribute to the mandate andstrategic plan of the institution Define the aims goals or objectives of the newdegree program

2 Discussion of the target student audience for this program Please include in yourdiscussions

Identification of the studentaudiencesthat this program is intended to serveAnticipated enrollments for this programAny evidence thatthis student audience is not currently being served withexisting offerings in the 13C postsecondarysystemA list ofprograms that exist at other BC institutions which may contain similarcontent rhavesimilarobjectives and if similar what is the rationale forduplicationAn odtline of the expected normal time required for students to complete theprogram in years or semesters

3 Evidence of labour market and student demand is required This information willvary and could range from a comprehensive labour market study to an informalsurvey consisting of letters of support from potential employers It is expected thatthe informal survey will be used only when labour market data is not available orin addition to this This section should include a discussion regarding theanticipated employment destination for graduates from the proposed programPlease attach this information as an appendix to the LOI

D Admissionand Transfer

Describe the admission and residency requirements for this program including a planfor transferability If applicable include a brief discussion on how the followingapply tothe proposed new degree program

Prior Learning Assessment Recognition PLARTransferability both into and out of the program

raised September 15 2000 3

Articulation arrangements that exist or are planned ati your institutionii other institutions that will allow the students to ladder or transfer into

this program

E Program Resources and Timelines

1 Describe the resources that will be required to mount this program includingExisting and shared resources at your institution or at other institutions that willbe used to offer the program facilities library resources faculty etcAdditional resources that will be required to offer this program facilitieslibrary resourcesfaculty etc

2 What if any other programs will be reduced or eliminated in order to initiate thenew program

3 What is the intended implementation schedule of the degree program

F Consultations

Please update the consultations you provided in Program Concept Section F

Criteria

The LOI is accrzsed against the following criteria

1 The program builds on Kwantlensexisting offerings and expertise and mandate tooffer applied degrees see Appendix H

2 The program provides meaningful opportunities for students to gain direct experienceof the work environments they are preparing to enter eg coop education workexperiences practicums

3 The program design makes full use ofappropriate emergent and innovative deliverysystems

4 The program maximizes opportunities for linking laddering or bridging with otherprograms and for student access via the Prior Learning Assessment Recognitionprocess

5 The program demonstrably contributes to meeting the human resource needs of a wellprepared workforce


6 There exists a sufficient number of potential students whose characteristics can be welldefined and for whom specific recruitment and educational strategies have beendeveloped

7 The relationships between the program and existing Kwantlen curricula and betweenthe Kwantlen program and related programs at other institutions are clearly stated

8 The program does not unduly duplicate programs at other institutions

9 The anticipated costs of the program both startup and ongoing are clearly statedRequirements regarding instructional personnel material resources facilities and otherinstitutional support should be specified

mind September 15 2000 5

cc KwantlenUNIVERSITY COLLEGE

Purpose

Process


Stage 3 The hill Program Proposal FPP

The purpose of Stage 3 is to develop a Full Program Proposal FPP so that internal andexternal review bodies can accurately assess the merits of the program This Stage is alsodesigned to provide the University College and the Ministry with accurate informationregarding the resources required to develop and implement the program See AppendixA Guidelines and Procedures for Submission ofNew Degree Programs

The Ministry reviews the Letter of Intent in light of relevant information from within theMinistry from other ministries and from other institutions Based on that review theMinistry will decide whether to give approval for the submitting institution to developand submit a Full Program Proposal If an institutionsproposal is denied at the LOIstage discussions with the Ministry may be reopened if additional information isavailable see Appendix G

Education Council appoints a Program Development Group PDG and a ValidationTeam VT The Program Development Group develops the FPP The Validation Teamprovides input and advice at key points in the development of the FPP and reportsindependently to the Education Council regarding the proposal

The Program Development Group PDG

Each PDG develops a Full Program Proposal and submits it along with all supportingmaterials to DPAC The Program Development Group PDG will work closely withcurriculum committees from the onset of the development of the Full Program ProposalThese include but are not limited to their departmental curriculum committee and theLiberal Education Curriculum Committee Approved outlines andorcurriculumcommittee minutes will be added as an addendum for DPAC with the Full Program

Proposal The Dean will liaise with the Vice President Education regarding requirementsto develop the Full Program Proposal


The Validation Team VT

The VT interacts with the PDG providing it with input and advice at key points in thedevelopment process Consistent with the expertise of its members it will examine andcomment upon the educational and industrial andor societal merits of the proposedprogram on the likelihood of employment or self employment in the field on theinteractions with the field that will be needed to sustain the program should it beimplemented and on the prospects for further education This input is formalized in afinal report regarding the FPP and is considered by DPAC and Education Council in theirreviews

The Validation Team will consist of at least two senior industry representatives twoexternal university or university college faculty members and two internal facultymembers from outside the divisions directly involved in the development work It will bechaired by one of the external members and can receive logistical support from theappropriate Dean


DPAC reviews the Full Program Proposal and the Validation Teamsreport consults asnecessary and forwards its recommendations to Education Council The principle task ofthe Committee at this stage is to ensure that the required processes have been properlycarried out and that the proposal is complete in all respects The Degree ProposalAssessment Committee DPAC meets monthly 23 copies of the FPP should be sent toBarb Melnyk one week prior to the meeting contact Barb Melnyk at local 2084regarding meeting dates One of the degree developers will attend the DPAC meetingwhen the FPP is being reviewed to answer questions or provide clarification ifrequired

DPAC will also issue a yearend summary to Education Council and Deans on all DegreeProposals under development at any particular time

The Education Council the Board

Each Full Program Proposal along with the Validation Teamsreport is reviewed byEducation Council If approved it is sent to the Board of Governors for approval Onceapproved by the Board of Governors the Full Program Proposal is forwarded to theMinistry The Education Council also reports regularly to the Board on the status of allProgram Proposals under development


3

The Ministry and the Degree Program Review Committee DPRC

Prior to forwarding the Full Program Proposal to the DPRC for review Ministry officialsreview it to ensure that the information is consistent with the previously approved Letterof Intent The Full Program Proposal should include

Executive SummaryLOI

Description of CurriculumDescription of Learning MethodologiesFaculty InformationProgram Consultations and EvaluationsOther additional information

The DPRC reviews the Full Program Proposal and provides a recommendation to theMinister

The DPRC may request additional information and subsequent reviews possiblyincluding one external before making a recommendationIf the DPRCsfirst review of a FPP results in significant questions or major issuesthat the DPRC wishes addressed then in addition to preparing a written response theinstitution may request that representatives attend the next review of the proposal inorder to respond to the Committeesconcerns institutional representatives mayappear in person or consult by telephoneThe institution will be advised of the DPRCsrecommendation

If the degree program is approved its implementation will be dependent on institutionalpriorities and resources Educational approval for a new program does not constitutefunding approval

Full Program Proposal Format

The length of the Full Program Proposal submission will vary considerably dependingupon the nature of the degree program being proposed but should not exceed 20 pagesWhen approved by DPAC Education Council and the Board of Governors sixteen copieswill be forwarded to the DPRC secretariat approximately one month prior to thescheduled DPRC meetings

Each submission to the DPRC should provide information and discussion in a format thatadheres to the order and headings below

raised September 15 2000 3

10 Executive SummaryIn two or three pages the executive summary should present in a succinctmanner the purpose of the proposal and a summary of the key objectivesand outcomes of the proposed program

20 Letter of Intent

Attach the original IOI plus the comments from other institutions thatwere received when the LOT was circulated by secretariat staff A briefsummary describing how Kwantlen addressed any issues should beincluded

30 Curriculum

31 Describe what the student will gain from this programskills knowledge attitudes or other attributes Please include adiscussion of how these outcomes will warrant this program to beof degree status

32 Specifically describe the courses or other curriculum requirementsof the program

Explain how the courses and curriculum requirements will beintegrated to contribute to the intended goals of the programIdentify which courses already exist at the institution andwhich new courses will be implemented as a result of theprogramInclude individual course descriptions in an appendix

33 Describe the programcourse structure and the expected class sizeof courses in this program eg studentfaculty ratios

34 If applicable discuss research expectations or implications for thisprogram

35 Include any other additional relevant comments

40 Learning Methodologies

41 Describe how the learning environment and methodologies will bedeveloped so as to achieve the intended outcomes for the program

42 If applicable discuss how the following will be incorporated in thenew degree program

experiential learning cooperative education clinical etcdistance education

mind September 15 2000 4

50 Faculty

independent study computer assisted instruction etcemployability skills see Appendix Flectures labs tutorialsother

51 Please indicate the number of faculty and other staff required tomount this program and their qualifications Indicate if any ofthese positions will be new to the institution If possible includethe curriculum vitaes of faculty in an appendix

60 Program Consultations and Evaluation

61 Provide a list and brief explanation of the nature of theconsultations that have occurred with professional associationsemployers educational institutions etc This is particularlyrelevant to new and innovative institutions and programs Pleaseattach any written endorsements or comments both positive andnegative in an appendix

62 If there are other individuals or groups that have been involveddescribe their roles in the collection and evaluation of information

leading to the development and submission of this proposalWhere appropriate include evidence of external consultation andorevaluation of the proposed new program by

Other BC institutionsInstitutions outside of BC

Experts in the proposed field of studyExternal academic consultants

63 Indicate whatpoliciesprocedures are planned for ensuringadequate depth and breadth ofongoing review and evaluation oncethe program has been implemented

64 If applicable describe how membership on advisory committeesfor this program will be maintained to ensure that the program willremain current in future years


Criteria


80 Other

Describe the admission and residency requirements for this programInclude

a plan for students ability to access the program through transfercourse to course or blockprogram transfera description of how students will be able to transfer out of theprogramcourses into other programscourses within your institution orat another institution

Include additional information that is relevant to the need for and theeducational merits of this program special features equityconsiderations etc

The criteria to assess these Full Program Proposals will be

program and course objectives or intended outcomesprogram content and course contententrance requirements transfer Iaddering potential and admission criterialearning environments andinstructional resources and methodologies


Purpose

Liberal Education Courses



Stage 4 Course Outllne Approval

A detailed description of the educational and delivery structure of the degree program and itscourses is required at the Full Program Proposal Stage so that internal and external review bodiescan access its educational and societal merit This information will assist the University Collegeand the Ministry in making an accurate assessment of the resources required to develop andimplement the program

A common core of courses within each degree program forms the basis from which programmajors will be developed This often occurs in the last two years of study towards a BachelorsDegree At Kwantlen degree programs are normally built on a 2 2 laddering model fromdiploma to degree completion This means that a major concentration is incorporated from thestart of a studentsstudies

Liberal Education at Kwantlen is distinct from the major in its orientation and perspective It ismore reflective in nature than experiential and its concern is with gaining understanding ratherthan gaining experience Although the courses can complement the major and be powerfulenough to give it character it has its own mission This mission is to help students envision theconnection between the practice of their profession and the practice of their humanity It isintellectual and moral preparation for responsible living and meaningful work

The rationale for integrating Liberal Education into degree programs can range from arecognition that a studentseducation should consist of greater than a major to mitigate excessivespecialization to the education of the human as a being enabling the individual to beaccountable to both self and society and to be a better citizen

Charting a New Course maintains that there must be a balance between education for citizenshipand education for the job market

Need to know total ofLibEd credits required and required at 3 and 4year levels Alsowhether all degrees shall have at least 3 credits of 1yr English


Course Approval Process

As stated in the Course Outline Manual Appendix E course outlines undergo a multistageapproval process to ensure that educational and institutional standards are maintainedDepartment and divisional curriculum committees play an essential role by providing directionfor curriculum development and ensuring that appropriate educational standards are achieved

The Education Council approves policy to guide curriculum It has a mandate to ensure thatCourse Outlines meet institutional standards and to determine whether courses are consistent withinstitutional goals

The chart below shows the Course Outline approval process for new courses Course revisionsfollow the same process but do not require approval from Education Council howeverEducation Council may query the style of the outline

Participant Actions

Course Developer

DepartmentalCurriculum

Articulation RepsChair or ProgramCoordinator

Divisional

Curriculum

Committee and

Dean

Education Counciland Chair of

Education Council

RegistrarsOffice

revised September I5 2000

Develops the courseWrites or revises the CourseOutline

May initiate informalarticulation

Presents course to the

Divisional Curriculum

Committees ifa LiberalEducation Course then to Lib

Ed Committeefor reviewMay initiate informalarticulation

Reviews Course Outlines

Approves a Course Outlineor returns it with specificrecommendations or

questionsForwards approved newCourse Outlines with fivecopies to Education Councilrecorder

Approves a Course Outlineor returns it with specificrecommendations or

questionsForwards a list of approvedcourses to the Board of

Governors for information

Receives approved CourseOutlines

Formally articulates transferCompletes the processleading to student registrationAssigns course numbers andcredits

Responsibilities

Ensures that the course fits with departmentaland Kwantlen standards

Ensures that the course meets departmentneeds

Ensures that the course fits with departmentalplans and Kwantlen and departmentalstandards

Ensures that the course fits with other courses

in the departmentEnsures that the outline is approved by thedepartment if this is departmental practiceEnsures that the course fits with divisional

plans and both Kwantlen and divisionalstandards

Ensures that the course fits with Kwantlens

education planEnsures that the Outline conforms toKwantlen standards

Ensures that students may register only inapproved coursesEnsures that published information is correct

2

WRITING A COURSE OUTLINE

Included in the Degree DevelopersKit is a copy of the most recent edition of KwantlensCourseOutline Manual November 1999 The manual describes how to write a Course Outline by

Outlining the process by which courses are developed and approved

Giving precise instructions as to how each section of the Course Outline Form is to becompleted

Giving definitions of common terms

Helping those who review Course Outlines to assess them fairly in accordance withconsistent principles

Assistance is available for course developers It is recommended that all new and revised CourseOutlines be vetted prior to submission for formal approval to Karen Metzger eitherelectronically or via hard copy Please contact her at Ext 3052 or viaemailkarenmtaalcwantlenbcca


cc KwantlenUNIVERSITY COLLEGE

Purpose

NonDegree Approval Process

Stage 1 Program Concept

The purpose of Stage 1 is to provide persons who have an idea for a new program with astandard format for presenting their concept The goal of the review process is to provideoriginators with feedback before they invest a great deal of time and energy in developing theirconcept into a Letter of Intent

Process

Please provide 23 copies of a completed Program Concept Submission Form copy attached toBarb Melnyk DPAC Secretary Surrey Campus Ext 2084 who will forward it to the DegreeProposal Assessment Committee DPAC for consideration at their meeting This form isavailable for completion on the Education Council Plaza Web site see undersubcommitteesDPAC All completed submissions must be limited to three pages

One or possibly two of the program developers are invited to attend the DPAC meeting duringthe time of the Program Conceptsreview At this stage DPAC may

Information

Criteria

seek more information or clarification

advise the originators of other parties who should be consultedapprove the concept and direct the originators to proceed to the Letter of Intent stageadvise the originators that the concept cannot be supported at this time

DPAC will assess the Program Concept according to the information supplied on the ProgramConcept Submission Form see attached

Education Council has determined the following criteria shall be used by DPAC when reviewingProgram Concepts for development into Letters of Intent

the degree to which the program is likely to attract qualified students in numberssufficient to maintain a viable offeringthe extent to which graduates of the program will find or create meaningful jobopportunities in their area of study this includes the extent to which the program canprovide a generic rather than a narrowly focused educationthe potential for linking and laddering with other programs offered both at Kwantlenand at other institutions

NonDegree Approval ProcessPage 2

the uniqueness of the program i e does not unnecessarily duplicate other programsin the province or if it does there is sufficient rationalethe extent to which it is likely to require highly specialized equipment dedicatedspace or faculty expertise that would be difficult to recruit for

Name of proposed program see Appendix B

Proposed Credential to be granted seeAppendix C

Expected length of program in years

How many students would you expect enrolledin each year of the program Was ffa Corgior a Diploma you need only include Year and Year 2Ifs CE program please specify each year or per Intake

Year I Year 2 Year 3 Year 4


Program Concept Submission Form

Please limit your submission to three pages Submissions longer than 3 pages will be returnedAdditional material may be included as appendices Please send 23 copies of your completed submissionto Barbara Melnyk DPAC Secretary Surrey Campus who will forward it to the Degree ProposalAssessment Committee DPAC

A Originating GroupNance Uivisiou Campus Telephone I mail

Date

Who is the principal contact person for the above group

C Student Profile

Who are your target students age gender educational background work experience Where do they comefrom recent high school graduates transfers from other institutions Are there other characteristics applicantsshould have that you identify as important

What entry requirements should applicants be expected to meet

Revised 022702

B Basic Information

Program Concept Submission FormPage 2

D Program Description

Provide a broad description of the program content

Provide a broad outline of the instructional strntegies to be employed

Outline anticipated requirements for equipment specialized space etc

Describe any other special features of the proposed program eg uniqueness of the program coop placements

Explain how this program relates to the existing or proposed programs at Kwantlen University College and otherinstitutions

E Outcomes

What is the nature of the work that students are being prepared for

What other individual or societal benefits can be expected

Revised 022702

Program Concept Submission FormPage 3

E Outcomes coma

Include labour market data that shows a demand for this type ofgraduate

Will this program allow students to ladder or bridge into further study or other educational programs

F Consultations

Who have you consulted with internally regarding this proposal

Whet were the results of these consultations Please provide names dates and summary

Who have you consulted with externally regarding this proposal

What were the results of these consultations Please provide names dates and surmnary

Revised 022702

Overview

NPR Committee

Nnr Program Review Process NonDsprs

DRAFT 030300

NEW PROGRAM REVIEW PROCESSNonDegree

The New Program Review NPR process grants educationalapproval for new programs offered at British Columbiascollegesand institutes and the Open Learning Agency The processaddresses basefunded non degree certificate and diplomaprograms only Continuing education and some other programsdo not currently require educational approval

The NPR process is mandatory for new or amended nondegreeprograms supported by provincial base funding These include

new fields of studynew credentials

options developed in existing programs and to berecognized on students transcriptsjoint K12 programs incorporating a new postsecondary

majorprogram revisions which warrant an internal reviewor institutional approval

Submissions must indicate whether new programs will meet theprinciples of access accountability affordability and relevanceas described in the College Institute and Agency SystemStrategic Plan Chartinga New Course

Approvals through the NPR prorse remain in effect for two 2years Programs not implemented within two 2 years ofapproval will have to be resubmitted

The New Program Review Committee NPRC consists ofrepresentatives from several branches of the Ministry ofAdvancedEducation Traiging and Technology MAEIT Usingtheir knowledge of program areas and additional analysesministry staffwork closely with the institutions to providerecommendatipnstothe NPRC at each stage of the review

5

Process and

Timelines

Educational

Approvalandthe ProgramProfile FundingProcess

New Program Reriew Process NonDegree

DRA7iT 030300

The NPR process has two mandatory components the Letter ofIntent and the Full Program Proposal

Letters ofIntent Institutions submit LoI for each proposedprogram The LoI should provide MAETT staff with adequateinformation to determine if the institution should prepare a FullProgram Proposal Occasionally additional information may berequested Oftentimes these programs are intended to start in thebent fiscalyearTherefore to ensure adequate time for the NPRprocess and for developing New Program Proposals institutionsare encouraged to submit LoI well in advance of the proposedprogram start date In some cases short timelines cannot beavoided and MAETT will endeavour to respond within 60 days

Full Program Proposals If a new program is approved at the LoIstage the institution isinvited to submit a 14point Full ProgramProposal As with LoI Pull Program Proposals should besubmitted as farin advance of the proposed start date as possible

Note LoI and Full Program Proposals must be signed by theinstitutionspresident

The formats for Letters of Intent apd Full Program Proposals areattached

Proposed programs mustbe approved at the Lolstage beforeinstitutions oan submitdheraforfundingthroughthe ProgramProfile process or list them in the institutional calendar

During theProgram Profile process institutions must identifyprograms approved at the LoI stage but which they intend to startinthe coming fiscal year Funding for such programs will becontingent upon receiving educational approval of a full 14pointproposal At no time caninstitutions use base funding forprograms which have not received full educational approvaL

Progrups that barenot received fulleducational approval but arelisted on the Program Profile will not be counted towardutilization on the Annual Audited Enrolment Report

Title

what is the title of the new program

Institution Contact

DRAFT

Format and Checklist for Letters ofIntent Non Degree

Letters of Intent are intended to provide MAEIT staff with the informatidn needed to determine if theinstitution should proceed to a Full Program Proposal Ocnsionally additional information may be requestedfrom institutions at the LOI stage Ensure your institutionsLetter of Intent includes each of the following jgthe order below

who is your institutionscontact for this new program How can MAETI staff contact hedhim

Expected Start Datewhen is the new program expected to start Please provide the month and year

Credential

what credential will be awarded to graduates of the programwhat is the rationale for the aedential7

what is the duration of the program in weeks months or semestersPurpose and Benefits

whatis the purpose of the programhow will the program ensure educational effectiveness eg retention rates completion ratessuccess rates for employment or progression to further educationhow will the program address equity by decreasing systemic barriersegflexible delivery

Deliveryhow does the program include Prior Learning Assessment PLA modrlariration parttimedelivery distributed learning or any other alternate modes of delivery

Consultations

were other schools consulted Name them and provide details of the consultationsare there any similar programs at other schools Provide detailswith which non educational agencies did you consult erg localregional employers professionalorganizations licensing agencies trade groups and others Include details and evidence of theircomments and recommendations

Labour Market Demand

what is the regional and provincial labour market demand for this program Include data from JobFutures and Statistics Canada letters of employer support and any related newspaper employmentpostings

what kinds of jobs can graduates expectupon finishing the programwhat is the current supply ofpeople for these occupations

Student Demand and Enrolmentare students interested in or requesting this program Provideevidencewhat is the institutions marketing strategy for the program and for student recruitmentwhat are the anticipated student enrolment numbers

Signatureis the Letter of Intent Lol signed by your institutionspresident

1 of 1 Feb2000

Submitted bv

Names of Developers

Phone 604Fax 604Email

Name of DeanDivision


NEW PROGRAM NON DEGREE

LETTER OF INTENT

NAME OF PROGRAM

New Program Non Degree Letter ofIntentName ofProgram

Page 2Insert Date

NEW PROGRAM NON DEGREE LETTER OF INTENT

PART A MINISTRY REQUIRED INFORMATION

BASIC INFORMATION

Title of Proposed Program What is the title of the new program

Institution Contact Who is your institutionscontact for this new program Please providetelephone andemail contact information

Expected Start Date of Program When is the new program expected to start Pleaseprovide the month and year

Program Length What is the duration of the program in weeks months or semesters

Rationale for Program Length What is the rationale for choosing the program length

16 Credential to be Awarded to Graduates What credential will be awarded tograduates ofthe program

17 Rationale for Level of Credential What is the rationale for choosing this credentiallevel

2 PURPOSE AND BENEFITS OF THE PROPOSED PROGRAM

21 Purpose What is the purpose of the proposedprogram Include a briefdescriptionWithin the educational area are there other requirements such as specify associationsCMA CGA etc or any professional association related to the development of theprogram

22 Educational Effectiveness List the components that will ensure the programseducational effectiveness for example retention rates completion rates success rates forfuture employment or progression to further education

3 CURRICULUM AND DELIVERY

0227D2

31 Summary Description of the Program Students will acquire the knowledge and skillsnecessary to and Employability skills training will include Refer to Appendix AEmployability SkilJ

2

022702


Page 3

32 Industry Standards Advisory Committee consulted current requestsstandards ofprofessional associations included

33 Ways In which the Program will be Delivered

a Classroom related instruction

b Specific skills

e Reality learning environment Co orpracticum7

d Work Experience placement

e Will there be provisions for Prior Learning Assessment

f Address modularization parttime delivery distributed learning or anyother alternate modes of delivery

4 TARGET POPULATION

41 Description of the students for whom the program is intended

42 Expected annual intake Number ofstudentsNote Ifmore than one intake peryear please indicate how many students per intake

43 What is the marketing strategy for the program and for student recruitment

44 Address equity lhis program addresses systemic barriers in thefollowing ways

Describe how this program will provide flexible delivery for non traditionallearners

i Recruitment and testing

ii Culture

iii Evaluation

iv Access How will this program assist students with any type of impediment tosuccess

5 EXTERNAL CONSULTATIONS

51 Were other Institutions providing similar programs consulted Name them andprovide details of the consultations

3

6 LABOUR MARKET DEMAND

022702


Page 4

52 Did you consult with non educational agencies such as localregional employersprofessional organizations licensing agencies trade groups etc also pleaseinclude details and evidence of their comment and recommendations

61 Annual number of students expected to graduate from this program

62 Estimated market for graduates of this program List possible job tides andemployment settings where what kinds ofemployers

63 Evidence in support of this estimate You may refer to Work Futures StatisticsCanada Employment Centres etc Attach lettersfrom industry and employed graduatesinclude in Appendix B

PRESIDENTSSIGNATURE To be affixed upon the approval ofEducation Council

Name Date

NON DEGREE APPROVAL PROCESS

KEY INTERNAL CONSULTATIONS

The purpose of internal consultation is to let all areasdivisions know ofyour intention to offer aspecific program New nondegree programs impact the entire system The following areasshould be contacted on an individual basis Show them your proposal or provide a synopsis andask for feedback Alternatively you can invite representatives from these areas to an informationsession where the proposal is outlined and feedback is requested Please report both positive andnegative responses

Essential criteria to be considered

Impact of the degree program on a specific areaie staffing budget equipment spaceOther factors noted

Please indicate Namesof personscontacted date on which contact was made a clearexplanation of the response positive or negative

Admissions

CounsellingCooperative EducationEducational AdvisingLibrary collections AV needsFinance

Financial Awards

Graduation OfficerRecreational Services

Facilities

Communications ManagerBookstore

PurchasingAccounting ServicesIET

Human Resources

Administrative Assistants on each campus re classroomoffice space

Important Please list otherprogram areas that will provide service courses nondisciplinebased courses or indicate where overlaps are possible Where there isan overlap in courses include a letter ofsupport Ifthere are concerns please askfor them to be included

APPENDIX A EMPLOYABILITY SKILLS OBJECTIVES

The following Employability Skills are integrated into this program Please use the gerund verbform in reporting samples and refer to the Course Outline Manualfor examples

Creative thinking and problemsolving skills

Oral skills

Interpersonal skills

Teamwork and leadership skills

Personal management and entrepreneurial skills

Writing skills

Reading skills

Visual literacy

Mathematical skills

Intercultural skills

Technological skills

Citizenship and global perspective

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New Program Non Degree Letter of intentName ofProgram

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APPENDIX B LETTERS FROM INDUSTRYand supporting documentation


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PART B SUPPLEMENTARY EDUCATION COUNCIL AND ADMINISTRATIONREQUIRED INFORMATION

8 Are students Interested in or demanding this program

9 SPACE CONSIDERATIONS

91 Where will the program be offered Surrey Richmond Langley or Newton

92 Describe the space requirements How much space and type ofspace

93 What space modifications will be required

94 Will this space be available

10 COSTS

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101 Estimated preparatory costs Please provide an estimate for the amount offaculryrelease time required

102 Promotion Advertising costs marketing brochures etc

103 Faculty and staff requirements

a Faculty FIT

b Staff FfE

c FacultyStaffcost

104 Other potential operating and ongoing costs software licensing manuals libraryresources etc

105 Capital costs Please provide your best estimate eg equipment and computers forfaculty staffand classrooms

INTERNAL APPROVALS

Divisional Curriculum Committee Chair Date

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DPAC Chair Recommendatloo Date

Education Council Chair Date


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