The Communications Handbook

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "The Communications Handbook"

Transcription

1 The Communications Handbook

2 Table of Contents The Purpose of Communications in the College Curriculum... 3 Georgian College Communications Courses... 3 Essential Skills and Communications Courses... 4 Communications Courses and Transferability... 5 Prior Learning Assessment Recognition (PLAR)... 5 Exemption... 5 Communications Placement Assessment (CPA)... 5 Communications Committee (CC)... 6 Criteria for Renewal and New Course Development... 6 New Communications Courses for Ontario Learn... 6 Approval For Communications Courses... 7 Approval Process... 7 Communications Course Development and Faculty Resources... 8 Department T Drive... 8 Centre for Teaching and Learning (CTL) Resources... 8 PLAR Development... 8 Conclusion... 9 Appendix A: Communications Committee Terms of Reference Appendix B: Checklist for Reviewing, Revising, and Renewing a Course Appendix C: Measuring Effectiveness of Communications Course Learning Outcomes Appendix D: Checklist for Writing Communication Course Outlines Appendix E: Course Revision Guide... 15

3 The Communications Handbook This handbook articulates the goals, philosophy, and outcomes of the Communications Department. It outlines the processes for curriculum review, as well as criteria for the development of new courses and course materials, including Prior Learning Assessment Recognition (PLAR). The handbook is developed and approved by Communications faculty, and will ensure consistent practice as it relates to Communications at Georgian College. The Purpose of Communications in the College Curriculum The Ministry of Training, Colleges, and Universities (MTCU) defines six skills that are essential for life and workplace success: communication, numeracy, critical thinking and problem solving, information management, interpersonal, and personal skills. These Essential Employability Skills (EES) are skills that, regardless of a student s program or discipline, are critical for success in the workplace, in day-to-day living, and for lifelong learning (Ministry Guidelines, 2005, p. 15). The Georgian College Communications curriculum actively develops five of these six skills. Communications courses complement students vocational studies by developing their written and oral communication skills for multiple environments, including college and workplace. Core skills students develop in Communications courses include information retrieval and literacy, and critical thinking and reading. Technology for communication tasks such as information management, researching, writing, and presentations is emphasized, as is teamwork and crosscultural communication. In addition, Key Performance Indicators (KPIs), the standard by which Colleges are evaluated and funded, measure a number of essential and employability skills, all of which are embedded in Georgian College Communications courses. For further information about Ministry guidelines, consult the MTCU Framework for Programs of Instruction: Georgian College Communications Courses Georgian College Communications Courses offer students a variety of options to enhance their academic and career goals. They are as follows: COMM 1014: Media Communication COMM 1015: Proposal Writing COMM 1016: Communication Essentials COMM 1017: Work Environment Communication COMM 1019: Virtual Communication COMM 1021: Dynamic Presentations COMM 1020: Technical Communication COMM 1022: Visual World COMM 1023: Cultural & Communications Upon entering into a program, students are placed in COMM 1016: Communications Essentials; however, through equivalency, PLAR, and the CPA, students may be able to bypass COMM 1016, and choose from all courses. Refer to page 5 for information about Communications Courses and Transferability. The Communications Handbook December

4 Essential Skills and Communications Courses On successful completion of their Communication course requirements, students will reliably demonstrate the following essential skills as identified by the MTCU, the Ontario College Quality Assurance Service (OCQAS) and the Credentials Validation Service (CVS): Essential Skills Learning Outcomes Communication Courses Communication Reading Writing Speaking Listening Presenting Visual Literacy Critical Thinking & Problem Solving Analyzing Synthesizing Evaluating Decision making Creative & innovative thinking Communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience Respond to written, spoken, or visual messages in a manner that ensures effective communication Apply a systematic approach to solve problems Use a variety of thinking skills to anticipate and solve problems All Communications courses focus on communication skills and their application in different contexts. All Communications courses, as identified above, support the application of critical thinking and problem solving to complete a task or project. Information Management Gathering & managing information Selecting & using appropriate tools & technology for task or project Computer literacy Internet skills Interpersonal Team Work Relationship Management Conflict resolution Leadership Networking Personal Managing self Managing change, being flexible & adaptable Locate, select, organize, and document information using appropriate technology and information systems Analyze, evaluate, and apply relevant information from a variety of source Show respect for diverse opinions, values, belief systems, and contributions of others Interact with others in groups or teams in ways that contribute to effective working relationships and achievement of goals Manage the use of time and other resources to complete projects Take responsibility for one s own actions, decisions, and consequences All Communications courses, as identified above, support the development of information management skills to access, analyze, evaluate, and apply information to complete a task or project. All Communications courses, as identified above, support the development and refinement of interpersonal skills in the classroom, and as a function of team interaction to achieve goals and complete projects. All Communications courses, as identified above, require effective management of self and the assumption of responsibility for the completion of tasks and projects completed individually or as a team. The Communications Handbook December

5 Communications Courses and Transferability Transferability between programs and between institutions has been identified as a priority both within Georgian College and within the MTCU. Communications courses continue to provide opportunities for students, as courses are transferable between programs, between colleges, and in some cases, from colleges to universities. The Communications Department facilitates these opportunities for students, providing over 1000 exemptions and Prior Learning Assessment Recognition (PLAR) each semester for qualifying students, thus supporting and encouraging transferability and student success. Prior Learning Assessment Recognition (PLAR) Students may be interested in pursuing assessment of previous learning (PLARs) if they have any of the following: equivalent skills and knowledge acquired through, life/learning experience; or a number of relevant accredited and recognized credits, semesters or years of postsecondary education or significant relevant life/learning experience For additional information, see PLAR Development. Exemption Students may be interested in pursuing an exemption if they have the following: a course from a recognized and accredited postsecondary institution that matches at least 80 per cent of the learning outcomes of a course; and a course with a grade of 60 per cent (C) or better The result of a transfer credit assessment for either PLARs or exemptions is final and NOT subject to appeal. Resources Communications Placement Assessment (CPA) The Communications Placement Assessment (CPA) is an assessment process developed to aid students in selecting appropriate Communications courses. The CPA is composed of questions that assess students knowledge of sentence structure and reading comprehension. Students who achieve a score of 90/120 or above in both sections of the CPA do not receive a Communications credit. Instead, they have the option to bypass Communications Essentials (COMM 1016), and enroll directly in an industry specific Communications course. It is advisable that all students write the CPA, which can be booked through Testing Services. The Communications Handbook December

6 Communications Committee (CC) The Communications Committee (CC) ensures relevant and quality-based Communications courses. Through collaboration and consultation, the Committee develops, approves, and maintains Communications courses at Georgian College, all campuses. As cited in the CC Terms of reference, the Committee s responsibilities are the following: 1. Assist in the development and delivery of all Communications courses. 2. Review and approve all Communications courses in accordance with the guidelines and recommendations of the Georgian College Curriculum Handbook, PLAR guidelines, and the requirements of the Ontario Ministry of Training, Colleges and Universities. 3. Act as a resource to the various program areas and macro-curriculum committees regarding Communications courses and issues. 4. Develop criteria for exemptions and PLAR from Communications courses. 5. Recommend and encourage professional development and academic faculty sharing activities regarding Communications. All Communications faculty are members of this committee, which meets regularly throughout the school year. Refer to Appendix A for the complete Terms of Reference. Criteria for Renewal and New Course Development When undertaking course revision or development, Communications Faculty must consider a number of factors. New courses in Communication will be developed at the request of the Associate Dean responsible for Communications; be developed through collaboration with Communications Committee (CC); reflect an area of expertise that can be taught by faculty members within the Communications Department/Portfolio, or faculty hired to teach within the Liberal Arts Department; and, present opportunities for a diversity of delivery modes and instructional approaches. New Communications Courses for Ontario Learn All Communications courses for Ontario Learn will meet the criteria listed for all Communications courses, and must go through the prescribed approval process for new courses, as identified in this document. Ontario Learn Communications courses will be developed as assigned by the Associate Dean responsible for Communications, in collaboration with the Communications Committee; be developed by faculty within the Communications department; and, be developed according to provincial demand, and need to meet requirements for contributing to the balance of Georgian College s Communications offerings. The Communications Handbook December

7 Approval for Communications Courses Communications courses are delivered by a variety of faculty across all postsecondary programs at all campuses. Therefore, it is necessary to ensure that the Communications curriculum is kept current and consistent. The Communications Department maintains quality, by ensuring curriculum is developed by faculty, the subject matter experts, and approved at the appropriate College curriculum committees. Approval Process In order to be approved, new Communications courses, as well as revisions to existing courses, must be channeled through the following process: 1. Identify the Need Courses may be identified for review or development by individual faculty members, the Associate Dean for Communications, or the CC, as in the case of curriculum review. Once identified, a one page proposal outlining the course/curriculum goals must be presented to the Associate Dean and the Communications Coordinator for review. If approved, the Associate Dean will appoint a working group. 2. Assign Lead Faculty/Working Group This working group is comprised of one or more faculty members who teach Communications courses, appointed by the Associate Dean responsible for Communications. This group will meet regularly to generate or revise a course outline; a curriculum coach may be provided where necessary. Please refer to Appendix C, D, and E. Once an outline is produced, it must be presented to the CC. 3. Approve at Communications Committee This committee comprises faculty who teach Communications courses at Georgian College. The outline will be presented to each member of the committee, where it will be reviewed and approved or sent back for revision. Should revisions be required, work will continue on the outline, which can then be resubmitted at the next meeting. Courses must be approved by this committee before advancing to the Macro Curriculum Committee. 4. Approve at Macro Curriculum Committee Representatives from the broader portfolio are selected to sit on this committee. Courses that meet approval by the Macro Curriculum Committee will be forwarded to the Registrar s Office and be considered official Communications courses at Georgian College. At this stage, the course content can be developed. This includes assessment, lesson, and syllabus development, and development of PLAR. For approval times and deadlines, contact the Macro Curriculum Chair. The Communications Handbook December

8 Communications Course Development and Faculty Resources When undertaking course revision or development, faculty should map MTCU mandated Essential Employability Skills and the Conference Board of Canada s Employability Skills to content and assessment where possible. Faculty must also ensure they are operating from the most up-to-date course outline, and that the evaluation methods and weights allow for the use of multiple and varied assessment techniques that measure several levels of learning. A variety of resources are available to assist faculty in the creation and revision of course materials. Department T Drive Resources for all Communications faculty can be found on the department T Drive. Posted here are sample syllabi, weekly schedules, and assignments available for use. It is expected that these documents will be adapted by the individual professor to suit his or her background and approach to the course. All materials should be cross checked to the current course outline; minor changes, such as evaluation methods may not yet be incorporated in the course materials on the drive. Centre for Teaching and Learning (CTL) Resources The Centre for Teaching and Learning (CTL) offers numerous resources for faculty and course development. The following are some useful links: CTL website CTL Pedagoggles for Assessment and Syllabus development: Professional Development (PD) sessions, as well as one-on-one work with CTL faculty are also available. PLAR Development PLARs are developed for each course offered through the Communications Department. This does not include Ontario Learn Courses hosted by other Colleges. PLARs are developed by individual faculty or a small working group who teach the course, assigned by the Associate Dean for Communications. Depending on the course, PLARs are either a portfolio or challenge exam, both of which may include a presentation and/or interview. When creating PLARs, faculty must ensure the content covers 80% or more of the Course Learning Outcomes; and, map the content and assessment to the MTCU essential employability skills and the Conference Board of Canada s Employability Skills where possible. The Communications Handbook December

9 Conclusion The Communications Department aims to convey a consistent message integral to student success. While the first point of contact for students may be the Program Assistant(s) and/or Communications Coordinator, all members of the Communications Team should be aware of those processes that will help to provide the best service possible. The Communications Handbook should assist faculty in understanding pathways available to students such as PLAR, exemption, and the CPA, as well as the processes of curriculum review, revision, renewal, and design. All of this will ensure that Communications Courses maintain their relevance to support student needs and promote skills development for student success in the workplace. If additional information or guidance is necessary, please contact the Associate Dean, Communications Coordinator, or Macro Curriculum Chair. Contact details can be provided by the Program Assistant for the Communications Department. The Communications Handbook December

10 Appendix A: Communications Committee Terms of Reference Mandate The mandate of the Communications Committee is to ensure relevant and quality-based Communications courses. Through collaboration and consultation among all stakeholders, the Committee develops, approves, and maintains Communications courses at Georgian College, all campuses. Specifically, the Committee s responsibilities are the following: 1. Assist in the development and delivery of all Communications courses. 2. Review and approve all Communications courses in accordance with the guidelines and recommendations of the Georgian College Curriculum Handbook, PLAR guidelines, and the requirements of the Ontario Ministry of Training, Colleges and Universities. 3. Act as a resource to the various program areas and macro-curriculum committees regarding Communications courses and issues. 4. Develop criteria for exemptions and PLAR from Communications courses. 5. Recommend and encourage professional development and academic faculty sharing activities regarding Communications. Membership Representation on the CC will include, but not be limited to: Two co-chairs (two year term) All Communications faculty, on all campuses Communications faculty representative or designate from the Liberal Arts Macro Curriculum Committee Communications Coordinator(s) Library Commons representative IT representative Student Services Representative Guests from other areas of the College such as the Student Administrative Council and Marketing may be invited on an as needed basis. Co-chairs The co-chairs are communications faculty, selected by the committee and the Associate Dean responsible for Communications. The co-chairs set meeting dates and agendas, after consultation with the Committee, and facilitate the meetings. The co-chairs are responsible for re-scheduling or cancelling meetings where necessary. If, due to emergency or illness, the co-chairs become unavailable to chair a meeting, they will assign a faculty member from the CC to chair the meeting in their place. Meetings Meetings of the Committee are scheduled a minimum of three times per year and are open to all members of the College. Every effort will be made to have a minimum of one Communications faculty representative from each campus. The Communications Handbook December

11 Reporting The Committee makes recommendations to the Liberal Arts and Access Programs Macro Curriculum Committee and reports to the Dean (or Associate Dean). Minutes Minutes are taken by administrative support for consistency and circulated to all Committee members within one to two weeks after a meeting. Workload The Committee is recognized on faculty SWFs. The hourly meeting rate is paid to Non Full-Time faculty for attending. The Communications Handbook December

12 Appendix B: Checklist for Reviewing, Revising, and Renewing a Course Course title: Faculty: Step 1: Identify the Need for a Review or Revision of an Existing Course Yes Does the CC support reviewing or revising the outline? Could the need for improvement be accomplished by adjusting teaching and learning strategies or modifying the course syllabus? Have you consulted with other faculty teaching the course? the Communications Committee? Have you explored the opportunity for alternative modes of delivery? Does the Dean support a proposal for alternative delivery modes? Step 2: Determine Type and Impact of Change Are you contemplating a change to Non-basic elements: evaluation categories and weightings? editorial adjustments? Basic course elements: description? title? significant change to the learning outcomes? Yes No No Other (not specified above)? Explain: If the proposed changes are significant (greater than 25% of the course content or significant changes to basic elements), will there be enough time to meet the deadlines. Consult the Macro Curriculum Chair. Step 3: Determine Feasibility Has the Dean been informed of the extra costs that will be incurred if a nonfull-time faculty member is involved in revising the course? Yes No The Communications Handbook December

13 Appendix C: Measuring Effectiveness of Communications Course Learning Outcomes Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Structure / Form Yes No Yes No Yes No Yes No Yes No The outcome describes a skill learners 1. would be expected to achieve by the end of the course. The outcome includes all three parts: 2. verb, context, and connection to measurable learning. 3. The outcome is clear, concise, and specific. The outcome begins with one verb. 4. Where two are a possibility, use the higher order verb. The order of the outcomes moves the 5. students toward higher levels of learning. Intention / Meaningfulness 6. The outcome is purposeful and achievable. 7. The outcomes meaningfully connect to essential and employability skills. 8. The outcomes meaningfully connect to a variety of program areas. Connection to Assessment 9. The outcome clearly describes performance expectations. The performance expectations are 10. observable and measurable. The outcome is achievable given 11. learning conditions such as time, support, skills, etc. Each outcome applies to a number of 12. course content areas. The performance expectations can be 13. measured using a variety of teaching and assessment methods. The Communications Handbook December

14 Appendix D: Checklist for Writing Communications Course Outlines Course Title Yes No 1. Title is no more than 30 characters including spaces 2. If title is longer than 30 characters, a preferred short title is included (no longer than 30 characters including spaces) Course Description Yes No 3. Course description is 75 words or less 4. Description focuses on what students do in the course 5. Description is written in the present tense 6. Learning outcomes are not included in the description 7. Acronyms appear only after the term has been written in full with acronym in brackets 8. Description does not begin with This course provides Courses can t do anything 9. Students is the preferred term (as opposed to the learner, the student, individuals, etc.) Course Content 10. Content areas relate to the course outcomes 11. Content provides guidance and consistency across multiple sections, but is not so prescriptive as to limit delivery styles and material choice 12. Content is limited to approximately 5-8 points. (If there is a need for excess, consolidate items where possible.) Evaluation 13. Evaluation methods and weights provide opportunities for assessing several levels of learning 14. At least two categories of evaluation are included (e.g. Presentations 30%; Assignments 70%) 15. The weighting in any one category does not exceed 75% of the final mark Where a weighting category value exceeds 30%, more than one instance of 16. the activity occurs (excluding exams). The evaluation method is written in the plural (e.g. Assignments 60%) 17. To indicate that an evaluation method can occur once or multiple times, an s in parentheses has been added (e.g. Test(s) 20%) The Communications Handbook December

15 Appendix E: Course Revision Guide 1. Put the Course in Context Think about the relationship between students and the subject matter in terms of essential employability skills. 2. Create Outcomes Develop 4 to 6 outcome statements that reflect the context of the course and focus on developing communication skills in practical ways Focus on the process in terms of the skills students need to demonstrate to be successful. Design measurable outcome statements that apply across as many areas of content and skill development as possible. 3. Determine Appropriate Assessment Strategies Consider how skills can be developed and which active learning or formative assessment strategies would be appropriate. Develop assessment tasks that effectively measure students achievements of the outcomes. 4. Build in Skills and Content Determine the appropriate order for presenting the content and developing essential skills. Determine the skills that the students will need and how they will be measured. Determine the tasks that will lead students to achievement of the learning outcomes. Resources Articulate Your Learning Objectives: Applying Principles of Good Practice for Assessment: The Communications Handbook December

The General Education Handbook

The General Education Handbook The General Education Handbook Effective Winter 2015 The General Education Handbook The purpose of the handbook is to familiarize the reader with the goals, philosophy and outcomes of General Education

More information

Internet Applications and Web Development

Internet Applications and Web Development Internet Applications and Web Development Fundamentals Program Standard The approved program standard for the Internet Applications and Web Development Fundamentals program of instruction leading to an

More information

Dental Assisting (Levels I and II) Program Standard

Dental Assisting (Levels I and II) Program Standard Dental Assisting (Levels I and II) Program Standard The approved program standard for all Dental Assisting (Levels I and II) programs of instruction leading to an Ontario College Certificate delivered

More information

Framework for Programs of Instruction

Framework for Programs of Instruction 3.0 Programs Framework for Programs of Instruction Framework for Programs of Instruction Issued: April 1, 2003 Revised: April 1, 2005 3.0 Programs Framework for Programs of Instruction TABLE OF CONTENTS

More information

Niagara College of Applied Arts and Technology. Program Quality Assurance Process Audit. 18 Month Follow-up Report. Submitted by: Niagara College

Niagara College of Applied Arts and Technology. Program Quality Assurance Process Audit. 18 Month Follow-up Report. Submitted by: Niagara College Niagara College of Applied Arts and Technology Program Quality Assurance Process Audit 18 Month Follow-up Report Submitted by: Niagara College Report Submitted September 2013 INTRODUCTION Niagara College

More information

Heating, Refrigeration and Air Conditioning. Techniques Program Standard. The approved program standard for the

Heating, Refrigeration and Air Conditioning. Techniques Program Standard. The approved program standard for the Heating, Refrigeration and Air Conditioning Techniques Program Standard The approved program standard for the Heating, Refrigeration and Air Conditioning Techniques program of instruction leading to an

More information

Business Administration Finance Program Standard

Business Administration Finance Program Standard Business Administration Finance Program Standard The approved program standard for Business Administration Finance program of instruction leading to an Ontario College Advanced Diploma delivered by Ontario

More information

PROGRAM RENEWAL REPORT

PROGRAM RENEWAL REPORT PROGRAM RENEWAL REPORT Program Name (Program Code) MTCU Code XXXXX (Credential: Ontario College Certificate/Diploma/Advanced Diploma/Graduate Certificate) April 2012 Table of Contents After completing

More information

Business Finance Program Standard

Business Finance Program Standard Business Finance Program Standard The approved program standard for Business Finance program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied Arts and Technology

More information

General Education Courses

General Education Courses AA 27 General Education Courses Classification: Academic Affairs Responsible Authority: Dean, Academic Development Executive Sponsor: Vice President, Academic Approval Authority: President s Council Date

More information

Permission to Reproduce

Permission to Reproduce Business Human Resources Program Standard The approved program standard for Business Human Resources program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied

More information

Description of the ten core competencies

Description of the ten core competencies Description of the ten core competencies You can use this document as a reference when assessing competency development on the Competency Assessment form. Introduction to competencies Competencies are

More information

OFFICE ADMINISTRATION MEDICAL

OFFICE ADMINISTRATION MEDICAL School of Interdisciplinary Studies & Employment Services OFFICE ADMINISTRATION MEDICAL INDEX WELCOME STUDENTS Welcome from Dean Welcome from Vice-President, Academic PROGRAM SPECIFIC INFORMATION Contact

More information

George Brown College Academic Policies and Guidelines. CURRICULUM POLICY Page 1

George Brown College Academic Policies and Guidelines. CURRICULUM POLICY Page 1 CURRICULUM POLICY Page 1 1 CURRICULUM PATTERN Students are responsible for ensuring that all academic requirements of the diploma, certificate, or applied degree program in which they are registered are

More information

Internet Applications and Web Development

Internet Applications and Web Development Internet Applications and Web Development Advanced Program Standard The approved program standard for the Internet Applications and Web Development Advanced program of instruction leading to an Ontario

More information

PRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS

PRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout

More information

Internet Applications and Web Development

Internet Applications and Web Development Internet Applications and Web Development Program Standard The approved program standard for the Internet Applications and Web Development program of instruction leading to an Ontario College Diploma delivered

More information

Graduate Studies Policies Manual

Graduate Studies Policies Manual Graduate Studies Policies Manual Policy Number GP-03 02-Mar-2014 Responsible Office: DVC Research & Grad. Studies Page of this Policy 1 of 1 3. Overview Outlines the framework that governs students pathway

More information

PROGRAM QUALITY ASSURANCE PROCESS

PROGRAM QUALITY ASSURANCE PROCESS PROGRAM QUALITY ASSURANCE PROCESS Curriculum Renewal and Program Review Centre for Learning and Teaching November 23, 2007 (Revised October 31, 2013) TABLE OF CONTENTS 1. Introduction... 3 2. Goal... 3

More information

College of the North Atlantic and its accreditation with the Accreditation Council for Business Schools and Programs (ACBSP)

College of the North Atlantic and its accreditation with the Accreditation Council for Business Schools and Programs (ACBSP) College of the North Atlantic and its accreditation with the Accreditation Council for Business Schools and Programs (ACBSP) College of the North Atlantic (CNA) is made up of 17 campuses within the province

More information

Rules for the PhD Programme at the Graduate School, Arts

Rules for the PhD Programme at the Graduate School, Arts Rules for the PhD Programme at the Graduate School, Arts Table Of Contents 1. Purpose, structure, etc.... 1 1.1. Purpose... 1 1.2. Organisation... 1 2. Admission etc. to the PhD programme... 2 2.1. The

More information

Academic Program Review Handbook

Academic Program Review Handbook Handbook Continuously Improving Programs and Student Learning Revised July 2014 Original Issue: December 6, 2010 Approved: Derry Connolly, President Current Issue: July 3, 2014 Effective: July 3, 2014

More information

Guide to school authorization: Diploma Programme

Guide to school authorization: Diploma Programme Diploma Programme Guide to school authorization: Diploma Programme Diploma Programme Guide to school authorization: Diploma Programme Published October 2010 Updated February 2015 International Baccalaureate

More information

Strengthening the Role of Part-Time Faculty in Community Colleges

Strengthening the Role of Part-Time Faculty in Community Colleges Strengthening the Role of Part-Time Faculty in Community Colleges EXAMPLE JOB DESCRIPTION FOR PART-TIME FACULTY: Valencia College - Job Description and Essential Competencies Valencia College Job Description:

More information

Guidelines for Master's in Health Informatics Oral Comprehensive Examination

Guidelines for Master's in Health Informatics Oral Comprehensive Examination Guidelines for Master's in Health Informatics Oral Comprehensive Examination A. Purpose a. The purpose of the oral comprehensive examination is for faculty to: i. Assess the student s synthesis of knowledge

More information

Business Administration Human Resources Program Standard

Business Administration Human Resources Program Standard Business Administration Human Resources Program Standard The approved program standard for Business Administration Human Resources program of instruction leading to an Ontario College Advanced Diploma

More information

PROGRAM QUALITY ASSURANCE PROCESS AUDIT 18-MONTH FOLLOW- UP REPORT FANSHAWE COLLEGE

PROGRAM QUALITY ASSURANCE PROCESS AUDIT 18-MONTH FOLLOW- UP REPORT FANSHAWE COLLEGE PROGRAM QUALITY ASSURANCE PROCESS AUDIT 18-MONTH FOLLOW- UP REPORT FANSHAWE COLLEGE DATE: 03/03/2015 INTRODUCTION: Who we are Fanshawe College has 48 years of success and is very proud of our alumni located

More information

James Madison University. Best Practices for Online Programs

James Madison University. Best Practices for Online Programs James Madison University Best Practices for Online Programs Updated December 2013 JMU Best Practices for Online Programs I. Introduction... 2 II. Institutional Context and Commitment... 2 III. Curriculum

More information

Guide for Candidate Members & Sponsors

Guide for Candidate Members & Sponsors Guide for Candidate Members & Sponsors For Completion of the PSB Record of Practical Work Experience & Sponsorship Requirements 1.0 Introduction: All Candidate members of the Canadian Institute of Planners

More information

UNDERGRADUATE PROGRAMME SPECIFICATION

UNDERGRADUATE PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: BA (Hons) Accounting and Finance Staffordshire University Staffordshire University Final Awards: BA (Hons) Accounting

More information

R470, General Education, Common Course Numbering, Lower-Division Pre- Major Requirements, Transfer of Credits, and Credit by Examination

R470, General Education, Common Course Numbering, Lower-Division Pre- Major Requirements, Transfer of Credits, and Credit by Examination R470, General Education, Common Course Numbering, Lower-Division Pre- Major Requirements, Transfer of Credits, and Credit by Examination R470-1. Purpose: To assure reciprocity and consistency in the structure

More information

Strategic Plan 2012-2014 2012-2014. San Luis Obispo County Community College District

Strategic Plan 2012-2014 2012-2014. San Luis Obispo County Community College District Strategic Plan 2012-2014 2012-2014 S Strategic Plan 2012-2014 San Luis Obispo County Community College District San Luis Obispo County Community College District STRATEGIC PLAN 2012-2014 San Luis Obispo

More information

Humber College Institute of Technology & Advanced Learning. Program Advisory Committee. Procedure Manual

Humber College Institute of Technology & Advanced Learning. Program Advisory Committee. Procedure Manual Humber College Institute of Technology & Advanced Learning Program Advisory Committee Procedure Manual Message from the President On behalf of Humber College Institute of Technology & Advanced Learning,

More information

University Of Alaska Anchorage College Of Health Department Of Human Services. Criteria and Guidelines For Faculty Evaluation

University Of Alaska Anchorage College Of Health Department Of Human Services. Criteria and Guidelines For Faculty Evaluation University Of Alaska Anchorage College Of Health Department Of Human Services Criteria and Guidelines For Faculty Evaluation This document is to be used in conjunction with the UNAC and UAFT Collective

More information

Assurance of Learning Assessment Process

Assurance of Learning Assessment Process Assurance of Learning Assessment Process (AACSB Assurance of Learning Standards: An Interpretation, Accessed 12/01/2011, )

More information

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base. Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements

More information

Procedures of Policy No. (4) - Professional Doctorate Programs

Procedures of Policy No. (4) - Professional Doctorate Programs Responsible Office: DVC Research & Grad. Studies Pages of these Procedures 1 of 8 Procedures of Policy No. (4) - 1. Program Administration Each Professional Doctorate Program (PDP) is administered through

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Oral Comprehensive Examination Guidelines For Master s in Health Informatics Degree

Oral Comprehensive Examination Guidelines For Master s in Health Informatics Degree Oral Comprehensive Examination Guidelines For Master s in Health Informatics Degree Purpose The purpose of the oral comprehensive examination is for the faculty to: Assess the student s synthesis of knowledge

More information

CAPSEE Conference September 19, 2014

CAPSEE Conference September 19, 2014 CAPSEE Conference September 19, 2014 Widening gaps only make filling positions more difficult 65% of job openings will require at least some postsecondary education by 2020. 1 96% of higher ed leaders

More information

Submission Guidelines for Ontario Colleges

Submission Guidelines for Ontario Colleges 2015 Submission Guidelines for Ontario Colleges Applying for Renewal of Ministerial Consent under the Post-secondary Education Choice and Excellence Act, 2000 Postsecondary Education Quality Assessment

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION Course Record Information Name and level of final & intermediate Awards Awarding Body Location of Delivery MSc Project Management PG Diploma Project Management PG Certificate Project

More information

DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP)

DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) Approved by Academic Affairs May 2010 DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) I. DEPARTMENT OF MARKETING RTP POLICY A. Preamble B.

More information

Dental Hygiene Program Standard

Dental Hygiene Program Standard Dental Hygiene Program Standard The approved program standard for all Dental Hygiene programs of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied Arts and Technology

More information

COLLEGE TEACHERS TRAINING FOR INTERNATIONALLY EDUCATED PROFESSIONALS (ONLINE) - POSTGRADUATE PROGRAM (R413)

COLLEGE TEACHERS TRAINING FOR INTERNATIONALLY EDUCATED PROFESSIONALS (ONLINE) - POSTGRADUATE PROGRAM (R413) COLLEGE TEACHERS TRAINING FOR INTERNATIONALLY EDUCATED PROFESSIONALS (ONLINE) - POSTGRADUATE PROGRAM (R413) PROGRAM NAME COURSE CODE SCHOOL CENTRE LOCATION DURATION College Teachers Training for Internationally

More information

EXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year)

EXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year) STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: C.KOPAC AND M. VENZKE DATE: JUNE 26, 2014 REVISED JANUARY 2015 TO MEET UAC RECOMMENDATIONS SEE BELOW- HEADING HIGHLIGHTED IN GREY BRIEFLY DESCRIBE WHERE

More information

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001 Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001

More information

2015 2016 preparatory courses design pre-master s

2015 2016 preparatory courses design pre-master s 2015 2016 preparatory courses design pre-master s postgraduate programmes preparatory course design pre-master s 02 Brief descriptive summary Over the past 78 years this course at Istituto Marangoni has

More information

Business Accounting Program Standard

Business Accounting Program Standard Business Accounting Program Standard The approved program standard for Business Accounting program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied Arts and

More information

President s Message. Sincerely, Dr. Verna Magee-Shepherd President and Vice Chancellor

President s Message. Sincerely, Dr. Verna Magee-Shepherd President and Vice Chancellor President s Message University Canada West is an expanding, young university. At its campus located in Vancouver, one of the top ranked cities in the world according to UNESCO based on the standard of

More information

Re: Submission to the Provincial Government on Credit Transfer in Ontario

Re: Submission to the Provincial Government on Credit Transfer in Ontario July 29, 2013 The Honourable Brad Duguid, MPP Minister of Training, Colleges and Universities 3 rd Floor, Mowat Block 900 Bay Street Toronto, Ontario M7A 1L2 Dear Minister: Re: Submission to the Provincial

More information

Journalism Program Standard

Journalism Program Standard Journalism Program Standard The approved program standard for Journalism program of instruction leading to an Ontario College Advanced Diploma delivered by Ontario Colleges of Applied Arts and Technology

More information

Advertising and Marketing Communications. Management Program Standard

Advertising and Marketing Communications. Management Program Standard Advertising and Marketing Communications Management Program Standard The approved program standard for Advertising and Marketing Communications Management program of instruction leading to an Ontario College

More information

Human Resources Management Program Standard

Human Resources Management Program Standard Human Resources Management Program Standard The approved program standard for Human Resources Management program of instruction leading to an Ontario College Graduate Certificate delivered by Ontario Colleges

More information

WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM

WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM REVISED SPRING 2011 TABLE OF CONTENTS Development And Evaluation Process: Tenure Track Faculty... 4 Overview Of Mentoring And Evaluation Process

More information

Graduate Policies and Procedures for New Programs. Table of Contents

Graduate Policies and Procedures for New Programs. Table of Contents Graduate Policies and Procedures for New Programs Table of Contents Page I. Overview...2 II. Five-Year Master Plan...2 III. New degree proposals: white papers...2 IV. Consultation among units...4 Prior

More information

Transfer Dictionary Academic Advisor Academic Affairs Academic Program Admissions Advanced Placement Courses (AP) Application Applied Degree

Transfer Dictionary Academic Advisor Academic Affairs Academic Program Admissions Advanced Placement Courses (AP) Application Applied Degree Transfer Dictionary Academic Advisor Academic advisors assist students in defining and reaching their academic and career goals. All degree-seeking, undergraduate students are assigned to an academic advisor.

More information

Programme Specification. Course record information. Admissions requirements. Aims of the course

Programme Specification. Course record information. Admissions requirements. Aims of the course Programme Specification Course record information Name and level of final award: Postgraduate Diploma in Professional Practice in Architecture Awarding body/institution: University of Westminster Status

More information

Interim Follow-up Report to the Program Quality Assurance Process Audit. Ontario College Quality Assurance Service

Interim Follow-up Report to the Program Quality Assurance Process Audit. Ontario College Quality Assurance Service Interim Follow-up Report to the Program Quality Assurance Process Audit Submitted to: Submitted by: Ontario College Quality Assurance Service Northern College Date: January 28, 2010 Office of the President

More information

4. Appendices - supplemental information that supports the documentation related to the standards provided in the report.

4. Appendices - supplemental information that supports the documentation related to the standards provided in the report. Oklahoma Board of Nursing 2915 North Classen Boulevard, Suite 524 Oklahoma City, OK 73106 (405) 962-1800 GUIDELINES FOR SURVEY VISITS OF NURSING EDUCATION PROGRAMS Preparing for the Survey Visit Each nursing

More information

DEGREE BREADTH PROCEDURE

DEGREE BREADTH PROCEDURE DEGREE BREADTH PROCEDURE Approved by: Academic Coordinating Committee Authorizer: Executive Dean, Academic Administration Reference Code: D10 V1 Effective Date: 5/1/2013 PROCEDURE STATEMENT: All breadth

More information

AACSB Assurance of Learning Standards: An Interpretation AACSB White Paper No. 3 issued by:

AACSB Assurance of Learning Standards: An Interpretation AACSB White Paper No. 3 issued by: AACSB Assurance of Learning Standards: An Interpretation AACSB White Paper No. 3 issued by: AACSB International Accreditation Coordinating Committee AACSB International Accreditation Quality Committee

More information

CORPORATE POLICY BACKGROUND AS-2004-2007 POLICY NUMBER: POLICY TITLE: OWNER: Vice President, Academic APPROVED BY: Mohawk College Council

CORPORATE POLICY BACKGROUND AS-2004-2007 POLICY NUMBER: POLICY TITLE: OWNER: Vice President, Academic APPROVED BY: Mohawk College Council CORPORATE POLICY POLICY NUMBER: POLICY TITLE: OWNER: APPROVED BY: AS-2004-2007 Course Outline Vice President, Academic Mohawk College Council EFFECTIVE: May 14, 2007 REFERENCE: LINKS TO OTHER POLICY: BACKGROUND

More information

Professional Graduate Certificate in Education (Post-compulsory Education)

Professional Graduate Certificate in Education (Post-compulsory Education) PROGRAMME SPECIFICATION Professional Graduate Certificate in Education (Post-compulsory Education) Postgraduate Certificate in Education (Post-compulsory Education) Incorporating Lifelong Learning UK (LLUK)

More information

COLLEGE OF VISUAL ARTS AND DESIGN Department of Art Education and Art History DOCTORAL PROGRAM IN ART EDUCATION PROCEDURES MANUAL

COLLEGE OF VISUAL ARTS AND DESIGN Department of Art Education and Art History DOCTORAL PROGRAM IN ART EDUCATION PROCEDURES MANUAL COLLEGE OF VISUAL ARTS AND DESIGN Department of Art Education and Art History DOCTORAL PROGRAM IN ART EDUCATION PROCEDURES MANUAL Revised 3/2008 HEJC MANUAL FOR DOCTORAL STUDENTS IN ART EDUCATION The information

More information

COLLEGE TEACHERS TRAINING FOR INTERNATIONALLY EDUCATED PROFESSIONALS (ONLINE) - POSTGRADUATE PROGRAM (R413)

COLLEGE TEACHERS TRAINING FOR INTERNATIONALLY EDUCATED PROFESSIONALS (ONLINE) - POSTGRADUATE PROGRAM (R413) COLLEGE TEACHERS TRAINING FOR INTERNATIONALLY EDUCATED PROFESSIONALS (ONLINE) - POSTGRADUATE PROGRAM (R413) PROGRAM NAME COURSE CODE SCHOOL CENTRE LOCATION DURATION College Teachers Training for Internationally

More information

Council for Accelerated Programs

Council for Accelerated Programs CAP - Page 1 Model for Good Practice in Accelerated Programs in Higher Education Council for Accelerated Programs In this day of multiple delivery methods, the use of time alone to document achievement

More information

RESTRICTED. Professional Accreditation Handbook For Computer Science Programmes

RESTRICTED. Professional Accreditation Handbook For Computer Science Programmes Professional Accreditation Handbook For Computer Science Programmes Revised by authority of the Accreditation Committee for Computer Science Programmes as of August 2014 CONTENTS 1. FRAMEWORK FOR ACCREDITATION

More information

2006 05 11 and revokes 1.6.3.1 Academic Program Reviews

2006 05 11 and revokes 1.6.3.1 Academic Program Reviews POLICY AND PROCEDURE MANUAL Policy Title: Policy Section: Effective Date: ACADEMIC PROGRAM QUALITY ASSURANCE REVIEWS ACADEMIC 2013 11 26 Area of Responsibility: SENIOR VICE PRESIDENT, COLLEGE OPERATIONS

More information

UCC/UGC/ECCC Proposal for New Academic Plan

UCC/UGC/ECCC Proposal for New Academic Plan UCC/UGC/ECCC Proposal for New Academic Plan If this new plan is not listed in the current NAU academic program inventory, then you must first complete the Proposal to establish a New Degree form. All Plans

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award Pg Diploma or MSc 4 Programme Title Healthcare Management 5 Programme Code

More information

GLOSSARY OF TERMS PROGRAM AND COURSE NOMENCLATURE

GLOSSARY OF TERMS PROGRAM AND COURSE NOMENCLATURE CURRICULUM REVIEW COMMITTEE GLOSSARY OF TERMS PROGRAM AND COURSE NOMENCLATURE Please note that not all definitions are listed in alpha order. We have chosen to list many items by categories to provide

More information

Frequency of Assessment. Every three years and at any time of change of mission/philo sophy of the parent institution or the program.

Frequency of Assessment. Every three years and at any time of change of mission/philo sophy of the parent institution or the program. BSN PROGRAM CCNE Standard I: The mission, philosophy, and expected outcomes of the program are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School/City Campus 3. Final Award, Course

More information

Social Service Worker- Gerontology Program Standard

Social Service Worker- Gerontology Program Standard Social Service Worker- Gerontology Program Standard The approved program standard for all Social Service Worker-Gerontology programs of instruction leading to an Ontario College Diploma delivered by Ontario

More information

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical

More information

Health Informatics 2010. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics

Health Informatics 2010. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics Health Informatics 2010 Master s Degree Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics Who We Are The Commission on Accreditation for Health Informatics

More information

Doctorate Degree Program (DBA) Objectives. Doctoral Program Committee. Applicant Qualifications. Application Material

Doctorate Degree Program (DBA) Objectives. Doctoral Program Committee. Applicant Qualifications. Application Material Doctorate Degree Program (DBA) The School of Business and Information Technology offers one professionally-oriented doctorate degree program: Doctor of Business Administration (DBA) The doctorate degree

More information

N/A N/A. Yes. Students are expected to review and understand all areas of the course outline.

N/A N/A. Yes. Students are expected to review and understand all areas of the course outline. Course Outline School: Department: Course Title: Business Graduate Studies Tax Planning Course Code: ACCT 705 Course Hours/Credits: 56 Prerequisites: Co-requisites: Eligible for Prior Learning, Assessment

More information

COURSE OUTLINE. Sue McLachlan. Sue McLachlan. APPROVED BY: Dean/Chair

COURSE OUTLINE. Sue McLachlan. Sue McLachlan. APPROVED BY: Dean/Chair COURSE OUTLINE SCHOOL: DEPARTMENT: PROGRAM: COURSE TITLE: COURSE CODE: School of Business Office Administration Department Office Administration Medical Medical Office Procedures OAME-257 TOTAL COURSE

More information

Academic/Instructional Methodologies and Delivery Systems. Classroom Instruction

Academic/Instructional Methodologies and Delivery Systems. Classroom Instruction Academic/Instructional Methodologies and Delivery Systems ITT Technical Institutes are institutes of higher learning that are committed to offering quality undergraduate and continuing education locally,

More information

Political Science Department Five Year Program Review/Planning Document March 17, 2009. Section 1. Mission and Goals

Political Science Department Five Year Program Review/Planning Document March 17, 2009. Section 1. Mission and Goals Political Science Department Five Year Program Review/Planning Document March 17, 2009 Section 1. Mission and Goals The Mission of OTC The mission of Ozarks Technical Community College is to promote student

More information

2015 2016 one year courses digital image creation for luxury brands

2015 2016 one year courses digital image creation for luxury brands 2015 2016 one year courses digital image creation for luxury brands undergraduate programmes one year course digital image creation for luxury brands 02 Brief descriptive summary Over the past 78 years

More information

Course Specification MSc Accounting 2016-17 (MSACT)

Course Specification MSc Accounting 2016-17 (MSACT) LEEDS BECKETT UNIVERSITY Course Specification MSc Accounting 2016-17 (MSACT) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications are

More information

Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership

Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership at the London College of Business Programme Title Awarding Body Pearson Edexcel BTEC Level 7 Diploma in Strategic Management

More information

Fayetteville Technical Community College PERFORMANCE APPRAISAL MANUAL

Fayetteville Technical Community College PERFORMANCE APPRAISAL MANUAL Fayetteville Technical Community College PERFORMANCE APPRAISAL MANUAL Current Version Originally Published Fall 2009 Last Revised: November 24, 2009 Proponent: Vice President for Human Resources Available

More information

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 Guidelines are provided on developing proposals for the following: Guidelines on

More information

Outcomes Assessment and Program Improvement Master of Business Administration

Outcomes Assessment and Program Improvement Master of Business Administration Outcomes Assessment and Program Improvement Master of Business Administration SECTION 1 PAST ASSESSMENT RESULTS The MBA is a terminal professional degree primarily for those entering or pursuing a career

More information

SUMMARY ACCREDITATION REPORT

SUMMARY ACCREDITATION REPORT SUMMARY ACCREDITATION REPORT HONG KONG INSTITUTE OF TECHNOLOGY LEARNING PROGRAMME RE-ACCREDITATION ASSOCIATE DEGREE OF SCIENCE AND TECHNOLOGY, ASSOCIATE DEGREE OF ARTS AND ASSOCIATE DEGREE OF BUSINESS

More information

Policy No. 031. AUTHORITY: Each campus will appoint a person to serve as a transfer coordinator to assure that policies and procedures are followed.

Policy No. 031. AUTHORITY: Each campus will appoint a person to serve as a transfer coordinator to assure that policies and procedures are followed. PURPOSE: Rev. 3/99, 1/03, 8/0, 8/06, 3/08, 04/08, 12/10/09,, 2-7-12, 1/13, /13, To establish a policy and consistent practices for the evaluation and acceptance by Bryant & Stratton of undergraduate college

More information

FACULTY OF SOCIAL WORK RECOGNITION OF PRIOR LEARNING (RPL) SW 348 (PRACTICUM I) INFORMATION PACKAGE FOR STUDENTS

FACULTY OF SOCIAL WORK RECOGNITION OF PRIOR LEARNING (RPL) SW 348 (PRACTICUM I) INFORMATION PACKAGE FOR STUDENTS FACULTY OF SOCIAL WORK RECOGNITION OF PRIOR LEARNING (RPL) SW 348 (PRACTICUM I) INFORMATION PACKAGE FOR STUDENTS What is PLAR/RPL? Prior Learning Assessment and Recognition (PLAR) is a systematic process

More information

Refers to Program Chair, Course Chair, or Academic Manager

Refers to Program Chair, Course Chair, or Academic Manager AA 38 Program Quality Assurance Classification: Academic Affairs Responsible Authority: Dean, Academic Development Executive Sponsor: Vice President, Academic Approval Authority: President s Executive

More information

Tennessee State Board of Education February 1, 2013 First Reading Item: III. A. Teacher Licensure Standards

Tennessee State Board of Education February 1, 2013 First Reading Item: III. A. Teacher Licensure Standards Tennessee State Board of Education Agenda February 1, 2013 First Reading Item: III. A. Teacher Licensure Standards The Background: This item proposes four types of changes to the Teacher Licensure Standards

More information

Business Administration Accounting Program Standard

Business Administration Accounting Program Standard Business Administration Accounting Program Standard The approved program standard for Business Administration Accounting program of instruction leading to an Ontario College Advanced Diploma delivered

More information

Online Schools of Public Health and Public Health Programs *

Online Schools of Public Health and Public Health Programs * Online Schools of Public Health and Public Health Programs * This paper addresses a specific audience: online schools of public health (SPH) and public health programs (PHP). For the purpose of this paper,

More information

New Cavendish Street. Business Studies. n/a

New Cavendish Street. Business Studies. n/a PROGRAMME SPECIFICATION Course Record Information Name and level of final & intermediate Awards MA Music Business Management Postgraduate Certificate in Music Business Management Postgraduate Diploma in

More information

North Carolina School Library Media Coordinators Standards

North Carolina School Library Media Coordinators Standards North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in

More information

GRADUATE PROGRAM REVIEW POLICY. Texas Southern University

GRADUATE PROGRAM REVIEW POLICY. Texas Southern University GRADUATE PROGRAM REVIEW POLICY Texas Southern University The Purposes of Graduate Program Review Graduate program review at Texas Southern University exists to ensure that programs are functioning at the

More information

2. Requirements for Fieldwork Placement

2. Requirements for Fieldwork Placement 1. Fieldwork Fieldwork is considered an integral part of the student s education. Completion of fieldwork is not only a requirement for students to graduate, but it is also a requirement for graduates

More information