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Kwantlen EDUCATION COUNCIL UNIVERSITY COLLEGE

Monday Apr. 3, 2006, 4:15 pm . Surrey Campus Boardroom (Gll 10)

AGENDA

I. Confirmation of Agenda .................................................................. 4: 15

2. Approval of Minutes (Mar. 6, 2006) ................................................ .

3. Chair's Report ................................................................................ .

4. Standing Committee Reports .......................................................... .4:20

4.1. Degree and Program Assessment Committee (Dianne Crisp, Chair) ...................................................... .

4.2. Program Review Committee (Carolyu Robertson, Chair) .................................................. .

5. Sub-Committee ReportS

5.1.

5.2.

5.3.

Curriculum Sub-Committee .................................................. 4:30

International Education Committee (Derek Francis, Chair) ........................................................ ..

Policy Review Committee (Dana Goedbloed, Chair) ..................................................... .

5.3.1. Policy C.18 Admission to the University College

5.3.2. Policy L.8 (formerly C.31) Academic Renewal

5.4. Employability Skills Committee (Geoff Dean, Chair) ................................................................ 4:45

5.5. Math & Quantitalive Skills Committee (John Inglis, Chair) ................................................................ .

6. Framework: Community & Health Studies Programs ....................... 4:50

7. Program Revisions: Computer Information Systems Diploma

Takashi Sato

Dianne Crisp

Carolyn Robertson

Derek Francis

Dana Goedbloed

Geoff Dean

John Inglis

Carol Hansen

dB l\elor 1>fTechnology i.ll IJJk:_rt1)3tion Tec~no.lo y ogram ... 5:20 Andy Law ~/'- ~/ t:t:..L~- ,,,,fa.Ide_,/

8. ~1-Baccalaureal~i~~u~n so es Manage£~·5:30 DoLu Fletcher z. ?:;11'.5, ... ~ioa< 17" 1~ -

9. eting: Monday, ay I, ztJ 6, 4: 15 pm. '~t,..'f ~

10. Adjournment

Attach et/ for your i11/ormatio11:

I. Qualifying Studies & Sludenl Services Divisional Curriculun1 Commillee Minutes Jan. 27, 2006 (distributed via e111ail}

2. Q11alifying Studies & Student Services Divisional Curric11lum Cammi/lee Minutes Feb. 24, 2006 (distributed via email)

Note: This agenda will be distributed electronically to the Deans' mailing list and to the presenters

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EDUCATION COUNCIL

Attendance, Date: UJtu ~/6 ~ NAME PRESENT ABSENT

Anderson, Cate (Staff) / Anderson, Laura (Student) ./

Androsiuk, Mary (F) ./

Crisp, Dianne (F) ,I'

Cserepes, Dana (F) ./

Davis, Bob (F) ,/

Elmes, Roger (A) ,I'

Francis, Derek (A) v Goedbloed, Dana (A) v

Graham, Nancy (F) ./

Hoffman, Sandra (Staff) 1 Jamieson, Jim (F) ./

Kearley, Kristina (Student) "/(

McGillivray, Judith (A)

Mcintyre, Ken (Student) / ?

Murray, Susan (F) ./ Richmond, Alexandra ./ Sato, Takashi (F) (Chair) ,/' , Wainman, Newton (F) /

Ex Officio Members

Triplett, Skip I< Gordon, Jody

Evans, Roben, Board rep.

Guests /)_,y /1 I . - . I

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Metzger, Karen , Recorder

~Kwantlen • ~ UNIVERSITY COLLEGE

EDUCATION COUNCIL

MEETING DATE: Apr. 3, 06

ISSUE:

ACTION:

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AGENDA#: 2 PREPARED BY: Karen Metzger

Approval of minutes

THAT Council approve the minutes of the Mar. 6, 2006 meeting .

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.~. ·:. Kwantlen ~.UNIVERSITY COLLEGE

' EDUCATION COUNCIL Monday Mar. 6, 2006, 4: 15 pm .

Surrey Campus Boardroom {G21 IO)

MINUTES

Present:

Regrels:

Guesls:

Dianne Crisp Bob Davis Roger Elmes Rob Fleming Derek Francis Dana Goedbloed, Vice Chair Jody Gordon Nancy Graham

Cate Anderson Laura Anderson Mary Androsiuk Dana Cserepes

Arthur Coren Brian Carr Carolyn Robertson

I. Confirmation of Agenda

The meeting was called lo order at 4:24 pm .

Sandra Hoffman Jim Jamieson Ken Mcintyre, Member-at-Large Karen Metzger, Recorder Susan Murray Alexandra Richmond Takashi Salo, Chair Newton Wainman

Robert Evans, Board Rep. Kristina Kearley Skip Tripletl

WayneTebb Panteli Trilchew

The agenda was approved by consensus as amended. After item 7, add Program Revision: B.A. Major in Psychology.

2. Approval of Minutes {Feb. 6, 2006)

The minutes of the Feb. 6, 2006 meeting were approved by consensus as presented.

3. Chair's Report

Tak Sato reported lhat he declared lhe seat of student member Forrest Li vacant effective immediately as he has not yel attended any meetings. According lo lhe by-laws, lhe seal of any member may be declared vacanl iflhe member misses lhree meetings.

4. Standing Committee Reports

4.1. Degree and Program Assessment Committee {Dianne Crisp, Chair)

Dianne Crisp reported on lhe following business at the Feb. 15, 2006 DPAC meeting:

DPAC passed motions supporting progran; revisions to the School of Business Baccalaureate Programs. These included changes lo the enirance requirements for the Business Baccalaureate, changes to lhe B.B.A Accounting program, the Entrepreneurial Leadership program, lhe Financial Services program, the Human Resources Management program, and a molion to approve continuation in the Bachelor of Technology Information program.

A motion was passed lo approve changes in the pre-requisite requirements for third year Psychology in the BA Psychology degree, Major and Minor.

A motion was passed to approve a request for a variance in the approval process for curricular changes in trades. .'

DPAC recommends these changes to EdCo .

DPAC heard a discussion of lhe progress in possible changes 10 Liberal Education requiremenls.

Dianne has been meeting with the Chair of EdCo to continue the work on designing a Program Development and Approval Process document for DPAC and for program developers.

EDUCATION COUNCIL Minutes of Meeting, Mar. 6, 2006 Pa e 2

She also met with David Davidson re draft of program implementation review process, to come back in several \veeks.

4.2. Program Review Committee (Carolyn Robertson, Chair)

Carolyn Robertson distributed a memo showing the motions passed at the Mar. I, 2006 Program Review Committee meeting. The approved program review process had been designed for a college-level institution, and it has become apparent that the process needs to be adapted for university-level. Policy B.12 Program Rr!View will need to be revised to reflect changes 1hat might be made. Programs that undergo an external accreditation process could apply for exemption from Kwantlen's program revie\v under certain conditions.

5. Sub-Committee Reports

5.1. Curriculum Sub-Committee

The following new and revised course outlines were approved by the Education Council curriculum sub­committee Feb. 15, 2006. The revised courses approved by the divisional curriculum committees, the discontinued courses, and the approved liberal education courses are also listed for infonnation.

NEW COURSES BIOL 2330 Microbiology CRIM 2205 Law, Media and Popular Culture EL TE 4300 Methodology for English Language

Training GBTR 1200 Identity and Dementia GBTR 1210 Dementia Care Programming GBTR 1220 Leadership Skills GBTR 1230 Professional Practice HIST 1150 Introduction to Traditional East

Asia HIST 1151 Introduction to Modem East Asia HIST 3345 History of the American West HIST 4435 Genocide in the Twentieth Cenrury MATH 4150 Number Theory PHYS I 112 Pulp Physics in Pop Culture PSYC 3220 Group Dynamics PSYC 4350 Developmental Psychopathology

REVISED COURSES ASTR 1100 Introduction to Astronomy BIOL 2322 Ecology CHEM 1105 Introductory Chemistry CHEM 1110 The Strucrure of Matter CHEM 1210 Chemical Energetics and Dynamics CHEM 2310 Physical Chemistry CHEM 2320 Organic Chemistry I CHEM 2420 Organic Chemistry II PHYS I IOI Physics for Life Sciences I PHYS 1102 Physics for Life Sciences II

PSYN 3100 Psychiatric/Mental Health Nursing Community Health

SOC! 2225 Canadian Society Conflict and Consensus

SOC! 2230 Racialization and Ethnicity in Canada

SOC! 2250 Families in Canada SOC! 2260 Research Methods in Sociology SOC! 2280 Sociology of Health and Illness SOC! 3230 International Migration and Ethnic

Communities SOC! 3320 Sociology of Global Inequalities UNIV 110 I Academic Success for Student

Athletes WOMN 3100 Conceprual Traps &

Health Care

PHYS 1120 Physics for Physical & Applied Sciences I

PHYS 1220 Physics for Physical & Applied Sciences II

PHYS 2335 Modem Laboratory Practices HORT 1104 Soils, Soil Amendments & Soilless

Media An Introduction HORT 2472 Forest Crop Production MATH t I t 2 Pre-Calculus Algebra MATH 2232 Linear Algebra

REVISED (Approved by the Divisonal Curriculum Committee) HORT 2437 Turf Irrigation Systems Design and Operation MAND 2200lnterrnediate Mandarin I SOC! 1125 Processes and Structures

DISCONTINUED (all errective Sept. 2005) ABEM 0063 Fundamental Mathematics ABEM 0071 Basic Mathematics ABEM 0072 Intermediate Mathematics ABEM 0077 Vocational Mathematics

ABEM 0082 Advanced Mathematics ABEB 0086 Advanced Science ABEB 0096 Provincial Science

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EDUCATION COUNCIL Minutes of Meetin'g, Mar. 6, 2006 Pa e3

ABEP 0088 ABES0074 PSPM 1063 PSPM 1077 PSPM 1071 PSPM 1072 PSPM 1082 . PSPM 1027 PSPB 1086 PSPB 1096 PSPP 1088 PSPS 1074 PSPS 1028 PSPA 1024 PSPE 1025. PSPE 1050 PSPE 1060 PSPE 1070 PSPE 1078

Introduction to Physics lntennediate Science Fundamental Mathematics Vocational Mathematics Basic Mathematics lntennediate Mathematics · Advanced Mathematics Directed Study Mathematics Advanced Science Provincial Science Introduction to Physics ·1ntennediate Science Directed Study Science ACP Orientation LPI Preparation Fiindamental English I

· Fundamental English II lntennediate English Tools for Wdting -

LIBERAL EDUCATION FREN I I I 0 French Language I FREN 1210 French Language II LING 1100 Introduction to Language .

LING 1200 MAND 1100 MAND 1101 MAND2200 MAND2201 MAND3300

MAND 3301

GERM 1100 "GERM ·1101

Structure . Introduction to Language Use Basic Mandarin I ' Basic Mandarin II .

lntennediate Mandarin I Iniennediate Mandarin II Mandarin for Speakers of Other Chinese Dialects I Mandarin for Speakers of Other Chinese Dialects II Basic Gennan I

Basic Gennan II

PSPE 1079 PSPE 1081 PSPE 1091 PSPE 1097

PSPR 1065

PSPR 1075

PSPR 1085

PSPR 1095 PSPW 1064

·PSPW 1074

PSPW 1084

GERM2200 GERM 2201 PUNJ 1100 PUNJ 1101 PUNJ 2200 PUNJ 2201 JAPN 1100 JAPN 1101 JAPN2200. JAPN 2201 SPAN 1100 SPAN 1101 SPAN 2200 SPAN 22q1

5.2. Ioternatio'nal Education Committee (Derek Francis, Chair)

Public Speaking College Preparatory English Provincial Level English Professional and Technical· English I Directed Study Fundamental Reading Directed Study lntennediate Reading Directed Study Advanced

. Reading College Preparatory Reading . Directed Studies Fundamental Writing and Communications Directed Studies lntennediate Writing and Communications Directed Studies Advanced Writing and Communications

futenne~fiate Gennan I lntennediate Gennan II ·

Introductory Punjabi I Introductory Punjabi II lntennediate Punjabi I lntennediate Punjabi II Basic Japanese I Basic Japanese II

· lntennediate Japanese I lntennediate Japanese II Basic Spanish I Basic Spanish II lntennediate Spanish I lntennediate Spanish II

Derek Francis reponed that the month-long visit of the faculty from Universidad Anuro Prat is complete, and that it had been successful. He added that the visit of 40 international secondary students and their parents recently was also successful. The Richmond school district hopes to see I 00 students ~ta summer program, and Kwantlen hopes to see about 30 of their parents studying here during the s_ummer as well.

5.3. Policy Review Committee (Dana Goedbloed, Chair)

Dana Goedbloed said that the committee did not meet in February for several reasons. She explained that committee members and others have been working hard on a number of policies that will be reviewed at the meeting schedule!l for March 13 and at future meetings:

5.4. Employability Skills Commiltee (Geoff Dean, Chair) '

No repon.

6. · School of Business

6.1. Change in Entrance Requirements to Baccalaureate Programs

Anhur Coren, Wayne Tebb, and Panteli Tritchew attended to speak to this agenda item. They explained that the School of Business baccalaureate programs were initially approved using the two-plus-two model to saiisfy Ministry requirements at the time. The proposed changes will allow students to enroll directly into the four-year degree program, while they still have the option of exiting with a diploma. The change has precipitated the need

EDUCATION COUNCIL Minutes of Meeting, Mar. 6, 2006 Pa e 4

to increase the Math enlrance requirements from Math I l(C) to Math 11 (Principles)(C+) or Math 12 (Applications)(C+). Enlrance requirements for yell" one of all School of Business baccalaureate programs shall be:

• Satisfaction ofKwantlen University ColJege general admission requirements; • B.C. English 12 (B or better), or equivalent; • Math 11 (Principles) (C+ or better), or equivalent or Math 12 (Applications) (B or better) or

equivalent.

Curren! students will not be affected by this change, and students who would not qualify for the baccalaureate programs could still register in the diploma programs and upgrade for lransfer while they are in the program.

Moved by Alexandra Richmond, seconded by Roger Elmes, THAT Council approve the change in entrance requirements to School of Business baccalaureate programs as presented.

MOTION CARRIED.

This change will be for immediate implementation, pending completion of any required processes.

This will go forward to the Board of Governors for approval.

6.2. Change in Registration Model for Baccalaureate Programs

Arthur Coren explained that the proposed changes to School of Business baccalaureate programs as per item 6.1 above will streamline the admission process for students, will enhance enrollment management, and will align degree entry points with those of competitors.

Continuation standards have also been identified for students completing year two and going into year three of the B. B.A Human Resources Management and the Bachelor of Technology in Information Technology.

Mo,·ed by Ken Mcintyre, seconded by Roger Elmes, THAT Council approve changing the B.B.A. in Accounting from a two-plus-two model to a four-year model, with entry points in years one and three.

MOTION CARRIED.

Moved by Dianne Crisp, seconded by Derek Francis, THAT Council approve changing the B.B.A. in Entrepreneurial Leadership from a two-plus-two model to a four-year model, with entry points in years one and three.

MOTION CARRIED.

Moved by Roger Elmes, seconded by Derek Francis, THAT Council approve changing the B.B.A in Financial Services to a four-year model, with en1ry points in years one and three, and including the Co­op option, pending any technicalities to do with linal approval of the FPP.

MOTION CARRIED.

Moved by Newton Waioman, seconded by Bob Davis, THAT Council approve the continuation standards for students who have achieved 60 credits be established as presented for the B.B.A. in Human Resources Management (pending DQAB approval), and for the Bachelor of Technology in Information Technology.

MOTION CARRIED.

7. Trades: Curriculum Change Process

Dana Gocdbloed and Brian Carr spoke to the propo,;ed request for a variance in curriculum approval for Trades programs. In late Fall 2005, the Industry Training Authority (ITA) under the Ministry of Economic Development notified post-secondary institutions throughout B.C. that lengths of entry level trades training (ELTf) programs would have to be standardized across the province. As a result, Kwantlen's programs falling into that category would need to be revised for implementation in Sept. 2006. It would be impossible to develop full program proposais for the affected programs, and to have them go through the internal approval process, in a timely manner. For this reason, the request is pres<.:nted to allow implementation of the course outlines for the revised programs in Sept. 2006, with full program proposals to follow.

Brian also stated that meetings were held in January 2006 among public post-secondary institutions to form one consortium to negotiate duration of the affected programs. Recommendations were made to the ITA, but no response has yet been received.

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EDUCATION COUNCIL. Minutes of Meeting. Mar. 6, 2006 Pa e5

The affected citation programs are Appliance Service Repair, Automotive Service Technician, Automotive ~arts, Auto Trim, Carpentry, Masonry, Outdoor Power, and Welding.

· ' Moved by Roger Elmes, seconded by Alexandra Richmond, THAT Council allow for the development and. implementation or approved, standardized course outlines for Sept. 2006 for each or the affected Trades areas, and that full program proposals, as per the Curriculum Framework for Trades Program to Diploma Levels as approved by Education Council in May 2004, will follow

MOTION CARRIED. (I abstention - Dana ?oedbloed)

8. . Program Revision: B.A. Major and Minor in Psychology

Dianne Crisp explained that the requested change will remove one course from a list of three from which students could choose, because the remaining.two courses are essential prerequisites for upper-level, required courses. (PSYC 2315 and 2385 will be required; and PSYC 2375 will be deleted.)

Moved by Sandra Hoffman, seconded by Alexandra Richmond, THAT Council approve the revision to the B.A. Major and Minor in Psychology program a's presented.

MOTION CARRIED.

Next Meeting: Monday, Apr. 3, 2006, 4:15 pm.

Takashi alerted Council that the meetings in the next months might have le~gthier agendas.

9. Adjournment: Moved by Dana Goedbloed to adjourn the meeting at 5:24 pm

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ltiM Kwarttl.en PROGRAM REVIEW COMMITTEE Update :

~ UNIVERSITY COLLEGE

Chair's Report to Education Cotincil:

Aprll 3, 2006

Carolyn Roberts.on

The following motions were passed at ihe Program Review Committee Meeting o~ Wednesday, .March 29, 2006:

. Change of Name of Indicators Package

Moved by Kathleen Bigsby, seconded by Susan Chambers to change the name ofthe Level · One Program Review Indicators to Prograin.Review Indicators wherever it is used. ·

Change of Length of Review CyCie

M~ved by Gordon Lee, seeonded by Danie1Bel11stein that programs undergo a review at leastonce.every 7 years. CARRIED. ·

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MEETING DATE: Apr. 1, 2006 AGENDA #: 5.1 PREPARED BY: Karen Metzger

EDUCATION COUNCIL

For information:

NEW COURSES

ABER0045

ABER 0055

ABER0065

ABEW0044

ABEW 0054

ABEW 0064

--"""1CRWR 3300

~ -CRWR4120

CRWR4130 FINA 1175

FINA 3102

FINA3121

GDMA 4240

GNEA 1104

GNEA 1106

GNEA 1108

GNEA 1204

GNEA 1206

GNEA 1208

GNEA 1216

GNEA 1308

GNEA 1318

POLI 4210

PSYN 1100

PSYN 3200

PSYN 3220

REVISED COURSES

ELST 0041

FINA 1120

The following new and revised courses were approved by the Education Council curriculum sub­committee on Mar. 15, 06.

Basic Reading Skills I A

Basic Reading Skills I B

Basic Reading Skills I

Basic Writing Skills I A

Basic Writing Skills I B

Basic Writing Skills 2

Interdisciplinary: Going with the Flow, Art and Writing

Advanced Screenwriting

Advanced Creative Non-Fiction I

Form, Structure, and Materials

Interdisciplinary: Going with the Flow, Art and Writing

Italian Renaissance and Mannerist Art

Contemporary Issues in Graphic Design

Pharmacology

Nursing Experience I: Medicine

Nursing Theory I

Canadian Culture and the Health Care Environment

Nursing Experience 2: Surgery

Nursing Theory 2

Nursing Experience 3: Practicum

Nursing Theory 3

Nursing Theory 4

Liberal Democracy: Classic & Contemporary Debates

Individuals and Their Health: Psychiatric Mental Health Nursing

Global Problems & Health: Psychiatric Mental Health Nursing

Issues in Mental Health Nursing: Psychiatric Mental Health Nursing

Foundations Level - Reading and Writing

History of Western Art: Prehistoric to Early Renaissance

REVISED (Div. Cur. Com.)

FASN 3200 Product Development

FINA 1165 Visual Language and Composition

Curriculum Sub-Committee Pa e 2

The following items were recorded for tracking. REVISED (Div. Cur. Com.)

FASN 3200 Product Development

FINA 1165

DISCONTINUED SOCI 1225

SOCI 1230

SOCI 1250

SOCI 1260

SOC! 1280

Visual Language and Composition

Canadian Society: Conflict and Consensus - Sept 2006

Race and Ethnic Relations in Canada - Sept 2006

Families in Canada - Sept 2006

Research Methods in Sociology - Sept 2006

Sociology of Health & Illness - Sept 2006

SOCI 2320 Sociology of Development and Underdevelopment

LIBERAL EDUCATION !DDS 1163

!DDS 1165

Design Explorations

Designing for Humanity

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ISSUE:

ACTION:

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EDUCATION COUNCIL

MEETING DATE: Apr. 3, 06

AGENDA #: 5.3.1 PREPARED BY: Dana Goedbloed

Approval of a policy

THAT Council approve the revised policy C.18 Admission to the University College .

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1~~~ I<wantlef\r ~· ~ UNIVERSITY COLLEG,£

Policy No. Reviewed by:

Responsibility:

". . - .. POLICY

TITLE: .

APPROVED BY:

Admission To The University College

The President

EFFECTIVE: . 26 September 1990 '1 • (.' ....

·.REVISED:, . \ March 2006

RELATED POLICIES:

Board of Governors Policy 3. 9 Programs and Services

PURPOSE

C.18 Senior Leadership, Education Council Vice President I Administration & Student Services

To state the general criteria for admission to Kwantlen University College.

SCOPE

All applicants to Kwantlen University College.

PRINCIPLES

1. Kwantlen University College's primary purpose is to provide post-secondary educational opportunities to the communities of Delta, Langley, Richmond, Surrey and White Rock ..

2. Canadian citizens or permanent residents (landed immigrants) are eligible for admission .. . . . ·'

3. International students will have additional requirements regarding eligibility for admission. http://www.kwantlen.ca/international_ed/admission.htm ·

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. ' 4. Kwantlen considers applications from all eligible candidates; however, admission to specific programs or courses may be restricted by space limitations or prerequisite requirements. · "

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'• . 5. In situations where the number of qualified applicants exceeds the number of available seats in a

program, admission will be in order by date of application, by date of qualification or by computerized random selection.

6. The university college will consider each applicant in an equitable and consistent manner.

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f ~c/'6 7. An applicant must be able to undertake studies in the English language and produce evidence of •

competence to do so; where there is doubt an applicant may be required to take a test of facility in the English language prior to admission to the university college.

8. Admission to the university college is made within the following categories.

A. Regular Admission c£o .,1, II. .t. t. ..(_ ~ ? i. Applicants(to the university colle~ust meet one of the following general admission

requirements in order to be acce ed into the university college:

a. be a graduate of a B.C. secondary school, or equivalent

b. be at least nineteen (19) years of age on the first day of attendance at the university

c~,;~~~ I / . ( ~Te c~.;pr~d the stipulated English proficiency requirement~ .

B. Underage Admission ~ i. Anyone who is not a graduate of a B.C. secondary school or equivalent from another

school system, but who will be seventeen (17) years of age or older on the first day of attendance at the university college and who has not been in regular attendance at a secondary school for a minimum of one (1) year may be admitted to the university college in order to enrol in Adult Basic Education or English Language studies.

ii. Admission of underage students to other programs will be considered on an individual basis.

C. Special Admission

i. An applicant who does not meet any of the above admission criteria may be admitted as a Special Admission student and complete up to 12 credits before they must meet the regular admission requirements. ~

ii. An applicant who does not meet any of the above admission criteria may rl for admission as a Special Admission student to specific programs.

The applicant may have to attend an interview with the Registrar to present his/her reasons for requesting Special Admission status and must provide supporting documentation as requested.

An applicant admitted as a Special Admission student is admitted to a specific proQram and may not change program without prior approval of the Registrar.

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ISSUE:

ACTION:

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EDUCATION COUNCIL

MEETING DATE: Apr. 3, 06

AGENDA #: 5.3.2 PREPARED BY: Dana Goedbloed

Approval of a policy

THAT Council approve the revised policy L.8 (formerly C.31) Academic Renewal .

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. · · I<wantlen , ~ UNIVERSITY COLLEGE

,w· Policy No. Reviewed by:

Responsibility:

POLICY

L.8 Vice President I Administration & Student Services Education Council

TITLE: Academic Renewal

APPROVED BY: Education Council

EFFECTIVE: January 1994

REVISED: April 2006

RELATED POLICIES:

PURPOSE

" This policy is designed to enable students whose academic standing was unsatisfactory at the time of leaving Kwantlen University College, and who have subsequently returned to the University College after not having been enrolled for a substantial period of time, to resume their studies without being penalized for their previous academic record.

SCOPE

Students requiring academic renewal.

RATIONALE

· Kwantlen University College is committed to providing its students with opportunities to succeed in their academic studies. For various reasons, not all students are able to avail themselves of these opportunities when they are initially .. enrolled at the University College. ·

1:8 draft - old c.31.doc 1of3 3/27/2006

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PRINCIPLES

1 . Academic Renewal Provision

A student who:

a. has not been enrolled at Kwantlen University College for a minimum of five (5) years and b. had a CGPA of less than 2.00 at the end of the last term of attendance

may apply in writing to have grades earned for all courses (including those passed) taken previously at Kwantlen University College eliminated from the computation of her or his CGPA.

2. Academic Renewal may only be requested once.

3. Academic Renewal will be granted at the discretion of the Associate Registrar or designate.

DEFINITIONS

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Grade Point Average (GPA) is calculated by multiplying the grade points associated with the letter grade assigned for a course by the number of semester credit hours assigned to that course, adding those values for all courses taken, and dividing the result by the total number of semester credit hours taken. Withdrawals are not included in the calculations. For repeated courses, only the highest grade achieved is used in the calculations. •

Term Grade Point Average (TGPA) is the GPA calculated for all courses taken in a specific term.

Cumulative Grade Point Average (CGPA) is the GPA calculated over all the terms in which the student has been enrolled. In calculating CGPA, only the highest achieved grade is used for repeated courses.

PROCEDURES

1. To request Academic Renewal, the student must apply in writing to the Associate Registrar at the time she or he applies for re-admission to the University College or within the first semester of returning to the University College.

2. To be considered for Academic Renewal, the student must be eligible to register in a defined program of studies and must not have been enrolled at the University College for a minimum of five (5) years prior to the request.

3. The student must provide evidence to show that the previously recorded courses were substandard academic performance and are not reflective of the student's current academic ability.

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4. '1f the student is granted Academic Renewal, grades assigned for all courses taken at ttie University College in the term(s) specified (including those courses which were passed) will no longer be used in calculating the CGPA. No exceptions will be made. The courses and grades will remain on the student's permanent academic record and will appear on statements of wades and unofficial and official transcript~. .

5. Courses that have been excluded from calculation of the CGPA as a consequence of the student having been granted Academic Renewal may not be utilized to satisfy prerequisites nor may they be applied to meet graduation requirements. . '

' 6. Students will be advised that other post-secondary institutions may or may not recognize Academic Renewal and may include these excluded courses in their GPA calculations when determining eligibility for transfer.

7. Should the student not be satisfied with the decision of the Associate Registrar, they may request further considerat_ion by the Registrar. The decision of the Registrar will be final..

Return to Bylaws & Policies Homepage Return to Kwantlen's Home Page

· 1.8 draft - old c.31.doc 3 of 3 3/27/2006

ISSUE:

ACTION:

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EDUCATION COUNCIL

MEETING DATE: Apr. 3, 06

AGENDA#: 6 PREPARED BY: Carol Hansen

Approval of a program framework

THAT Council approve the framework for Community & Health Studies programs .

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Kw ant I en UNIVE~SITY COLLEGE

Faculty of Community & Health Studies Community, Education, and Health Care Common Curriculum Initiative

A. EXECUTIVE SUMMARY:

The Faculty of Community and Health Studies proposes to develop educational pathways for Certificates and Diplomas that prepare paraprofessional-level practitioners to support children and adults in the Community Living, Education, and Health Care sectors. Four programs within the Faculty of Community and Health Studies currently address these areas: the Diploma in Community Support Worker, Certificate in Gerontology-Based Therapeutic Recreation,

Certificate in Home Support/Resident Care Attendant, and Certificate in Special Education Teacher Assistant. While each of these programs addresses specific field-based practice, they

also share common principles and concepts that are foundational to the support of others. The Faculty of Community and Health Studies proposes a restructuring of these four programs to develop a framework that offers core and specialty courses to prepare practitioners for the complex work environments they will face. This proposal recommends the creation of educational pathways ~will provide students opportunities to access multiple credentials and to work across sectors. These pathways are designed to support students to pursue further studies at the diploma and degree levels to extend their practice and career paths as the sectors evolve. As well, this framework allows students to study in a multidisciplinary context that will contribute to the broadening of perspectives on service, citizenship, and global understanding (as per Kwantlen University College's Vision, Mission and Values; see Appendix A).

At the core of the Community Support Worker, Gerontology-Based Therapeutic Recreation, Home Support/Resident Care Attendant, and Special Education Teacher Assistant Programs are the principles of person-centred practice. Graduates of these programs work across the Community Living, Education, and Health Care sectors and in a variety of settings, including

elementary and secondary schools, group homes, vocational programs, long-term care facilities, senior daycare centres, residential care facilities, home support agencies, and in homes and the community. All share a primary purpose in supporting individuals with diverse needs to participate in their families, communities, and society in a variety of valued roles.

The Common Curriculum Project Advisory Committee members (Appendix B) indicated that employers want future employees to be flexible an!/fre prepared to work in a variety of settings to support people with individualized support needs who are of different ages and have a range of abilities. The development of common courses will prepare graduates from all four programs

CCI FRAMEWORK DOCUMENT . I . March 27, 2006

• in the foundational concepts and principles of supporting others and will facilitate student access to dual or multiple credentials. Graduates will have increased access to employment

opportunities across sectors.

•

•

While there are a number of common threads throughout the curriculum of the four programs, there are also unique and distinct elements that are critical for practitioners in each sector. The need to retain specific, field-based curriculum was strongly supported by the Advisory

Committee members who value the quality ofKwantlen's graduates. It was recommende~ ~II) _ _ restructuring enrich the integrity of the existing progra!Jl( Wjtlch are highly respected and~ whiclrgraduates are highly sought after. \L/

To this end a change in employability competencies for each program will not occur rather, learning outcomes will be reconfigured. Students will share some foundational courses. However, through specialty courses, they will also retain the level of expertise required to graduate with credentials within their specialty area:

• Certificate and Diploma in Community Support Worker (CSW)

• Certificate in Gerontology-Based Therapeutic Recreation (GBTR) • Certificate in Horne Support/Resident Care Attendant (HS/RCA) • Certificate in Special Education Teacher Assistant (SETA)

Many students are seeking educational pathways that provide them mobility across sectors at a

paraprofessional level. They are also seeking transferability into related,iplorna and -,fegree Pfograms that will allow them to pursue professional-level careers, such as teaching, child and

f youth care, counseling, rehabilitation, nursing, and management. Currently, all four programs have external articulation agrei:rnents with post-secondary institutions in B.C. and Alberta that

allow graduates to cornplet;'iplorna and DegreeJfograms in related careers (see Appendix C). Restructuring retains current articulation £greern~~ and creates new pathways for graduates to continue their studies and complete plplorna and(egree studies, both internally and externally.

The key outcomes of this initiative are to:

• retain the integrity of the current programs that are successfully preparing graduates to meet the needs of the employers and the individuals they support;

• retain the existing exit credentials in which students_ h!!}'C: i_p_et the employability 7

competencies identified by the various sectors1and~iculation agreernen15:

• restructure existing curriculum into common ~ourses that will be shared across programs and specialization courses that are field specific;

• provide educational pathways for students within the four programs to access dual or

multiple credentials; • create new educational pathways that provide increased mobility and transferability to

!plorna andjegree programs and opportunities for further career development;

CCI FRAMEWORK DOCUMENT . 2. March 27, 2006

• • provide an opportunity for students to learn in a multidisciplinary context that contributes

•

•

to the broadening of perspectives and the development of citizenship and global understanding;

• provide an opportunity for students to develop an understanding of diverse perspectives on the nature of support, principles of caring, and person-centred practice;

• provide an opportunity for students to work with faculty from a variety of disciplines; • design offerings that will allow flexible delivery (including on-line and rnixe@tode

delivery), multiple access points, flexibility of scheduling and location; and • provide opportunities for faculty to collaborate in the design and delivery of integrated,

team-developed learning experiences. .

B. PURPOSE:

The purpose of this paper is to request approval, in principle: • To restructure curriculum and pathways for the Community Support Worker, Home

Support/Resident Care Attendant, Gerontology-Based Therapeutic Recreation and Special Education Teacher Assistant Programs. Ensuing credit changes will result in the development of a full ~granyProposal for the Community Support Worker Diploma and ,p'rogram,,Revision fi'emos for the remaining three programs, GBTR, HS/RCA, and SET A Program.

• To create additional educational pathways that will provide options for students seeking further related credentials.

C. RATIONALE:

The Community Living, Education, and Health Care sectors in British Columbia face significant challenges as the numbers and needs of persons who are aging or disabled increase (Government of Canada, 2005). In order to retain a well-prepared work.force, it is critical to offer credentials that ensure th duates will be competent ractitioners re ared_tQmeetthe demands of their fie d ed ational pathways that provide an opportunity for mobility and future education to

olving demands. ----------·--

C. l Background

In 2001, a curriculum initiative was undertaken to develop a shared course in the Faculty of Community and Health Studies - CAHS 1100- Interpersonal Communication Skills (2.5). This course was developed with th~recognition that graduates of all four of the

Community, Education, and Health Care programs share a common outcome for their graduates - effective interpersonal communication. This was the beginning of the

CCI FRAMEWORK DOCUMENT - 3 - March 27, 2006

•

•

•

identification of common elements amongst the four programs. It became clear that a more deliberate effort could be undertaken to allow for further integration throughout the programs.

To this end, a planning process was initiated in e Spring of2005 to investigate the shared 7 common components of the four pro · ttees were established and administration, faculty and staff met on curriculum analysis and vision, pathways, and structure.

In the Fall of2 5, a ~uh-committee th representatives from all four of the programs was established to coordinate and write e required proposals and curriculum. This sub­committee consisted of designate faculty and the Acting Associate Dean of the Faculty of Community & Health Studies ( e Appendix D).

The Common Curriculum Ini iative Advisory Committee, consisting of representatives

from each of the four progra@)dvisory Committees, met in November of2005 to receive preliminary information on the initiative and provide feedback and direction. (The Advisory Committees of three of the four programs had been apprised of the project during September and October of 2005. The fourth was unable to meet due to labour disruption in their sector; they will be meeting in March of2006.) Initial support for the concept in

principle was strong from the Common Curriculum Initiative Advisory Committee. This Committee met in February of2006 to receive the Draft Executive Summary of the Framework Document and engaged in detailed discussion about curriculum, pathways, and employer needs; support was again extended and letters are forthcoming.

C.2 Labour Market Information

Current labour market information from B.C. Work Futures indicates that the need for practitioners in the Community Living, Education, and Health Care sectors will continue to grow over the next ten years (Government of Canada, 2005). This growth is related to a number of factors, including the overall growth in population in the South Fraser Region, which is projected to increase by as many as 95,000 residents in the next ten years (Kwantlen University College, BA Framework, 2004). While the overall population is

growing, so is the number of people with disabilities and age-related needs. The population is aging, and "as more baby boomers reach late middle age, the overall demand for various health care and therapy services is expected to increase" (Government of Canada, 2005, p.1 ). As well, there is an increase in the number of children and youth with disabilities

receiving support in schools (B.C. Ministry of Education, 2006). Much of this increase can be attributed to improvements in medical care that enable people with disabilities to lead active and productive lives within schools and the community.

CCI FRAMEWORK DOCUMENT - 4 - March 27, 2006

•

•

•

D.

There has and will continue to be a steady demand for paraprofessional practitioners; B.C. Work Futures indicates that "more employment opportunities are likely to be found in extended care facilities, senior residences and other community-based rehabilitation

centres" (Government of Canada, 2005, p.l) as well as in schools and the community.

C.4 Student Feedback Regarding Credentials & Studies at Kwantlen University College

Student feedback regarding their credentials and studies at Kwantlen University College has been extremely positive. Data from the Student Outcome Reporting System (SORS)

indicates a high level of satisfaction from the graduates of all four programs. Over 90% of the graduates from 2003-2005 are employed and the majority are working within their field of study (Ministry of Advanced Education, 2005). This feedback indicates the need to

retain the quality of the existing programs; to enhance, rather than to diminish the integrity of the current educational experience and to maintain the quality of the graduates.

SORS data also indicates that between 9-27% of graduates in the GBTR, HS/RCA, and SET A certificate programs further their educational studies (Ministry of Advanced Education, 2005). In the Community Support Worker program, where certificate students

have an opportunity to directly· pursue diploma studies, this figure increases to 23-45% .

CURRICULUM FRAMEWORK:

Inter-program curriculum analysis, field-based standards of practice and competencies,

provincial articulation agreements, and field-based feedback have informed the beginnings of curriculum restructuring for this project. The learning outcomes from each program have been compared through a DACUM analysis (Developing A CurriculUM) and grouped according to

common themes and field specific learning outcomes. Learning outcomes have been identified as shared amongst four programs, three programs, and two programs and grouped into connected and cohesive clusters for course development. This analysis has focused on the development of programs to the certificate and diploma level while maintaining current degree articulation options and developing further pathways.

D.l Essential Elements

The configuring of each program as a whole, with shared and specialty courses, will contain the outcomes identified by each of the employer groups as necessary to

successfully fulfill the functions and roles of each type of practitioner. Within the framework of course development, all courses will be analyzed for learning outcomes and content that are similar to all four of the programs. Core courses will be developed.

CCI FRAMEWORK DOCUMENT -s - March 27, 2006

•

•

•

Analysis will also identify commonalities between three out of the four programs, two out of the four programs, and learning outcomes that are unique to each specialty area. To date,

reconfiguration has yielded the following possibilities:

Core courses shared by all four programs

• Interpersonal Communication Skills • Essentials to Person-Centred Practice (Professionalism) • Principles of Observation • Written Communications

Core courses shared by three of the four programs • Health & Personal Care Support (CSW, HS/RCA, SET A)

Core courses shared by two of the four programs

• Dementia (GBTR, HS/RCA) • Wellness (CSW, HS/RCA) • Perspectives on Diversity (CSW, GBTR, SETA)

Field-soecific courses (courses specific to the credential area)

• Field specific courses to be identified through continued curricular analysis and development

D.2 Admission Requirements

In addition to the general entrance requirements for Kwantlen University College, an

applicant must meet the minimum entrance requirements of the specific credential applied for.

D.3 Multiple Entry and Exit Points

The Pathway to Bridging and Laddering (see Appendix E) provides an overview of entry and exit points. • Students will apply specifically to the program they wish to obtain a credential from

and exit at the designated certificate or diploma level.

• · Students in the CSW Diploma Program may exit at the certificate level.

• Students graduating with a credential may reenter to complete another credential and

receive dual credit from the core courses, receiving to a maximum of 50% credit

towards their new credential (credential admission requirements must be met) .

CCI FRAMEWORK DOCUMENT - 6 - March 27, 2006

•

•

•

• Students receiving an additional credential may ladder to available diploma options from the second credential.

• Existing workers who wish to obtain a credential may enter and have access to Prior

Leaming Assessment (credential admission requirements must be met). • Students from other colleges or lllliversities may apply for direct transfer credits

towards their program.

D.4 Program Definitions

Certificate: A program of study that is usually two terms in length and includes a minimum of 30 credit hours.

Diploma:

A program of study that is usually four terms in length and includes a minimum of 60 credit hours.

D.5 · Structure of Programs and Models of Delivery

All programs will be delivered on a fixed-term, semester-based model. Select courses will be considered for on-line and mixed mode delivery.

E. CONSULTATIONS:

E.1 External Consultations

An Advisory Committee has been established with representatives from all four of the program Advisory Committees, faculty from each of the programs, Dr. Maxine Mott, and Dr. Susan Powell. The Committee met in November 2005 to receive an initial outline of the

project and received the Draft Executive Summary of the Framework on February 91h, 2006.

Consultations have also occurred with representatives from similar programs at Douglas College and Camosun College, as well as the Bachelor of Child and Youth Care Degree at University College of the Fraser Valley. These consultations have provided valuable

assistance in both curricular structure and program delivery .

CCI FRAMEWORK DOCUMENT - 7 - March 27. 2006

•

•

E.2 Internal Consultations (September 2005-February 2006)

Support for the project, in principle, has been expressed by the following: • Maxine Mott, Dean, Community and Health Studies

• Rob Fleming, Acting Vice Pres. Learn & Provost- Associate VP, Academic Seivices

• Jody Gordon, Registrar - Office of the Registrar • Josh Mitchell, Associate Registrar - Office of the Registrar • Gordon Lee, VP Information & Development - Strategic Seivices • Dana Goedbloed, Associate Dean, Trades • Takashi Sato, Chair, Education Council

Dianne Crisp, Chair, DPAC • • • • •

• • • • • • • • •

• •

Karen Metzger, Administrative Assistant, Edueation Council Liz McKinlay, Vice President - Human Resource Peter Chevrier, Director Marketing & Communication Alice MacPherson, Instructor PDSS/PLA Coordinator - Professional Dev. Support Seivices David Wiens, Chair, Applied Communications Susan Morris, Counsellor, Counselling Moira DaSilva, Associate Dean, Access Programs

Barbara Duggan, Dean, Applied Design & Communications Kirsten Darrach, Degree Advisor, Educational Advising Bevin Heath Ansley, Co-op Development Coordinator, Cooperative Education Murray Speer, Director, Bookstore Karen Heam, Director, Facilities Management Paula Hannas, Manager of User Support - IET Information & Educational Technology Elaine Samwald, Librarian, Library Sharon Andersen, Curriculum Coordinator, Bachelor of Nursing

F. CONCLUSION:

The Faculty of Community & Health Studies is proposing to restructure current curriculum in the Community Support Worker, Gerontology-Based Therapeutic Recreation, Home Support/Resident Care Attendant, and Special Education Teacher Assistant programs and develop common courses that address common curricular threads and specialty courses which

address the.unique needs of each of the employment sectors. The exit credentials for each of these programs will remain the same. Educational pathways will be created for students within

the four programs to enhance their ability to gain multiple credentials and to pursue further

• studies.

CCI FRAMEWORK DOCUMENT -8- March 27, 2006

•

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•

( REFERENCES

British Columbia Ministry of Education. (2006). Special Programs Branch. K-12 funding . allocation system. http://www.bced.gov.bc.ca/kl2funding/ ·

Government of Canada. (June, 2005). Work futures. British Columbia occupational outlooks. Therapy and assessment professionals.

htto://www.workfutures.bc.ca/profiles/profile.cfm ?noc=3 I 4&lang=en&site=graphic

Kwantlen University College. (April, 2004). Request for approval of the curriculum framework for Kwan ti en Universitv College Bachelor of Arts degrees. Unpublished manuscript.

Kwantlen University College. (April, 2004). Service plan: 2005/06-2007/08. (http://plaz.a.kwantlen.ca/sites/instanalplan.nsfffiles/KwantlenServicePlan29Apr05.pdff$FlLE /KwantlenServicePlan29Apr05.pdt) · ·

Ministry of Advanced Education. (2005). B.C. College and Institute Student Outcomes Survey. '

CCI FRAMEWORK DOCUMENT - 9 - March 27, 2006

• Appendix A

Kwantlen University College Strategic Direction: Vision, Mission and Values

•

• CCI FRAMEWORK DOCUMENT - 10 - March 27, 2006

•

•

•

Strategic Direction: Vision, Mission and Values

Kwantlen's Vision We are creating a new kind of university that combines learning, quality and community service

in new ways to meet the needs of our students and occur communities.

Our strength is teaching and service excellence. We have the best teachers supported by the best services for students. As an institution, we focus on learning, quality and community.

Kwantlen's Mission. We create an exceptional learning environment committed to preparing learners for leadership, service and success.

Kwantlen's Values

Performance Values Diversity: We value the diversity of individuals and cultures which comprise Kwantlen, our external communities and our world. We value the diversity of our programs and the

diversity of students we serve .

Respect and trust: We commit to building relationships based on honesty, integrity and competence.

Participative decision-making: We consult and involve people affected by decisions where

possible. We strive for transparent, participative decision-making.

Competitive Values Community Contribution: Individually and as a community, we contribute to make

Kwantlen, our local communities, and our global community more habitable and humane.

Education and Service Excellence: We are committed to excellence and continuous improvement in all education and service areas. We believe "quality" is measured in

relation to the needs and expectations of those we serve, and to established quality standards.

Core Values Learning: We value learning as the core of everything we do. Life-long learning helps us all - students, faculty and staff to realize our potential.

Quality: Our programs, courses and services support student /earning and graduate

success. To us, graduate success includes community leadership and community service.

Community: We serve our communities by providing access to a broad range of excellent learning opportunities .

CCI FRAMEWORK DOCUMENT . II . March 27, 2006

• .

•

•

Appendix B

Community, Education, and Health Care Common Curriculum Initiative

Advisory Committee Members

CCI FRAMEWORK DOCUMENT - 12 - March 27, 2006

•

•

•

Gloria Hunter

Nancy Long

Pete Stone

Barbara Valois

Charlene Koop

Carol Sogawa

Lynda Thomson

Cindy Cashin

Community, Education, and Health Care Common Curriculum Initiative

Advisory Committee Members

Director of Care

Kinsmen Retirement Centre

Family Respite and Supported Living Coordinator Richmond Society for Community Living

Employee Services Advisor, Human Resources Community Living Society

Manager of Human Resources Cornerstone Care Society/So_uth Fraser Home Support

Activity Coordinator

Simpson Hospital

District Recreation Coordinator

Queen Elizabeth Area Vancouver Parks & Recreation

District Administrator, Special Services Langley School District

Education Assistant Richmond School District

Ex-Officio Members:

Carol Hansen

CCI FRAMEWORK DOCUMENT

Coordinator Gerontology-Based Therapeutic Recreation Program Kwantlen University College

- 13 -

----- ---- -------- ---------------------

March 27, 2006

• Nancy Graham Coordinator Home Support/Resident Care Attendant Program

Kwan ti en University College

Judith DeGroot Faculty

Home Support/Resident Care Attendant Program Kwantlen University College

Carolyn Robertson Coordinator

Special Education Teacher Assistant Program Kwantlen University College

Maxine Mott Dean, Faculty of Community & Health Studies Kwantlen University College

Ann Moniz Operations _Manager Faculty of Community & Health Studies Kwantlen University College

• Susan Powell Acting Associate Dean Faculty of Community & Health Studies Kwantlen University College

• CCI FRAMEWORK DOCUMENT - 14 - March 21, 2006

•

•

•

Appendix C

Kwantlen University College Community and Health Studies

Further Educational Opportunities for Graduates in Certificate and Diploma Programs

CCI FRAMEWORK DOCUMENT - IS - March 27, 2006

r ·' • Kwantlen University <:eilege Community and Health Studies

• Further Educational Opportunities for Graduates in Certificate and Diploma Programs

Certificate and Diploma Programs

Community and Health Studies

-I

I I I I

'

Community Support Home Support Resident Gerontology Based Special Education

Worker (CSW) Care (HS/RCA) Recreation Program Teachers' Assistant (GBRC) (SETA)

'

r ... Formal Articulation r ... Accepted into with Douglas Formal Articulation with

Licensed Practical College Therapeutic Lethbridge Community Transfer 30 credits :

Diploma Nursing after 300 Recreation Diploma - College Therapeutic to Child and Youth Certificate Formal articulation ...

hours of work at Recreation Gerontology with Community Care Programs at - Diploma University of the Vancouver and Classroom

Community College I Support programs

Fraser Valley - ' , Transfer some credits or University College I

in BC pubfic post-to Bachelor of Social - of the Fraser Valley University of Calgary Degree in Community secondary

r ' Work at University of ' Rehabilitation. Institutions the Fraser Valley ' Transfer some , Transfer 31

Formal r articulation with

credits to Child and Transfer 60 cred~s credits to Child

Community and Youth Care at r ' to Bachelor of and Youth Care University of Transfer some credits - Professional Arts at Programs at

Classroom to Bachelor of Child -Support

Victoria, Malaspina Athabasca Douglas College University College, and Youth Care at University programs in BC University College University of Victoria, ,

public post of the Fraser Valley, Malaspina University '" secondary and/or Douglas College, University Transfer diploma institutions College of the Fraser credits to Bachelor

College Valley of Community and

' , ... Rehabilitation ' , Studies at

University of Calgary ,

2/16/2006

•

•

•

AppendixD

Community, Education, and Health Care Common Curriculum Initiative

Sub-Committee Members

CCI FRAMEWORK DOCUMENT - 17 - Mnrch 27, 2006

-- ---- --------------------------

•

•

•

Community, Education, and Health Care Common Curriculum Initiative

Framework Committee:

Sub-Committee Members Fall 2005-Spring 2006

Carol Hansen, Gerontology Based Therapeutic Recreation, Coordinator Nancy Graham, Home Support/Resident Care Attendant Program, Coordinator Carolyn Robertson; Special Education Teacher Assistant Program, Coordinator Dr. Susan Powell, Faculty of Community & Health Studies, Acting Associate Dean

Curriculum Committee:

Carol Hansen, Gerontology Based Therapeutic Recreation, Coordinator Nancy Graham, Home Support/Resident Care Attendant Program, Coordinator Judith DeGroot, Home Support/Resident Care Attendant Program, Faculty Anne MacGregor, Community Support Worker Program, Coordinator Carolyn Robertson, Special Education Teacher Assistant Program, Coordinator Dr. Susan Powell, Faculty of Community & Health Studies, Acting Associate Dean

Pathways, Structure & Vision Committee:

Carol Hansen, Gerontology Based Therapeutic Recreation, Coordinator Ann Moniz, Faculty of Community & Health Studies, Operations Manager Nancy Graham, Home Support/Resident Care Attendant Program, Coordinator Judith DeGroot, Home Support/Resident Care Attendant Program, Faculty Anne MacGregor, Community Support Worker Program, Coordinator

Carolyn Robertson, Special Education Teacher Assistant Program, Coordinator Dr. Susan Powell, Faculty of Community & Health Studies, Acting Associate Dean

CCI FRAMEWORK DOCUMENT - 18 - Man:h 27, 2006

• AppendixE

Pathways to Bridging and Laddering

•

• CCI FRAMEWORK DOCUMENT ' - 19 - March 27, 2006

•

•

.,..

Pathways to Bridging and Laddering Home Support/Resident Care Attendant (HS/RCA) Gerontology-Based Therapeutic Recreation (GBTR) Community Support Worker (CSW) Special Education Teacher Assistant (SETA)

GBTR Diploma exit

.,.. Program-specific

courses

' '

csw Diploma exit

.,.. Program-specific

courses /

/

Certificat(i! exit for HS/RCA, GBTR, csw. and SETA On graduation with any of the certificates, students may bridge into any other certificate program with dual credit for core courses. up to 50% of a second credential.

.,.. .,.. .,.. Program-specific Program-specific Program-specific Program-specific

courses fl\

\

'

~ \

courses 1' I

\

courses

"' \ \

?o /

/

All take 4 core courses plus specialty courses

/

Gerontology-Based Therapeutic Recreation ' ",

' ' ' '

..,.. I

'

courses 1'

I I

Feb.2006

r

•

•

VANCOUVER

BOARD OF

PARKS AND

RECREATION

March 16, 2006

TO

FROM

SUBJECT

Degree & Program Assessment Committee Kwantlen University College Carol Sogawa Vancouver Board of Parks & Recreation Community, Education & Health Care Common Curriculum

As a member of the Advisory Committee, I am pleased to support the Common Curriculum Initiative proposed by the faculty of Community & Health Studies. The proposal presents a strong argument and compelling rationale for developing an educational framework which allows student every opportunity to understand the diverse perspectives that exists in the work place and in the career path they chose.

Currently my job responsibilities includes Access Services for people with disabilities, seniors and low income families which is how I came to serve on the Advisory committee. In public recreation and leisure services delivery, programs are community based which draws upon many disciplines and resources. The complexity of communities and the people we serve exists within a varied background in a diverse setting. It has been my experience working in public recreation for over two decades, for students to be successful, having an understanding of a broader context as well as specific knowledge is a great asset. As graduates, the job opportunities will be improved by having flexibility and transferable skills which can be applied to various kinds of work and for understanding the needs of people. One of the strengths of the Common Curriculum Initiative is recognition of the diversity in the workplace and responding by developing an education program that will better prepare graduates of the four programs to be successful.

Congratulations to the faculty for preparing this proposal and best wishes for a successful program. Regards,

Carol Sogawa Recreation Services Coordinator Phone: 604.157.8499 Foi.- 604.718.5881

:cs

Queen Elizabeth District • 30 East 30th Ave. • Vancouver. BC • VSV 2T9 Phone 604-257-8689 •Fax 604-257-8694 • www.vancouverparks.ca

.- 03/20/2008 U: 30 PAI 804 451 6708 COlllllJNITY LIVING SOCIETY

·els

•

Community living • R Way of Thinking

March 20, 2006

To Whom It May Concem,

As part of the Kwantlen University College Community and Health Studies Merge Advisory Committee, I am writing this letter to express my support for the merging of programs as outlined by the faculty of Community and Health Studies. It seems only logical to me that certain courses that share relevance and content be accessiole to students across the board in Community and Health Studies.

The opportunity to broaden specialties is also particularly appealing in the sense that snidents may be able to switch focus to their preferences, which may become apparent later on in their studies.

For an organization like the one that I work for (The Community Living Society) it is desirable to recruit people with a broader range of skills and knowledge that arc taught across the curriculum of the separate disciplines in Community and Health Studies. In closing I would like to thank you for your support of this timely initiative.

Sincerely,

Peter Stone Employee Services Advisor Community Living society

• Communitv living Sodetv 300-5945 Kathleen Avenue Burnaby, British Columbia V5H 4J7

Ph 604.451.8699 Fx 604.451.5708

iaioo21002

. ·.

Accre<fite:d by ~ ......

~ www.cls-bc.org lnfo@cls-Oc.org

I .·

.• 03/21/2006 1'UB 17140 PAX flJ002/002

•

•

Kinsmen Retirement Centre 5410-lOdl Avaluc, Delta (fsalNW8SSCll) British Columbia, Canada V4M 3x8

"lUslaa To Tho ClaD-· Phone 943..0155 Fax943-1542

March 21, 2006.

To: whom It may concern

As a member of the Kwantlen University College Community and Health Studies Merge Advisory Committee, I am writing this letter t<;> express my support for the merging of the programs as outlined by the faculty of Community and Health Studies. I believe that not only will the students benefit from the broader spectrum of knowledge and the interaction with peers from other related programs but so will their future employers and clients who wlll welcome better­rounded Individuals who have had an opportunity to explore the different options available to them. ·

Should you require further information please do not hesitate to contact me.

ona Hunter Director of Resident Care

"Serving the Community's Greatest Need."

•

ISSUE:

ACTION:

•

EDUCATION COUNCIL

MEETING DATE: Apr. 3, 06

AGENDA#: 7 PREPARED BY: Andy Law

Approval of program revisions

THAT Council approve the revisions to the Computer Information Systems Diploma and Bachelor of Technology in Information Technology programs .

•

•

•

lnterOffice Memo

DATE: March 28, 2006

TO: DPAC and Education Council

FROM: Andy Law and Mehdi Talwerdi (CSIS and STECH)

RE: Revisions of Computer Information Systems Diploma and Bachelor of Technology in Information Technology program requirements

We are seeking approval for the revisions of Computer Information Systems Diploma (CISY) and Bachelor of Technology in Information Technology (BTech IT) program requirements.

CISY Program Requirement Revision 1: BUSI 1215 (Organizational Behavior I) will be changed from an optional requirement to a mandatory requirement Reason: BUSI 1215 is recommended as a mandatory requirement by the Canadian Information Processing Society (CIPS) when the CIPS accreditation was renewed in spring 2005.

Revision 2: CISY electives ECON 1101 and MRKT 1199 will be changed to: any undergraduate level ECON (one course) any undergraduate level MRKT (one course) Reason: Although both ECON 1101 and MRKT 1199 are university transferable, they may not be considered as credits towards some programs at other institutions. The change will give students flexibility to select courses that will meet their future study goals.

BTECH!ITl Program Requirement

Revision· Before Revision (from calendar pg. 134) After Revision GROUP A (Required Courses) GROUP A (Requirement Courses) Year 3 All of: INFO 3110 Year 3 INFO 3120 INFO 3110 INFO 3140 INFO 3120 INFO 3210 INFO 3140 INFO 3220 INFO 3210 INFO 3230 INFO 3230

Year 4 Year 4 INFO 4220 INFO 4220 INFO 4230 INFO 4230 INFO 4330 INFO 4310 INFO 4210 INFO 4320 INFO 4310 INFO 4330 INFO 4320 INFO 4340 INFO 4340

Two of: {during Year 3 or 4) INFO 3220 INFO 4210 INFO 4350 INFO 4360

Each INFO course is placed under the "All of' or the "Two of' category.

•

•

•

Two new courses (INFO 4350-lntroduction to Wireless Technologies and Programming and INFO 4360-lnformation Systems Security), which were approved by Education Council in 2005, are placed under the "two of' category. Two existing courses (INFO 3220-Multimedia Systems and INFO 4210-Human Factors and Computer Interface Design), which were compulsory before the revision, are now placed in the "two or category.

Reason: Information Technology is a dynamic, rapidly changing field. The revision will give the department more flexibility to offer courses that are highly demanded by the industry and students. Without the revision, some required courses have to be deleted before new courses can be added. Having the revision, the department can place courses that are sensitive to the industry demand under the "Two or category. Then the department can selectively offer courses to meet the current demand during each year to stay competitive in the field .

•

lnterOffice Memo

DATE: March 27, 2006

TO: DPAC and Education Council

FROM: Andy Law and Mehdi Talwerdi (CSIS and BTECH)

RE: Revisions of Computer Information Systems Diploma and Bachelor of Technology in Information Technology program requirements

We are seeking approval for the revisions of Computer Information Systems Diploma (CISY) and Bachelor of Technology in Information Technology (BTech IT) program requirements.

CISY Program Requirement Revision 1: BUSI 1215 (Organizational Behavior I) will be changed from an optional requirement to a mandatory requirement Reason: BUSI 1215 is recommended as a mandatory requirement by the Canadian Information Processing Society (CIPS) when the CIPS accreditation was renewed in spring 2005.

Revision 2: CISY electives ECON 1101 and MRKT 1199 will be changed to: any undergraduate level ECON (one course) · any undergraduate level MRKT (one course) Reason: Although both ECON 1101 and MRKT 1199 are university transferable, they may not be considered as credits towards some programs at other institutions. The change will give students flexibility to select courses that will meet their future study goals.

BTECH!ITI Program Requirement

Revision· Before Revision (from calendar nn.1341 After Revision GROUP A (Required Courses) GROUP A (Requirement Courses) Year 3 All of: INFO 3110 INFO 3110 INFO 3120 INFO 3120 INFO 3140 INFO 3140 INFO 3210 INFO 3210 INFO 3220 INFO 3230 INFO 3230 INF04220

INFO 4230 Year4 INFO 4310 INFO 4220 INF04320 INF04230 INF04330 INFO 4330 INF04340 INFO 4210 INFO 4310 Two of; INF04320 INF03220 · INF04340 INFO 4210

INF04350 INF04360

Each INFO course is placed under the "All of' or the "Two of' category.

Two new courses (INFO 4350-lntroduction to Wireless Technologies and Programming and INFO 4360-lnformation Systems Security), which were approved by Education Council in 2005, are placed under the • "two of' category. Two existing courses (INFO 3220-Multimedia Systems and INFO 4210-Human Factors and Computer Interface Design), which were compulsory before the revision, are now placed in the "two of' category.

Reason: Information Technology is a dynamic, rapidly changing field. The revision will give the department more flexibility to offer courses that are highly demanded by the industry and students. Without the revision. some required courses have to be deleted before new courses can be added. Having the revision, the department can place courses that are sensitive t•l the industry demand under the "Two of' category. Then the department can selectively offer courses to meet the current demand during each year to stay competitive in the field.

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ISSUE:

ACTION:

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EDUCATION COUNCIL

MEETING DATE: Apr. 3, 06

AGENDA#: 8 PREPARED BY: Doug Fletcher

Approval of a full program proposal

THAT Council approve the full program proposal for a Post-baccalaureate Diploma in Human Resources Management .

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Program Proposal

Post Baccalaureate Diploma in Human Resources Management

March 2006

w Kwantlen UNIVERSITY COLLtG.t

Name of Institution: Kwantlen University College

Title of Program: Post Baccalaureate Diploma in Human Resources Management

Credential to be awarded to graduates: Post Baccalaureate Diploma in Human Resources Manaeement Length of Program: 30 credit hours

Institutional Contact: Arthur Coren Title: Dean, School of Business

Phone: 604 599-2100 Email: art.coren@kwantlen.ca

Post Baccalaureate Diploma in Human Resources Management

• Table of Contents

EXECUTIVE SUMMARY 3

PROGRAM RATIONALE 4

PROGRAM DESCRIPTION 4

Goals and objectives of the Post Baccalaureate Diploma In Human Resources Management 4

Target student audiences 4

Student demand 4

Labour market demand 5

CURRICULUM . 6

Skills, knowledge, or other attributes students will develop from the program 6

Program and course structure 6

• PROGRAM CONSULTATIONS AND EVALUATION 9

Provincial post-secondary institutions consultations 9

Summary of the nature of aU other consultations 9

Program eligibility reqnlrements as outlined at www.bcsap.bc.ca 10

Safety and other risk management 10

ADMISSIONS AND TRANSFER 10

Admission to the Post Baccalaureate Diploma In Human Resources Management 10

Students' ability to access the program through transfer 10

BIBLIOGRAPHY 12

APPENDIX I-INTENDED LEARNING OUTCOMES 13

APPENDIX 11-CHRP REQUIRED PROFESSIONAL CAPABILITIES .14

• APPENDIX Ill-POST BACCALAUREATE DIPLOMA IN HUMAN RESOURCES MANAGEMENT PROGRAM MAP 18

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Executive Summary The Post Baccalaureate Diploma in Human Resources Management ("Diploma") is a full- or part-time intensive program for students wishing to undertake a specialized post-degree program in human resources management.

Based on extensive consultations with business leaders, and explicit reference to the Required Professional Capabilities of the Certified Human Resources Professional (CHRP) designation, the Diploma is designed to prepare students to achieve the CHRP designation and prepare for a range of human resources professional roles; some of which include:

• Manager · • Consultant • Analyst • Advisor • Coordinator

The Diploma consists of the human resources management "core" courses (a total of30 credits) from the BBA in Human Resources Management. Students enter the program after completing a recognized Bachelor degree. The degree can be from any discipline, but students who do not have at least a business minor or directly related business experience may be required to complete a two course qualification program.

Diploma classes will be scheduled for evenings, weekends and on-line (with emphasis on hybrid or blended learning) to allow students to further their education while maintaining current employment.

Students acquire: • General success skills through employability skills studies; • Technical business skills through integrated and specific studies.

Some unique features of this program are: • Direct incorporation of Intended Learning Outcomes based on the Certified Human

Resources Professional requirements and industry feedback; • Practicum, learning partnerships with business, applied projects and assignments and

ongoing work experience; • Professional development for individuals seeking higher level training.

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Program Rationale The rationale for the Post Baccalaureate Diploma in Human Resources Management' ("Diploma") is to provide graduates of Bachelor degree programs with a pathway to acquire the knowledge, skills, and abilities for successful employment in the human resources field and to achieve the Certified Human Resources Professional (CHRP) credential awarded by the Canadian Council of Human Resources Associations through the British Columbia Human Resource$ Management Association. The Diploma will also provide adult learners currently working in human resources management with broader and deeper capabilities that will enable them to achieve professional status and advance their careers.

Program Description

Goals and objectives of the Post Baccalaureate Diploma in Human Resources Management The Diploma has been designed to achieve the set of intended learning outcomes that incorporate the Required Professional Capabilities of the Certified Human Resources Professional (CHRP) designation, and extensive industry feedback. The intended learning outcomes are in Appendix I.

The Diploma consists of the core third- and fourth-year courses from the Bachelor of Business Administration in Human Resources Management. The focus of the core human resource management courses in the degree, and this program, are to build and demonstrate competence in a set of core competencies that are required for professional employment in the field of human

• resources management.

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Target student audiences The Diploma targets the following student audiences:

• recent graduates from general studies and business-oriented Bachelor-level programs who want to pursue a career in the human resources field; and

• adult learners who hold a Bachelor-level degree and who are currently employed in the human resources field and want to upgrade their knowledge and experience.

Student demand There is sufficient student demand among Bachelor's graduates from Kwantlen for this program to succeed. Additionally, BC Human Resources Management Association studies show that the largest percentage of BCHRMA members who do not hold the CHRP designation is located in the South Fraser region served by Kwantlen.' Kwantlen is a logical provider of educational services for these md1V1du3ls. Kwaritlen iilso plans to bong tlie Dipforna program on-line, which will add to the reach of the program province-wide .

1 As a 30 credit program. the Post Baccalaureate Diploma in Human Rcsou.n:cs meets the definition in the Kwantlen Policy on Post Baccalaureate credentials available at http://www lcw?ntlcn ca/oolicics/kEducntjonCounciVLQS pelf

2 From a powC1p0int presentation "Segmentation Analysis" by Carol Hama, Di.rector of Professional Development for BCHRMA, fall 2005. ·

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Labour market demand The Government of Canada provides labour market projection information through the Job ·Futures web site. These projections are products of the Canadian Occupational Projection System (COPS) which is based on Human Resources Development Canada (HRDC) surveys of occupations grouped by National Occupation Code (NOC), other government department information, as well as consultations with industry, professional associations and unions. 3

NOC 1121 is the National Occupation Code for Specialists in Human Resources, which represents the job class covering the first professional level of Human Resources positions. The BBA in Human Resources Management will prepare students to compete well for jobs in this classification. The Canada-wide job outlook for NOC 1121 through 2007 was last updated in April 2003. In this update, job prospects for NOC 1121 were compared to the average for all occupational classes, and the results showed:

• Demand is increasing because organizations arc placing greater emphasis on recruitment/retention of good employees. ·

• Hourly wages ($24.68) [arc) above average (for all job classifications] ($16.91), the rate of wage growth is twice the average.

• The unemployment rate (1.6%) is significantly below average [for all job classifications) (5%). • The number of job openings exceeds the number of job seekers, and few new entrants arc recent

graduates/immigrants•

The BC Work Futures projections for NOC 1121 are based on the BC data sources and the trends for BC are similar:

"Employment Prospects . .. The Canadian Occupational Projection System (COPS) projects employment in this group will grow at an annual rate of 2.6%, which is much faster than the average for all occupations. According to this projection, 2,880 positions will become available between 2001 and 2011. About halfof these openings will result from the replacement of retired workers, and the remainder will result from growth in the number of new jobs. The high growth in employment anticipated for this occupational group is largely attributed to the increased volume of human resources-related work due to worker turnover, retraining and other adjustments associated with a rapidly changing labour market."'

A comparison was made to the United States' labour projections given that employment trends in the US often mirror or lead those in Canada. The outlook for the Human Resources profession in the US is very similar to the Canadian projections:

"Job Outlook The abundant supply of qualified college graduates and experienced workers should create keen competition for jobs. Overall employment of human resources, training, and labor relations managers and specialists is expected to grow faster than the average for all occupations through 2012. In addition to openings due to growth, many job openings will arise from the need to replace workers who transfer to other occupations or leave the labor force. n.

1 The infonnation on Jobfuturcs projcc1ion development WDS vaificd September 22, 2005 and can be accessed at http://www jobfutun:s cnfm'pcknowledgcmcnts sbtm! • verified September 22, 200S ot hnp:t/www jobfutyrg cn/noc/1121 pl shtml 'verified September 22, 2005 al bnp://www wods;futures be;: ca/orofi!C'!/profi!ccfm'?noc= I 121&bng=cn&.sjtec=mohic 6 verified September 22, 2005 al httn://www his eovloco/ocos02 I htnJ#outlook

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Curriculum

Skills, knowledge, or other attributes students will develop from the program The Diploma was designed using program mapping tools developed by Stiehl and Lewchuk.7

Central to this design process is the development of Intended Leaming Outcomes which focus on capabilities of students upon graduation. The central focus of the Intended Leaming Outcomes is asking the question, "What do students need to do 'in the real world' for which we are

· responsible within the program?" To the greatest extent possible, assessment within the program will indicate the capabilities of students to "do" what is intended in the learning outcomes. The focus of assessment will be to determine what the student will be able to actually do.

The Intended Leaming Outcomes for the Diploma were developed referencing the Required Professional Capabilities (RPCs) of the Certified Human Resources Professional (CHRP) which are included in Appendix II.

Program and course structure The Post Baccalaureate Diploma in Human Resources Management Program Map (Appendix III) illustrates the courses in the program, which are all drawn from the BBA in Human Resources Management. The courses include: ·

HRMT3115 Human Relations in Organizations Students will apply and use key concepts of human behaviour in organizations, with in depth focus on the phenomena of communication, leadership, decision-making, conflict and change at the individual, group, and organizational levels. They will further their development of interpersonal skills that contribute to effective functioning in organizational settings. Students will assess their human relations strengths and weaknesses and identify opportunities to substantively increase individual contribution to the organization and achieve higher levels of personal fulfillment in their career and life.

HRMT3125 Employment Law Students will research, review and apply the applicable statute and common law regulating the employment relationship. Areas to be dealt with include employment agreements, the duties of the employer and employee, and termination of the relationship, including the law of wrongful dismissal. Also covered are the statutory schemes which affect the employment relationship mcludmg the Employment StandardS Act and the Ulbour Relations Code. Atteiition will also be paid to Human Rights legislation including the duty to accommodate.

HRMT3135 Recruitment and Selection Students will utilize to the most up-to-date aspects of the current issues and methodologies used in recruiting and selecting employees for organizations as essential components of strategic human resources planning, with an emphasis on their strategic role in enhancing organizational

7 Ruth Stiehl and Les l.cwthu.k. The ~npping Primer, The Leaming Organization (Corvallis, Oregon) 200S.

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performance at all levels. Students will deal with contemporary developments and their practical applications related to organization and job analysis, competencies and performance, performance management, employee recruitment, screening and selection, testing, interviewing and related decision making.

HRMT3145 Occupational Health and Safety Students will work as a member of a team to identify strategic organizational practices for occupational health and safety consistent with the organization's strategy; improve occupational health and safety practices through the assessment of education and communication needs and the provision of appropriate programs; and analyze program effectiveness and track accident reports and health outcomes based on information and data from a human resource information system.

HRMT3255 Total Compensation Students will evaluate and implement a road map to modern compensation strategy and design. They will utilize the process an HR practitioner follows in order to put together a totally effective compensation program according to contemporary standards. The focus is on performance-based approaches to compensation that will help create state of the art programs that support an organization's broad based strategic needs. The most advanced thinking in job analysis, job evaluation, compensation surveys, contingency-based compensation plans, current executive compensation packages, productivity measurement and the use of computers in compensation are some of the concepts and issues students will utilize.

HRMT3265 Employee Development and Coaching Students will utilize best professional practices focusing on the wise management of training and development as a critical investment in an organization's human Resources capital. Students will demonstrate processes centered around the roles and responsibilities of HRD professionals, the model of training, positioning training, importance of needs analysis, strategic goal setting, program design, on- and off-the job training methodologies, transfer of training, training evaluation and costing, diversity of training programs, as well as the management development process. They will also model and utilize coaching as a powerful intervention to help create extraordinary individual and organizational results by impacting people and the way they think and work together.

HRMT4115 Labour Relations Students will practise the application of collective agreement language in an organizational setting through a series of grievance cases covering all aspects of a collective agreement. Decisions on grievances heard throughout the course will be used by students to prepare language proposals for negotiations, and will confront issues surrounding labour disruptions and the application of Labour Relations legislation .

HRMT 4125 (or ENTR 3110)

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Post Baccalaureate Diploma In Human Resources Management

Organizational Development Students will research, review and present key findings to support engaging in best practice dialogues around a variety of key organization development concepts, including the process of organization development, human process interventions, techno-structural interventions, human resources management interventions, strategic interventions and special applications of organization development, including corporate coaching .

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Post Baccalaureate Diploma in Human Resources Management

HRMT 4500 (6 credit hours) · Strategic Human Resources Management Students will synthesize developmental, leadership and application experiences to analyze factors internal and external to the organization and provide strategic recommendations based on an organization's human capital; develop strategic human resource plans in concert with the organization's strategic plan; develop and implement plans to address gaps in an organization's capabilities in order to carry out strategy; implement strategic staffing processes to maintain organizational effectiveness, and analyze trends in the organization's environment and develop appropriate HR responses. A major portion of the course will be a practicum, where students will work directly with an organization on a significant human resources management project.

National certifications-Certified Human Resources Professional (CHRP) As stated above, the Required Professional Capabilities of the CHRP were incorporated into the Intended Learning Outcomes for the Program. Students achieve the CHRP designation by writing two exams administered by the B.C. Human Resources Management Association (or other provincial human resources association in other provinces). The first exam is a comprehensive knowledge exam, and the second is a professional practice exam. Students graduating from this Program should be able to successfully complete the knowledge exam. Students are advised by the provincial association to attempt the professional practice exam after at least one full year of professional employment in human resources management.

Program Consultations and Evaluation

Provincial post-secondary institutions consultations The recently-developed BBA in Human Resources Management is the basis for this program. The BBA in Human Resources Management was posted on the PSIPS web site in November, 2005, and elicited comment from Okanagan College and Camousun College, both of which were positive.

Summary of the nature of all other consultations The adoption of the Certified Human Resources Professional as a Canada-wide designation for HR professionals was the catalyst for the design of the BBA in Human Resources Management. Specifically, the Required Professional Capabilities or RPCs8 were the touchstone for the development of the Intended Learning Outcomes for this degree.

The program development team held a meeting on October sm, 2004 with HRM professional representatives. At this meeting, we asked for feedback from the industry group on the required

n - - ---- ---- ----capab1hfies of graduates of a ARM program'. I heir comments, m reference !Otlie RPCs, became the basis for the proposed courses in the BBA in Human Resources Management (the core of which is the basis for this Program) as a means of achieving the Intended Learning Outcomes. On April 25th, 2005 the industry group was brought together to see the draft design of the degree for the first time, and feedback was requested. This feedback was incorporated into the final degree proposal and is reflected in the design of the Diploma as well .

' sec http:/lwww cchra-q:a.rb.calparc/m/so:;tion 3/ss33e nsn 9 The report from this meeting is available 111 http://plaza kwantlen calsites/busings-mgmt nsfZoogcs/HRM lnitintivc as "Curriculum Repon from October s• meeting."

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Program eligibility requirements as outlined at www.bcsap.bc.ca It is our understanding that this program meets the requirements for student financial aid as set out at the above Ministry of Advanced Education link.

Program Evaluation The Post Baccalaureate Diploma in Human Resources Management, once approved, will be subject to an ongoing review process. Kwantlen University College has a comprehensive Program Review policylO in place, the introduction to which states:

Purpose of Program Reviews Program Reviews at Kwantlen University College ensure that Kwantlen's educational offerings (those courses and programs developed under the jurisdiction of Education Council) arc reviewed regularly for their educational quality, and that the university college has a systematic means by which program quality and educational excellence can be continually improved.

The courses in the Diploma program are drawn from the BBA in Human Resources Management. As per Kwan ti en's Curriculum Development and Change Policy11

, courses are revised in the Business Management department on a three- to five-year cycle. As with any new course;we will be paying close attention to monitoring student achievement versus intended learning outcomes, the quality of materials used, and the effectiveness of learning strategies. This ongoing assessment will utilize Kwantlen's course and instructor review survey methods, . direct student feedback, and instructor observation.

Safety and other risk management There are no safety (or other risk management) issues associated with this program that are not common to the normal instructional environment at Kwantlen.

Admissions and Transfer

Admission to the Post Baccalaureate Diploma in Human Resources Management Admission to the Diploma requires the successful completion of a recognized Bachelors degree.· Students graduating from a Bachelors degree program that does not include at least a minor in Business may be required to take two qualifying courses in order to ensure their success in the Program: BUSI 1210 Essentials of Management and ACCT 1160 Essentials of Accounting. Students who have extensive business experience in human resources management may request an interview with the program coordinator, who may waive the requirement to complete these two courses prior to program entry .

10 (sec http:Jlwww.kwanJ/rn.ca/prrsidrnt/pol/clq/nluartiolb 12.htm 11 httn;//www kw;intlen calpoljcjes/8-Educatjon'b 11 pelf Sec also bttp:/Jnlaza kwaot!en cafsitcs(cdcouncil nsf/pagc,YCourne+Qutlincs wbae the Course Outline Manual (CO Mnnual.pdf) specifics a 3.5 yCU' rotation for review of course outlines.

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Students' ability lo access the program through transfer Kwantlen University College has comprehensive transfer arrangements which include the following policies (Policy descriptions only listed below): 12

Credit For Prior Leaming Policy B.14

Kwantlen University College will, when requested by a student and in accordance with established articulation agreements or appropriate evaluation procedures, assess learning that the student bas gained through prior course work and/or life and work experiences. Where that learning can be equated to the learning outcomes or objectives of a course or program al Kwantlen, credit will be granted. Credit will normally be granted through ttansfer and/or prior learning assessment.

Each program will determine the amount of PLA or transfer credits required for graduation that will be occcptable for that program, up to a maximum of75%.

Transfer of Articulated Courses from other Post-Secondary Institutions to Kwantlen University College Policy B.15

The provision of programs for university transfer has been a major function of public post-secondary institutions in British Columbia since the inception of community colleges in the 1960's and 1970's. Transfer of courses between colleges has also been a factor. With the growth in number of accredited private post-secondary institutions it became necessary to incoiporate them in the ttansfer process.

K want I en University College is a strong supporter of the articulation of ttansfer of courses and programs between institutions and supports the following principles:

I. The primary puipose for transfa is to increase student accessibility to post­secondary education by facilitating mobility between other institutions and Kwantlen.

2. In any transfer arrangement the academic integrity of Kwantlen 's courses and programmes must be protected and preserved.

3. Awarding of transfer credit shall be governed by this policy.

4. Kwantlen shall not make changes in transfer arrangements without providing adequate notice and lead time to sending institutions.

S. lf Kwantlcn has received assigned credit for one of its courses at another institution, Kwantlen will normally grant that institution assigned credit for their equivalent course. Exceptions will require justification.

Transfer out of the proposed program into other programs This program is designed to be an additional professional qualification. Other institutions may

-------!lgr,.,a .. n ... t .... s .. b .. 1 .. d .. en .. t._...s, credit towards Masters le11elprograms upon succes•fnlr.nmple.tion_of:theJ'0-st.__ ___ _ Baccalaureate Diploma in Human Resources Management.

• 11 Kw::mtlc:n University College's Policies arc at http://www kwantlen ca/oolicic;i.

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Post Baccalaureate Diploma in Human Resources Management

Bibliography BC Human Resources Management Association. "CHRP Designation." BCHRMA web site. http://www.bchrma.org/content/chrp/

Government of Canada. "Job Futures National Edition, Specialists in Human Resources (NOC 1121)." Job Futures web site: http://www-iobfutures.ca/noc/1121p3.shtml

Kwantlen University College. "Bylaws and Policies Manual." Kwantlen Univeristy College web site. http://www.kwantlen.ca/oolicies/

Kwantlen University College. "Calendar 04/05." Kwantlen University College web site: http://www.kwantlen.ca/calendar/

Kwantlen University College. "Kwantlen Business Management Department Strategic Plan Implementation." Kwantlen University College web site: http://plaza.kwantlen.ca/sites/business-mgmt.nsf/pages/HRM Initiative

Professional Assessment Resource Centre. "CHRP - Required Professional Capabilities (RPCs)." PARC web site: http://www.cchra-ccarh.ca/parc/en/section 3/ss33e.asp

Stiehl, Ruth, and Lewchuk, Les. The Mapping Primer. The Learning Organization (Corvalis, Oregon), 2004.

Stiehl, Ruth, and Lewchuk, Les. The Outcomes Primer. The Learning Organization (Corvalis, Oregon), 2002.

Work Futures British Columbia Occupational Outlooks. "Specialists in Human Resources (NOC 1121)." Work Futures web site: http://www. workfutures. bc.ca/profi les/profile.cfin?noc= I 121 &lang=en&si te=graphic

U.S. Department of Labor Bureau of Labor Statistics. "Human Resources, Training, Wld Labor Relations Managers Wld Specialists." Bureau of Labor Statistics web site: http://www.bls.gov/oco/ocos02 I .htm#top

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Post Baccalaureate Diploma In Human Resources Management

Appendix I-Intended Learning Outcomes

HRM Program Learning Outcomes I. Develop and implement strategically aligned HR programs and policies to facilitate

achievement of organizational goals that are consistent with legal requirements and best professional practices.

2. Develop and manage employee acquisition, staffing and retention systems to achieve ''best fit" with organizational strategy and culture.

3. Diagnose, design, and implement changes to organizational reward systems and processes consistent with the organizational goals, strategy, culture and the business environment.

4. Diagnose, design and implement Health, Safety and Wellness programs and practices to enhance organizational performance, consistent with the regulatory environment.

5. Lead and manage the organization/labour relationship to achieve productive outcomes for all stakeholders, consistent with labour law, the grievance/arbitration process and effective employee relations practices.

6. Develop and utilize reports from a Human Resource Information System to support planning, effectiveness assessment, and changes in Human Resource program delivery.

7. Prepare and manage functional HRM projects and programs that meet the needs of key stakeholders using needs assessment, cost/benefit analyses and post-assessment at the individual, group and system-wide level.

8. Use situational assessment, conflict management and negotiation skills to coach individuals and groups to build productive relationships.

9. Lead organizational effectiveness initiatives (including developing, administering, and analyzing the results of data collection tools) that are consistent with an organizational development strategy.

I 0. Demonstrate effective internal consulting and client service skills by utilizing best professional business practices in the areas of accountability, responsibility, and results achievement.

11. Model and utilize best leadership practices to achieve successful and effective outcomes for self, teams and the organization .

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Appendix 11-CHRP Required Professional Capabilities Required Professional Capabilities - Entry Level RPCs 13

Professional Practice In Human Resources

• Contributes to an environment that fosters effective working relationships • Gathers, analyzes, and reports relevant business and industry infonnation including global trends • Develops budgets, monitors expenditures, and evaluates activities of contractors • Develops requests for proposals (RFP) and reviews submissions by third parties • Monitors expenditures and timelines • Evaluates progress on deliverables • Advises client on status of dependent and independent contractors, and elements of employee

status • Establishes and maintains the trust and support of one's manager and subordinate5 • Develops and administers a departmental or project budget • Operates within organisational guidelines for procurement of equipment and services • Builds constructive and supportive relationships • Provides serVices to enable employee success while maintaining the well-being of the

organization • Understands and adheres to the Canadian Council of Human Resources Association's code of

ethics • Stays current in terms of professional development • Contributes to and promotes the development of the profession • ...Qrganizational Effectiveness

--.--::Provides input into the development of employee feedback systems that support the organizational directions and culture

• Gathers and analyzes employee feedback to assist decision making • Develops and implements programs for employee involvement • Maintains an inventory of HR talent for the use of the organization • Encourages interaction between the organization and external stakeholders (e.g., public,

government, educational institutions, community groups) that supports the development and implementation of the HR plan

Staffing

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Identifies potential source of qualified candidates Implements and monitors processes for attracting qualified candidates Evaluates recruiting effectiveness Analyses position requirements to establish selection criteria Establishes screening and assessment procedures Establishes appointment procedures Develops orientation pnlicies and pmced11reg for new emplo~~~----------­Develops "deployment procedures, eg transfers, secondments, and reassignments Implements deployment procedures ensuring necessary compensation and benefit changes, and education plans are addressed Employee & Labour Relations Monitors applications of HR policies Provides advice to clients on the establishment, continuation, and termination of bargaining rights Collects and develops infonnation required for good decision-making throughout the bargaining process

11 sec httpj/lyrww.cchra~carh.ca/parc/enlstttion 3/ssJJe.asp

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• Advises client on matters related to interest arbitration • Interprets the collective agreement • Advises clients of signatories' rights, including those with respect to grievance procedures • Provides consultation and risk assessment in issues involving arbitration • Contributes to communication plan during work disruptions

Total Compensation

• Identifies potential sources and the markets in which the organization competes for qualified candidates

• Monitors the competitiveness of the compensation program relative to comparable organizations · • Ensures compliance with legally required programs • Perfonns a cost-benefit analysis of organizational and employee needs and preferences relative to

benefit plans, including taxation considerations and funding requirements • Develops specifications for the acquisition and day-to-day management of employee benefit

programs • Ensures the effectiveness of benefit programs by providing information, ensuring accessibility of

the program, and by minimizing the cost of the program • Manages the transition to new plans, including communications, employee counseling, training,

and discarding redundant practices • Establishes sound operational practices to ensure confidentiality of employee information, and

compliance with regulatory requirements • Integrates the basic benefits program with disability management • Perfonns a cost-benefit analysis of organizational and employee needs and preferences including

taxation considerations, legislative requirements, and funding requirements • Develops specifications for the acquisition or redesign of pension plans, and their administration • Reviews pension proposals submitted by third parties and evaluates the information received • Recommends pension plan most suited to organizational objectives • Manages the transition to a new or revised plans by providing information to plan participants,

and providing appropriate training for administrative staff • Provides necessary information and counselling to plan participants • Administering the reporting, funding, and fiduciary aspects of the plan • Establishes payroll guidelines based on relevant legislation, tax laws, company policy, and

contractual pay requirements • Ensures accurate and timely delivery of pay • Ensures pay records are accurate and complete • Determines appropriateness of releasing confidential pay information

Organizational Leaming, Development, & Training

• Assesses and reports on the costs and benefits of engaging internal and external suppliers of development programs, given the organizational constraints and objectives

• faiswcs the application ofapp10pliatc dc•clopmcnt 1nethom and teebniques-based-uport-genel'llily accepted principles of adult learning

• Using a variety of methods facilitates the delivery of development programs to groups and individual learners.

• Documents participant feedback to evaluate effectiveness of program delivery • Conducts an evaluation of the program. • Compiles, analyzes, and documents evaluation data based on feedback • Interprets results of development programs in terms of contribution to organizational objectives,

and does a post-development follow-up • Provides the appropriate assessment tools for determining career development options for

employees

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• Facilitates the implementation of cross-functional development work experiences for employees • Monitors, documents and reports on career development activities within the organization • Ensure5 legislated training obligations are met within the organization • Conducts training need assessments by identifying individual and corporate learning requirements • Recommends the most appropriate way to meet identified learning needs, (e.g., courses,

secondments, and on-the-job activities) • Establishes priority of responses to needs assessment results • Facilitates coaching and post training support activities to ensure transfer oflearning to the

workplace • Develops training budgets, monitors expenditures, and documents activities associated with

training • Identifies and accesses external sources of training funding available to employees • Develops requests for proposals (RFP) and reviews submissions by third parties • Recommends the selection of external training consultants and contractors such as public

education institutions • Participates in course design and selection/delivery of learning materials via various media • Ensures arrangements are made for training schedules, facilities, trainers, participants, and

equipment and course materials • Ensures participant and organizational feedback is documented and evaluated

Workplace Health & Safety

• Implements and evaluates practices in the areas of health, safety, security, and Worker's· Compensation ·

• Ensures due diligence and strict liability requirements are met, e.g. records are kept and formal procedures established

• Provides input on matters related to the drafting and/or application of legislation or regulations related to health, safety security, and workers' compensation

• Contributes to and ensures that policy for required medical testing be in place and falls within the limits of statute and contract

• Contributes to policy on the workplace environment (e.g., smoking, workplace violence, scent-free, communicable diseases, and addictions)

• Ensures internal environmental concerns such as quality of air and water is addressed • Creates a strategy for effective liaison with the medical community • Ensures accommodation and graduated return to work programs are in place to meet the needs of

disabled employees • Ensures that modifications to the work environment are consistent with the nature of worker

disability (e.g., total vs. partial and temporary versus pennanent) • Develops or provides for wellness and employee assistance programs to support organizational

effectiveness • Provides information to employees and managers on available programs • Ensures tllat mecbaliisrns are m place for responding to cnses m tlieworiepiace, rncilfdmg.:nllcai

incident stress management • Establishes a joint responsibility system as required by law, eg worker-management Health &

Safety committees, investigations, audits, testing and training, to ensure employee safety • Responds to any refusals to perform work believed to be unsafe • Analyses risk to the health and safety of employees and determines appropriate preventative

measures, including training, provision of required safety equipment, and administrative practices • Establishes effective programs for accident prevention, incident investigation, inspections, fire

and emergency response, and required training • Ensures that security programs and policies minimize risks while considering the obligation of

the employer and the rights of employees, union, and third parties.

Kwantlen University College Page 16

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Post Baccalaureate Diploma in Human Resources Management

Analyzes rate grouping costs, early intervention and return to work programs, claims management programs, and claims appeals Establishes and implements strategies to minimize compensation costs Ensures compliance with legislated reporting requirements Coordinates Workers' Compensation benefits with other employee benefits (e.g., sick leave, long-term disability, and pension)

Human Resources lnformaUon Management

• Ensures that the organization complies with legislated and contractual requirements for information management (e.g., record of hours worked, and records of exposure to hazardous substances) · ·

• Assesses requests for HR information in light of corporate policy, freedom of information legislation, evidentiary privileges, and contractual or other releases

• Contributes to the development of information security measlires

Kwantleo University College Page 17

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Post Baccalaureate Diploma in Hum,an Resources Management

Appendix Ill-Post Baccalaureate Diploma in Human Resources · Management Program Map Please see the following page.

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