☐
☐
☐
☐
☐
☐
☐
☐
☐
(High Demand
Graduate Certificates automatically fall in this category
)
☐
☐
☐
Proposal Presentation Date: <Insert Date>
Document Revision Date: <Insert Date>
Submitted by: <Insert Curriculum Consultant and SME Name>

To Complete Section
Application for Program Validation
Appendix A Program Description

Form 1: Program Vocational Outcome Comparison
Appendix B Program Curriculum
Appendix C Program Maps

Form 1: Vocational Outcomes Mapping

Form 2: Essential Employability Skills Mapping

Form 3: General Education Mapping
Forms 2 & 3 are not required for Graduate Certificate Programs
Appendix D - Regulatory Status Forms
Section 2.1 Curriculum
2.1.1 Program of Study
2.1.2 Narrative Information for GeneSIS and Publications
2.1.3 The Algonquin Experience
SME
SME
SME/CC
SME
SME/CC
SME/CC
SME/CC
SME
Section 2.2 Needs Assessment
2.2.1 Demonstrated Labour Market or Societal Need
2.2.2 Applicant Demand
Section 2.3 Program Advisory Committee
2.3.1 Membership
2.3.2 Minutes with Formal Motion of Support
Section 2.4 Resource Demand
2.4.1 Cash Flow Analysis
2.4.2 Equipment Projection
2.4.3 Learning Resource Centre Requirements
2.4.4 Other Resource Requirements
Section 2.5
Program Update/Creation Form
Section 2.6 Board of Governors (BOG) Briefing Notes
SME/CC
SME/Chair/CC
SME/Chair/CC
AD
SME/AD
SME
SME
Chair
SME/Chair
SME/Chair
SME/Chair
Chair
SME/AD
** Do Not Complete This Section for Algonquin College Certificates**
Section 3.1 Request for Approval for Funding Form (Appendix A)
Section 3.2 Program Delivery Information (PDI) Form
Section 3.3 High Demand Comparator Information Form
SME - Subject Matter Expert
Chair - Academic Chair of Department
CC - Curriculum Consultant
AD - Academic Development
SME/Chair
SME
SME/Chair
2 <insert name of program>

3 <insert name of program>

This proposal will be sent to MTCU for Approval for Funding YES NO
1. College:
2. College contact person responsible for this proposal (Chair/Academic Manager):
Name:
Title:
Telephone:
Electronic mail:
3. Proposed Program Title:
4. Proposed Credential: (please indicate below)
Local Board Approved Certificate
Ontario College Certificate
Ontario College Diploma
Ontario College Advanced Diploma
Ontario College Graduate Certificate
5. Proposed Program Outcomes:
Please complete and attach the two Program Maps (Appendix C - Form 1 and Form 2)
6. Proposed Program Description:
Please complete and attach the Program Description Form (Appendix A)
7. Proposed Program Curriculum:
Please complete and attach the Program Curriculum Form (Appendix B)
8. Proposed Program Certification/Accreditation:
Please complete and attach the Regulatory Status Form (Appendix D)
9. Date of Submission:
10. Date of CVS Response:
11. Validation Decision:
Proposal not Validated. Reason:
(to be completed by VPA’s office)
Proposal Validated (APS Number: )
_________________________________________________________________________________
________________________________________________________________________________
Signed on behalf of CVS:
Send the completed form and required appendices to: klassen@collegecvs.on.ca
For detailed information on how to complete the
Application for Program Validation, please refer to the Instructions for Submission document. For any additional information contact: College
Credentials Validation Service, 655 Bay Street, Suite 400, Toronto, ON M5G 2K4; or by telephone at (416) 596-8799
4 <insert name of program>

PROGRAM DESCRIPTION:
(Refer to program development manual for guidelines, include occupational areas where it is anticipated graduates will find employment)
Success factors
VOCATIONAL PROGRAM LEARNING OUTCOMES:
( vocational program learning outcomes must be consistent with the requirements of the
Credentials Framework for the proposed credential)
The graduate has reliably demonstrated the ability to:
1. <insert text>
2. <insert text>
3. <insert text>
4. <insert text>
5. <insert text>
6. <insert text>
7. <insert text>
8. <insert text>
9. <insert text>
10. <insert text>
11. <insert text>
12. <insert text>
13. <insert text>
14. <add/delete as required>
Include the final outcome (common to ALL programs) as follows :
Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.
ADMISSION REQUIREMENTS:
Refer to Guidelines for Completion of Entrance Requirements
(Available on the Program Development Website)
5 <insert name of program>

#
* To be completed when proposed program outcomes vary from existing Provincial Programs Standard
Program Name: or Provincial Program Description learning outcomes.
Program Name:
MTCU Code:
PROVINCIAL PROGRAM STANDARD
VOCATIONAL LEARNING OUTCOMES /
PROVINCIAL PROGRAM DESCRIPTION
OUTCOMES
#
PROPOSED PROGRAM VOCATIONAL LEARNING
OUTCOMES
Add additional rows as required.
6 <insert name of program>

Course Title
Course Description
Pre & Co Requisites
*Refer to Data Entry Guideline when writing course descriptions
Add additional rows as required
(be sure to identify those courses designed to deliver General Education)
Course Learning Requirements
Upon successful completion students will have demonstrated an ability to:
7 <insert name of program>

LEVEL ONE
Course
Number
Course
Name
Vocational Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12 13 14
X= Taught and/or Assessed Indicate X where the outcome is taught and/or assessed.
C= Culminating Performance
Ontario College Credential:
Algonquin College Certificate:
Indicate C for culminating performance.
A minimum of two culminating performances should be identified for each program outcome.
A minimum of one culminating performance should be identified for each program outcome.
Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:
<Copy and Paste VLOs from page 5 of this proposal>
8 <insert name of program>

LEVEL TWO
Course
Number
Course
Name
Vocational Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12 13 14
X= Taught and/or Assessed Indicate X where the outcome is taught and/or assessed.
C= Culminating Performance Indicate C for culminating performance.
Ontario College Credential: A minimum of two culminating performances should be identified for each program outcome.
Algonquin College Certificate: A minimum of one culminating performance should be identified for each program outcome.
Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:
<Copy and Paste VLOs from page 5 of this proposal>
9 <insert name of program>

LEVEL THREE
Course
Number
Course
Name
Vocational Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12 13 14
X= Taught and/or Assessed Indicate X where the outcome is taught and/or assessed.
C= Culminating Performance
Ontario College Credential:
Algonquin College Certificate:
Indicate C for culminating performance.
A minimum of two culminating performances should be identified for each program outcome.
A minimum of one culminating performance should be identified for each program outcome.
Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:
<Copy and Paste VLOs from page 5 of this proposal>
10 <insert name of program>

LEVEL FOUR
Course
Number
Course
Name
Vocational Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12 13 14
X= Taught and/or Assessed Indicate X where the outcome is taught and/or assessed.
C= Culminating Performance Indicate C for culminating performance.
Ontario College Credential:
Algonquin College Certificate:
A minimum of two culminating performances should be identified for each program outcome.
A minimum of one culminating performance should be identified for each program outcome.
Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:
<Copy and Paste VLOs from page 5 of this proposal>
11 <insert name of program>

Course
Number
Course
Name
LEVEL FIVE
Vocational Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12 13 14
X= Taught and/or Assessed
Ontario College Credential:
Indicate X where the outcome is taught and/or assessed.
C= Culminating Performance Indicate C for culminating performance.
A minimum of two culminating performances should be identified for each program outcome.
Algonquin College Certificate: A minimum of one culminating performance should be identified for each program outcome.
Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:
<Copy and Paste VLOs from page 5 of this proposal>
12 <insert name of program>

LEVEL SIX
Course
Number
Course
Name
Vocational Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12 13 14
X= Taught and/or Assessed Indicate X where the outcome is taught and/or assessed.
C= Culminating Performance Indicate C for culminating performance.
Ontario College Credential:
Algonquin College Certificate:
A minimum of two culminating performances should be identified for each program outcome.
A minimum of one culminating performance should be identified for each program outcome.
Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:
<Copy and Paste VLOs from page 5 of this proposal>
13 <insert name of program>

FORM 2: Essential Employability Skills Mapping
Course
Number
Course
Name 1 2 3 4 5 6 7 8 9 10 11
LEVEL ONE
LEVEL TWO
LEVEL THREE
LEVEL FOUR
X= Taught and/or Assessed Indicate X where the outcome is taught and/or assessed.
C= Culminating Performance Indicate C for culminating performance.
Note: A minimum of two culminating performances should be identified for each program outcome.
Essential Employability Skills – The graduate has reliably demonstrated the ability to:
1. Communicate clearly, concisely, and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience.
2. Respond to the written, spoken, or visual messages in a manner that ensures effective communication.
3. Execute mathematical operations correctly.
4. Apply a systematic approach to solve problems.
5. Use a variety of thinking skills to anticipate and solve problems.
6. Locate, select, organize, and document information using appropriate technology and information systems.
7. Analyze, evaluate, and apply relevant information from a variety of sources.
8. Show respect for the diverse opinions, values, belief systems, and contributions of others.
9. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
10. Manage the use of time and other resources to complete projects.
11. Take responsibility for one’s actions, decisions and consequences.
14 <insert name of program>

Course
Number
Course
Name 1 2 3 4 5 6 7 8 9 10 11
LEVEL FIVE
LEVEL SIX
X= Taught and/or Assessed Indicate X where the outcome is taught and/or assessed.
C= Culminating Performance Indicate C for culminating performance.
Note: A minimum of two culminating performances should be identified for each program outcome.
Essential Employability Skills – The graduate has reliably demonstrated the ability to:
1. Communicate clearly, concisely, and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience.
2. Respond to the written, spoken, or visual messages in a manner that ensures effective communication.
3. Execute mathematical operations correctly.
4. Apply a systematic approach to solve problems.
5. Use a variety of thinking skills to anticipate and solve problems.
6. Locate, select, organize, and document information using appropriate technology and information systems.
7. Analyze, evaluate, and apply relevant information from a variety of sources.
8. Show respect for the diverse opinions, values, belief systems, and contributions of others.
9. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
10. Manage the use of time and other resources to complete projects.
11. Take responsibility for on e’s actions, decisions and consequences.
15 <insert name of program>

FORM 3: General Education Course Mapping
Level Course Name
1
2
3
4
5
6
GENERAL EDUCATION REQUIREMENTS
Theme # Core or Elective
Program Credential
General Education Requirement
Courses required
Courses that may be mandated
Minimum Themes learners must cover
Minimum Themes available to learners
*NSDP = Non-Semestered Diploma Program
General Education Themes
Algonquin
College
Certificate
NA
NA
NA
NA
Ontario
College
Certificate
1
1
1
1
Ontario
College
Diploma including
*NSDP
3
2
2
5
1. Arts in Society
2. Civic Life
3. Social and Cultural Understanding
4. Personal Understanding
5. Science and Technology
Ontario
College
Advanced
Diploma
Ontario
College
Graduate
Certificate
3
3
2
5
NA
NA
NA
NA
16 <insert name of program>

THEME 1: ARTS IN SOCIETY

DSN2001 History of Design
Visual communications and graphic design have played a key role in the evolution of communication through a number of historical and social art movements. Graphic design has had a major impact on civilizations over the ages. Students explore graphic design's many influences, including the invention of writing and alphabets, the origins of printing and typography, Victorian, Art Nouveau, Modern Art, and
Postmodern design, to the present day computer revolution and its influence on the many forms of contemporary visual communication that surroundus every day.
Upon successful completion students will have demonstrated the ability to:
1. Provide a concise history of graphic design.
2. Produce a visual presentation based on research into a specific era of design history.
3. Identify stages in the development of graphic design from early print media to contemporary multimedia.
4. Develop aesthetic appreciation through analysis of visual communication.
 GED5005 Greek Mythology
Students explore intriguing characters, important places and famous myths of Classical Greece. By examining a variety of popular myths, students discover how the Ancient Greeks crafted narratives of gods, goddesses, monsters, and heroic figures to make sense of their lives and the world around them.
Using examples from art, science, and industry, students examine how these epic stories from oral tradition have endured and continue to influence contemporary society.
Upon successful completion students will have demonstrated the ability to:
1. Describe mythological stories as a form of artistic expression and discuss the purpose and role of these stories in Ancient Greek society.
2. Describe connections and relationships between the characters and places of Greek mythology.
3. Analyze myths and describe themes and values in Classical Greek mythology.
4. Locate examples of mythological influence in contemporary society.
5. Present a new and modern character created and based on the Greek Mythology lessons.
 GED6022 A Sense of Humour
Humour is a universal tool of communication and social influence. Learners survey the development, use, and value of humour in Canadian visual and creative arts. Varieties of humour, such as irony, satire and farce are positioned in the context of Canadian culture to enhance the learner's appreciation of humour and self-awareness.
Upon successful completion students will have demonstrated the ability to:
1. Outline the varieties of humour found in visual and creative arts.
2. Describe the occurrences and varieties of humour in Canadian visual and creative arts in terms of their linguistic, regional, and social characteristics.
3. Discuss the roles of decorum and taste and their impacts on the creation and reception of humour.
4. Analyze historical and contemporary patterns of humour in the broader Canadian cultural context.
 GEN1957 Science Fiction
Science fiction is both a genre of popular entertainment and a mode of social commentary. Learners explore the formal conventions and the history of the genre, consume and analyze a representative range of science fiction, and strive to heighten their critical appreciation of the role and place of science fiction in society. Learners also have an opportunity to create their own piece of science fiction.
Upon successful completion students will have demonstrated the ability to:
1. Develop critical reading and critical thinking skills.
2. Recognize and respond to the diversity of Science Fiction available.
3. Analyze the role of Science Fiction in contemporary culture.
4. Articulate informed, reasoned responses to representative works of Science Fiction.
17 <insert name of program>

5. Develop skills and strategies that enable successful practices for regular and responsible participation in online learning.
 LIB1982 Reading for Recreation
Reading gives us knowledge and new ideas to draw from in the future. It tones the mind in ways similar to the way exercise tones the body. As a result, time spent in reading for recreation has benefits beyond the immediate appreciation of the text. Students examine appeal factors of various genres of fiction and nonfiction by reviewing the history and classics of each genre, considering the therapeutic values of reading, and examining recent trends in online reading and publishing.
Upon successful completion students will have demonstrated the ability to:
1. Identify and various genres of fictional and non-fictional works.
2. Examine and analyze appeal factors of popular fiction and non-fiction.
3. Explore online resources related to reading and publishing.
4. Identify and describe current trends in popular reading culture.
THEME 2: CIVIC LIFE

ENV0002 Environmental Citizenship
Based on the general principles of national citizenship, environmental citizenship goes beyond national borders to emphasize global environmental rights and responsibilities. Focus is on both conservation of and planned sustainable use of our planet's resources, as well as the recognition that environmental health is a prerequisite to human health. Being an environmentally-aware citizen involves a personal commitment to learning more about the environment and to taking responsible environmental action.
Students are encouraged to adopt attitudes and behaviours that foster global environmental responsibility.
Upon successful completion students will have demonstrated the ability to:
1. Explain the concept of environmental citizenship and provide examples demonstrating the roles and responsibilities of people within the global ecosystem.
2. Relate the history of environmental trends to contemporary society and to future direction.
3. Explain the relationships between poverty, education, health and environmental sustainability.
4. Identify your day-to-day practices and their impact on the global ecosystem and, in turn, the global ecosystem's reciprocal impact on you.
5. Explain the concept of ecological footprint and identify ways in which personal environmental impact can be mitigated.
 GED5002 Victimology
An increased awareness of the ripple effect of crime has given rise to victimology as a significant field of study. Students investigate victims of crime and the impact that crime has on their lives, their families and society by studying the history of victimology and the victims' movement, the nature and extent of victimization, its emerging theories and resulting legislation. In addition victims' services, accessibility to services, rights of the victim and the victim in the criminal justice system are examined. Students also learn about crime in the workplace, schools, and campuses and the importance of recognizing those at risk.
Upon successful completion students will have demonstrated the ability to:
1. Identify victims of crime, various types of victimization and the impact of victimization
2. Outline the evolution of victimology.
3. Recognize gaps in services available to victims of crime.
4. Analyze the effects of the media on society's perception of victims, violence and crime.
5. Evaluate the legal rights and responsibilities of victims and the relevant legislation relating to victims of crime.
6. Examine the causes and impact of violence in schools, on campuses, the workplace and other public places.
18 <insert name of program>

 GEN2007 Community Service
Volunteerism not only benefits a community; it can broaden the world view of the volunteer. Students who give their time and energy to a particular cause gain an opportunity to reflect on the value of the volunteer in contemporary society. Through research and discussion, students consider different types of volunteer settings, trace the history of volunteer organizations, examine the various roles volunteers play within society, and reflect on ethical issues.
Upon successful completion students will have demonstrated the ability to:
1. Establish and maintain volunteer service with a particular agency.
2. Research and develop a comprehensive understanding of the history, organization, ethical guidelines and goals of a particular volunteer service agency.
3. Recognize and articulate the value of and need for volunteering within the community.
4. Compare the experiences of volunteers at other agencies with one's own for a broader perspective of the volunteer community.

HIS2000 Good Times and Bad: 70 Years in the Life of Canada
During the 70 years from 1897 to 1967, Canadians experienced times of prosperity and progress, as well as periods of depression and war. There were times of optimism and moments of crisis. Through it all
Canadians built a nation and contributed to the world's development. Students explore the political framework of Canada, recurring social issues, and the place of Canada in the world.
Upon successful completion students will have demonstrated the ability to:
1. Explore the relationship between the structure and function of governments in Canada and the kind of nation we have become.
2. Relate the key themes which emerge in the development of Canadian society to Canadian life today.
3. Show the effect of a key event on the development of Canada.
4. Reflect on the consistent themes of Canadian history during the period 1897 - 1967.
5. Take a position on the nature and importance of the study of history.
THEME 3: SOCIAL AND CULTURAL UNDERSTANDING

ARC9001 Conserving Canada's Architectural Heritage
If your field is architecture, building trades, engineering, social planning or tourism, your future is certain to include the past. To Canadians, preserving our heritage resources is a visible sign of community pride and environmental responsibility. Protecting heritage buildings requires an understanding of their histories and the principles of conservation shared by the preservation community. Students acquaint themselves with a variety of building styles and traditional building techniques as they have evolved across the
Canadian landscape.
Upon successful completion students will have demonstrated the ability to:
1. Trace the history of architectural development in Canada.
2. Assess the effect of technology on Canadian architectural development.
3. Differentiate architectural styles found in Canada.
4. Understand the historical context in which these styles developed and were implemented.
5. Analyze acceptable conservation principles.
 FAM1218 A Cultural Diversity Quest
Learners explore the concept of multiculturalism and some of the ways in which it is interpreted by
Canadian society. Through an online quest, learners expand their knowledge of Canada's various cultural groups and examine the issue of ethnocentricity and analyze factors that lead to prejudice, racism, and discrimination in Canadian society. Finally, learners seek out ways to appreciate cultural differences and promote positive intercultural relationships in their communities and in their workplaces.
Upon successful completion students will have demonstrated the ability to:
1. Define terminology associated with cultural diversity.
2. Explore factors that contribute to prejudice, racism and discrimination including understanding ethnocentrism and exclusion.
3. Situate oneself in cultural context and relate past experiences to growing intercultural awareness.
19 <insert name of program>

4. Examine the experience of one particular cultural group in Canada and assess the influence of this group within Canadian society.
5. Identify specific historical inequalities that have occurred in Canada, and discuss how these historical influences affect contemporary diversity issues, particularly equity issues in the
Canadian workforce.
6. Develop communication skills that promote intercultural competence in the workplace.
 GED1896 The Middle East: An Understanding of Media Sources & Their Impact
We live in an age in which influential messages about pressing events and social issues are delivered through mass media. It is essential that people consciously analyze and evaluate media messages when interpreting history and current events. Students seek out current, accurate and credible sources of information and examine the influence that media messages have on their understanding of the world.
Through the analysis of readings and audio and video materials, students develop critical-thinking skills while gaining an understanding of historical and current events in the Middle East.
Upon successful completion students will have demonstrated the ability to:
1. Challenge your own assumptions, generalities and stereotypes about the Middle East by decoding images, vocabulary and video clips.
2. Analyze and evaluate multiple and conflicting historical, political and cultural point of views found in history textbooks, web pages, documentary film, songs and maps related to the
Israel/Palestine conflict.
3. Understand and evaluate authorship credibility and bias in historical timelines, music video, documentary film, political cartoons and newspaper headlines related to the war in Iraq.
4. Recognize the role of media in the interpretation of information related to the growth of militant groups.
 GED5006 World Religions
In Canada, our society embraces people from many cultures of the world. By exploring different religious beliefs about the world, the individual, the meaning of life and death, and how individuals are encouraged to conduct themselves, students begin to appreciate the underlying forces that shape followers' lives.
Students explore the history and basic teachings of six of the major religions of the world: Hinduism,
Buddhism, Judaism, Christianity, Islam and the Baha'i Faith. Each religion's distinctive features are highlighted, and their similarities and shared values examined. Students have the opportunity to broaden their worldview in light of their understanding of divergent religious traditions.
Upon successful completion students will have demonstrated the ability to:
1. Describe how the basic teachings and writings of the six major religions shaped select historical events.
2. Compare and contrast different religions' beliefs, values and practices.
3. Examine how religious beliefs held by those outside the six major religions, especially those beliefs relating to life after death, influence key lifestyle choices.
4. Engage in discussions with multi-faith groups demonstrating respect for different religious beliefs and values.
 GEN2000 Multiculturalism in Film
Official policy in Canada since 1971, multiculturalism remains controversial in many sectors of Canadian life. Through viewing and reflecting on a series of films, learners enhance their understanding of multiculturalism, as well as the values and representations of multiculturalism, both positive and negative, that the films present. Among the issues covered are immigration, refugees, ethnic enclaves, the "Quebec question", indigenous relations, racism and ethnic violence.
Upon successful completion students will have demonstrated the ability to:
1. Identify and trace the development of multiculturalism as a defining feature of Canadian national identity.
2. Discuss the major issues and values governing race and race relations within Canada.
3. Differentiate between refugee and immigrant status under Canadian law.
4. Characterize the features of Quebec culture and its influence on the rest of Canada.
5. Define and address the historical context of Aboriginal issues and rights within Canada.
20 <insert name of program>

 HIS0001 Saints and Heroes: Shining a Spotlight on the ‘Dark Ages,’ Europe A.D. 410-1096
When the mighty Roman Empire began to collapse, it was attacked from all directions by Barbarian armies. The resulting turmoil caused Europe to sink into a period of social and political upheaval known as The Dark Ages. However, during these troubled times, extraordinary warriors and missionaries emerged whose profound influence has played a vital role in shaping what has become our modern world. Students examine the social, political, intellectual, and economic history of this era and explore its enduring impact on modern western society.
Upon successful completion students will have demonstrated the ability to:
1. Interpret historical facts.
2. Define the mediaeval spirit in the context of its literature, its social and political structures.
3. Synthesize complex ideas and concepts.
 HOS2228 Wine, Food and Culture
An understanding of culture can be discovered by exploring eating and drinking customs. Students experience a virtual global tour, exploring culture, history and traditions through the lens of wine and food.
Students acquire a sense of the customs of their culture and those of others. Through comparison, observation, discussion, and reflection, students discover something found in all cultures: the importance of food and drink.
Upon successful completion students will have demonstrated the ability to:
1. Define culture and its components.
2. Explore one's own drink and food habits in the context of one's culture.
3. Explore drink and food habits in various cultures.

MGT7330 Trends in Today's Workplace
In today's culture of work, every employee needs to be knowledgeable about current trends and issues in the workplace. Students explore emerging issues facing employees in today's technology-driven workplace and investigate the realities of social networking, diversity in the workplace and work mobility.
Upon successful completion students will have demonstrated the ability to:
1. Understand current workplace structures and the impact they have on corporate culture.
2. Develop an understanding of the role of sustainability in today's workplace.
3. Know about the current issues faced by businesses today and the emerging issues they will be challenged with.
 MVM8800 The Impact of the Car on North American Culture
Learners explore the social, economic, political, and environmental impact of the automobile on North
American lives. Studying the history of the automobile, from its introduction to the present day, allows learners to track the changes it has introduced to manufacturing, lifestyles, design principles, transportation systems, the environment, labour-management negotiation, and economic organization.
Upon successful completion students will have demonstrated the ability to:
1. Trace the history of the automobile.
2. Explain the environmental impact of the automobile.
3. Explain the social impact of the automobile.
4. Explain the economic impact of the automobile.
5. Explain the impact of the automobile on innovation and design.
 PSI0003 Globalization and Sustainability
The rapid growth of the global economy raises fundamental questions: How does trade and politics affect development and the environment? What are the effects of free trade and the rise of multi-national corporations on local cultures? What are the effects of the "clash of cultures" produced by international travel, migration, and new social, collaborative technologies that send film, books, television, music and other "proprietary" content spinning around the world instantly? Is globalization environmentally sustainable? Students examine these and other questions and analyze the day-to-day choices raised by globalization in an increasingly interconnected world.
Upon successful completion students will have demonstrated the ability to:
21 <insert name of program>

1. Discuss globalization as a contemporary phenomenon and sustainability as a guiding principle of development.
2. Identify the primary challenges presented by globalization and describe your perspective on varying cultural responses to globalization.
3. Engage in informed debate regarding key globalization issues such as politics, economics, technology, health, culture and gender.
4. Recognize how globalization impacts local communities.
 RAD2001 Popular Culture
One dictionary definition of popular culture is the "totality of socially transmitted behaviour patterns, arts, beliefs, institutions and all other products of human work and thought." This definition allows us great freedom and scope. Students examine recent North American popular culture including trends, fads, styles, theories and the cult of the new. By exploring our perceptions of culture and the trivialization of society, students begin to appreciate how the media has relentlessly helped to shape today's values.
Through online research, assigned readings, and participation in self-directed learning, students critique popular culture's place in North American society, concentrating on their decade of choice.
Upon successful completion students will have demonstrated the ability to:
1. Define culture and its importance to society.
2. Understand how most contemporary expressions of popular culture are extensions of traditional forms, values and formulas.
3. Analyze the importance of video culture and question how society relates to all mass media and the never-ending flow of information, infotainment and entertainment they provide.
4. Study a parade of personalities from Elvis to Madonna, from Kennedy to Trudeau, from Jesus
Christ to Marilyn Monroe to view how society adores and trivializes its cultural figures.
5. Recognize the difference between celebrities and heroes.
6. Understand how culture and the media affect individuals.
THEME 4: PERSONAL UNDERSTANDING
 FIN2300 Introduction to Personal Finance
The ability to establish and maintain one's own financial health is a lifelong skill that benefits everyone.
Students examine the topics of credit and debt, home ownership and mortgages, the savings challenge, government savings vehicles, fixed income and equity investments, mutual funds, financial planning, retirement strategies and insurance. Students evaluate the role of financial service providers in developing and implementing financial plans.
Upon successful completion students will have demonstrated the ability to:
1. Compare the relative merits of saving versus credit financing.
2. Examine the issues regarding the purchase of a home and financing the investment.
3. Compare the advantages and disadvantages of different savings vehicles available to implement an investment plan.
4. Develop a financial plan that will potentially help establish future financial security.
5. Explain the various governmental and individual resources available to a retired person.
6. Analyze the need for the various types of insurance.
7. Outline various issues concerning arranging your financial affairs in the event of death.
 GED5200 Learning Disabilities, The Invisible Disability
Students increase their awareness of, and sensitivity to, persons with learning disabilities in social, educational and work settings. The field of learning disabilities is introduced through an historical overview, definitions, characteristics, and various models of the causes of learning disabilities. Students learn about the impact learning disabilities have on people's day-to-day lives and the strategies that may be used to compensate for them. Activities include group work, independent research, reflection and case studies. Students are encouraged to share personal experience and knowledge.
Upon successful completion students will have demonstrated the ability to:
1. Describe the influences that lead up to the emergence of the field of learning disabilities and, in particular, to appreciate the role of parent and professional groups in this development.
22 <insert name of program>

2. Identify characteristics and prevalence of learning disabilities and understand the definitions from different perspectives (i.e. educational vs. medical and psychological definitions).
3. Differentiate between the various types of LD and appreciate the unique learning characteristics of each person with a LD through readings and a case study.
4. Explore the impact of LD in educational and social settings and identified strategies that assist persons with learning disabilities.
5. Describe how adequate intelligence, motivation, instruction and emotional support may help LD adults compensate for difficulties they experience in educational and career pursuits.
 GEN1001 Et hics: What’s the Big Deal?
Some would say that there is a hole in the moral ozone and it's getting bigger. Students clarify their own moral values and understand how these values impact the course of their lives. Students practise using tools and decision-making models to deal with personal and professional ethical dilemmas.
Upon successful completion students will have demonstrated the ability to:
1. Assess the importance and relevance of ethics to personal and career survival.
2. Examine basic ethical definitions and concepts.
3. Engage in an examination of the various systems of ethics.
4. Consider and validate an ethical decision-making model.
5. Locate and analyze a professional code of ethics.
 GEN2003 Healthy Lifestyle
Are you eating healthy foods? Do you exercise regularly? Do you know how to prevent injuries and disease? These are some of the skills necessary to live a healthy lifestyle. Through self-evaluation, weekly journals, and hands-on exercises students asses their personal lifestyles and learn how to improve them.
Upon successful completion students will have demonstrated the ability to:
1. Compare your daily diet to the Canadian Food Guide.
2. Estimate your daily energy requirement using food and nutrition board formulas.
3. Identify weight-loss goals and way to meet them.
4. Complete lab activities to assess your physical fitness profile that will help produce your personal exercise schedule.
5. Identify various injuries, treatments and preventions.
6. Use and identify various reliable resources in order to research how chemical substances affect physical fitness and how to help prevent heart disease, cancer and sexually transmitted disease.
7. Reflect on your own personal reactions to the topic of the week by keeping a weekly journal.

SOC2003 Understanding Human Sexuality
Students study human sexuality through an interdisciplinary approach. Students gain a basic understanding of human sexuality through an investigation of history, culture, physiology, sexual development, sexual behaviours, sexually transmitted diseases, attitudes, sex, deviance and sexual relationships.
Upon successful completion students will have demonstrated the ability to:
1. Distinguish contemporary explanations of human sexuality.
2. Examine sexual physiology and sexual development. Implement responsible choices with respect to types and causes of sexually transmitted diseases. Make critical judgements about birth control and pregnancy related issues.
3. Acknowledge and appreciate the different comfort levels in discussing sexual behaviour and sexual dysfunction. Appreciate the differences and variations in sexual arousal.
4. Generalize about the dynamics of different life-style choices and of different sexual orientations.
5. Detect indications of erotica, prostitution, sexual coercion and atypical sexual activity.
6. Use the emotional language of sexual communication.
23 <insert name of program>

THEME 5: SCIENCE AND TECHNOLOGY

GED5003 The Science of Play
Toys and games, key components of play, have evolved from homemade trinkets to highly engineered items in a multi-billion-dollar industry. Students explore the connections between technology and play, specifically the benefits, drawbacks and ethical implications of toy and game design. Case studies allow students to consider familial, cultural, sociological, and other influences upon toy and game design over the last century. Through discussion, analysis and workshops, students move towards designing their own toy or game, or modifying an existing one.
Upon successful completion students will have demonstrated the ability to:
1. Define the concept of technology, specifically as it relates to play.
2. Identify the relationship between technology and play.
3. Analyze key social implications of technology as they relate to toys and games.
4. Identify relationships between technological advancement in toys and games and psycho-social development.
5. Apply particular technological developments to the design of a toy or game.

GED5004 Living Green
The need to lead healthy, environmentally conscious lives is becoming increasingly important. Students acquire the practical knowledge and skills required to explore current environmental challenges and identify personal plans for living in an environmentally responsible manner. Students investigate the history and development of current environmental concerns, the environmental impact of our choices and behaviours and strategies involved in living green.
Upon successful completion students will have demonstrated the ability to:
1. Examine current environmental issues in the context of the history of environmental degradation.
2. Explore your environmental values and make practical choices to lessen your impact on the environment, aiming for sustainability at home.
3. Apply knowledge of emer ging “Green” technologies to travel and transportation choices.
 GED5009 Digging into Ancestral Roots
Students are encouraged to become amateur genealogists, recording their past for future generations using the modern tools of science and technology. Students examine how scientists use DNA evidence to trace one's origins back to the beginning of humankind's existence, and to determine how contemporary individuals might be related to one another. By examining microfilm technology and computer databases that store and retrieve data about their ancestors, students uncover data, such as birth, death, marriage records and land transactions. Through discussion forum activities and individual research, students retrieve family records and examine privacy issues associated with putting one's family tree online. The final product is a four-generational family tree supported by genealogical evidence.
Upon successful completion students will have demonstrated the ability to:
1. Explain how DNA evidence is used to trace the original migrations of one's ancestors out of
Africa, and to identify contemporary related individuals.
2. Evaluate microfilm technology as a medium for storing and viewing genealogical records.
3. Assess the impact of microcomputer technology on genealogical research.
4. Create ethical guidelines for using technology to publish family tree information taking into account Canadian law in the area.
5. Create a four-generational family tree using online data bases and/or other technology tools.
6. Evaluate the role that modern science and technology have on the field of genealogy.
 GED5300 The Science of Everyday Life
The mysteries of science surround us constantly and play a significant role in everyone's daily life regardless of their level of awareness. Familiarity with the basic concepts of science in disciplines, such as biology, physics and chemistry, helps students better understand the world in which they live, the attitudes and opinions of those with whom they interact, and the reasons why many things happen. By examining everyday occurrences, students are introduced to scientific ways of thought and to problemsolving methods used by scientists. A background in science and math is not required.
24 <insert name of program>

Upon successful completion students will have demonstrated the ability to:
1. Trace the evolution of the scientific method and demonstrate how it can be used to draw conclusions about contemporary scientific problems or issues.
2. Locate, interpret, analyze and organize scientific information from a variety of sources.
3. Define and use selected terms and concepts related to the study of life sciences and physical sciences.
4. Situate matter and energy within the broader context of science, identify selected key figures in science, and at least one contemporary significant issue.
5. Situate earth science within the broader context of science, identify selected key figures in science and at least one contemporary significant issue.
6. Situate life science within the broader context of science, identify selected key figures in science and at least one contemporary significant issue.
25 <insert name of program>

MANDATORY REGULATORY REQUIREMENTS
Where licensing or certification is
for entry to practice in the profession or trade, the Ministry of Training, Colleges and Universities requires that colleges ensure that their programs will meet the requirements of the regulatory body in order to be approved for funding.
There is a legislative requirement that program graduates must be certified or licensed by a regulatory authority to practice or work in the occupation.
Name of regulatory authority___________________________
(A*) The program has been accredited or approved by the regulatory authority or its identified third party?
OR
(B*) The college is working toward accreditation with the regulatory authority.
Status of application and expected date of achievement_______________
(C*) If the regulatory authority does not accredit educational programs directly or by an identified third party, has it formally acknowledged (e.g. in its published or legislated registration requirements) that the program graduates will be eligible to write any required certifying or registration exam or that the program is otherwise recognized for the purposes of certifying or registering a graduate?
*Please submit an acknowledgement and/or evidence from the regulatory authority to support (a) or
(b) or (c) above.
VOLUNTARY REQUIREMENTS
Colleges may choose to have a program accredited or recognized by a voluntary membership organization or association. Graduate eligibility for association recognition or adherence to standards imposed by the body is
for program funding approval by the Ministry of Training, Colleges and
Universities.
Recognition of the program by a voluntary professional body:
Is being sought: Name of professional body: ___________________________________
The college is working toward recognition.
Status of application and expected date of achievement: ______________________
Type of recognition (e.g. accreditation, graduates eligible to write membership exams, etc.):________________________________________________________
26 <insert name of program>

 Please submit an acknowledgement and/or evidence from the voluntary association that recognition has been received.
Recognition is not being sought
).
27 <insert name of program>

Ensure consistency with Appendix B*
Hours
COURSE
NUMBER
COURSE
TITLE
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
TOTAL LEVEL 1 HOURS
LETOTAL LEVEL 2 HOURS
LEVEL 3 - <insert # weeks> TOTAL LEVEL HOURS
4
4
4
4
4
4
4
LEVEL 4 - <insert # weeks> TOTAL LEVEL HOURS
28 <insert name of program>

Hours
6
6
6
6
6
6
6
COURSE
NUMBER
COURSE
TITLE
LEVEL 5 - <insert # weeks> TOTAL LEVEL HOURS
5
5
5
5
5
5
5
LEVEL 6 - <insert # weeks> TOTAL LEVEL HOURS
TOTAL PROGRAM HOURS
Hybrid % (minimum 20%)
Please delete rows above that do not contain information.
Co-op Work Term Option Within Program of Study
 Co-op work terms are to be designated as optional (not mandatory). Any eligibility requirements must be clearly specified under additional information (on next page) and students must be informed of the process for pursuing co-op opportunities.
 Where optional co-op work terms are offered in the program of study, insert a row to reflect the sequence of delivery.
 Co-op hours are not calculated in the total program hours.
 Prior to including optional co-op within the program of study, communication with the Co-op
Manager must take place to ensure the program suitability for co-op.
29 <insert name of program>

<Include specific positions which graduates may be qualified for>
<Include information such as: approximate cost of books/supplies, certification fees, uniform etc.>
Note: The responsibility of entering tuition and incidental fees in GeneSIS resides with the Registrar’s
Office (RO). In order for the RO to enter fees, expenses must be entered in GeneSIS and incidental fees communicated to the Manager of Fees.
<Include coordinator contact information and any other specific information that should be highlighted, such as co-op>
30 <insert name of program>

1. Integrated
Building on existing connections already in place, expand
Algonquin’s partnerships with local businesses and community organizations across all College programs to ensure the relevance of programming and optimal job preparedness of graduates. These connections focus on expanding applied research activities to involve a greater number of programs, students, faculty and partners, leveraging provincial funding to expand apprenticeship and, enhancing business representation on advisory committees for relevant input to program curricula.
2. Experiential
In tandem with integration efforts, expand student involvement in the community through enhanced opportunities for co-operative education, field work, field or clinical placement, service learning, simulation exercises, international learning opportunities, and volunteerism.
3. Technologically Advanced
Enhance the tools of learning and modes of delivery available to students, including increasing the number courses delivered in the hybrid (online/in-class) format across all programs and introducing a virtual (i.e., online) campus that offers students in Ontario and around the world greater, more flexible access to Algonquin programs.
4. Connected
Increase the number of interprofessional educational opportunities across the College to offer students a greater amount of interdisciplinary exposure as a reflection of the evolving workplace.
5. Global
Increase the number of international work and study exchange opportunities available to students across all programs to ensure students are fully prepared to operate in the global marketplace and comfortable interacting with other cultures. In addition, embed internationalization learning outcomes into
College curricula.
6. Sustainable
As a good corporate citizen, embed sustainability into
College programming itself and, where applicable, into learning outcomes.
31 <insert name of program>

7. Flexible
Transform the College’s approach to programming to ensure it is more consistently relevant to industry trends and student demand, for example, by offering an expanded range of degree programs developed in collaboration with universities, and more graduate certificate options. Facilitate laddering from one program to another for existing students so they can easily advance their educations. Ensure also that programs are planned and structured in a way that reflects the experience Algonquin intends to offer all students, and adopt greater flexibility in program planning to maximize space usage, expand learning timetable and increase the number of intake periods.
Note: When presenting to Deans Council, Presidents Council and Board of Governors be prepared to speak to how the program aligns with the following strategic considerations:

SPSP recommendation, if applicable

Demand from an enrolment perspective, program/industry need
 ‘The Algonquin Experience’ characteristics

Digital College (mobile, hybrid, online)

Clustering and move towards a Centre of Excellence
32 <insert name of program>

33 <insert name of program>

**The Program Advisory section is not mandatory for Algonquin College Certificates; however it should be included when possible, to provide support for the program**

Refer to Policy AA01: Advisory Committees for information/guidelines
MEMBERSHIP LIST
Member Name Occupation and/or Employer Contact Information
1
7
8
5
6
2
3
4
2
3
9
10 <add more rows as required, minimum is 8>
Algonquin College Resource Persons:
(as stated in Policy AA01 Section 3,
‘ College staff and students may serve as resource persons to the Advisory
Committees but have no voting rights.’)
1
34 <insert name of program>


35 <insert name of program>

The Cash Flow Analysis Template is available from the Academic Development website under Program Development/Program Development Guide, Templates and Forms Link. Academic Operations and Planning (AOP) should be contacted at the beginning of the undertaking of the cash flow analysis for assistance in completing the form; which will be subsequently submitted to AOP at the Final
Level of program development.
The Equipment Projection Form is available from the Academic Development website under Program Development/Program Development Guide under the
Templates and Forms Link and must be completed and submitted to Academic
Operations and Planning at the Final Level of development.
Contact Manager, Learning Resource Centre (LRC) to schedule a meeting with a librarian to complete and assessment to quantify the start-up and possible annual learning resource material requirements. Include in this section the completed form providing evidence of consultation and LRC recommendations. Ensure that any resource allocation requirements are reflected in the cash flow analysis.


The Program Update/Creation Form (PUF) can be downloaded from the
Registrar’s Office web page. This form is to be submitted to Gina Ginou-
Brennan, Academic Development, at ginoug@algonquincollege.com
with the final version of the program proposal.
To be completed following final approval
To obtain template please contact:
Nancy Makila – Executive Assistant to the VPA at ext. 7164 or email: makilan@algonquincollege.com
36 <insert name of program>

37 <insert name of program>

Request for new postsecondary program
Request for modification to existing postsecondary program [Provide existing MTCU code and APS number.]
For assistance in completing this form, contact the Ministry as indicated at the bottom of this form.
1. College:
2. Program title:
3. Program duration:
4. Proposed date of implementation:
5. P rogram delivery information (PDI) form to calculate program funding parameters must be completed and submitted (see page 3).
6. College contact person responsible for this proposal:
Name:
Title:
Telephone:
Electronic Mail:
7. The college attests that the following six criteria have been evaluated and met for the above proposed program:
The Credentials Validation Service (CVS) has confirmed that the proposed program of instruction conforms to the Credentials Framework and is consistent with accepted nomenclature.
(Attach CVS confirmation.)
There is a demonstrated labour market or societal need and student demand for the program.
A relevant program advisory committee has recommended the program.
(NA) The program content and delivery will be compliant with all requirements of regulatory bodies responsible for the field of study or other regulatory bodies related to the field of study.
Please list all regulatory bodies referenced: _________________________________
The program meets the relevant program standards where they exist and essential employability skills and general education requirements.
The board of governors has approved the program of instruction.
8. Please provide proposed annual tuition fee for this program: _____
Is this a “high demand* program (see Page 4 for definition)?
Yes No
If Yes, a completed high demand program comparative form must be submitted (see page 4).
President’s signature:
Date:
Send one copy of this request to: colleges.branch@Ontario.ca
For further information, contact: Program Quality Unit, Colleges Branch, Ministry of Training, Colleges and Universities, 9th
Floor, Mowat Block, 900 Bay Street, Toronto ON M7A 1L2 (416-325-2887).
38 <insert name of program>

Program Delivery Information (PDI) Form to Calculate Program Funding Parameters
Total Hours Required per Student
College: Program title:
Indicate the number of hours that a student is required to spend in each instructional setting in each semester or level of this program. All hours in all instructional settings are to be noted.
Semester/Level
Instructional Settings*
1 2 3 4 5 6 7 8 9 Total
Classroom instruction
Laboratory/workshop/fieldwork
Independent (self-paced) learning
One-on-one instruction
Clinical placement
Field placement/work placement
** Mandatory Optional
Co-op work placement
** Mandatory Optional
Small group tutorial
Other (specify)
TOTAL
* D efinitions for each instructional setting can be found on pages 5 – 7 or in electronic version place mouse over end note reference beside each setting.
** All hours in all instructional settings are to be noted including optional field or co-op placements.
39 <insert name of program>

College:
High Demand Program* Comparator Information Form
Annual Tuition Fees based on two-semester year
Program title: Proposed annual tuition fee for this program :
If this program is high demand, please provide comparator information (include MTCU code, college name, program name and tuition fee): Please note, you must use a program at another college as a comparator.
MTCU
Code
College Program Name Tuition Fee
$
$
$
$
$
$
$
$
$
* Definition of high demand program (formerly "additional cost recovery" or ACR): a program of instruction eligible for general purpose operating grant funding for which colleges have the discretion to charge fees above the maximum permitted for regular-fee programs. This discretion is allowed for applied degree, post-basic or Baccalaureate of Nursing programs and/or for basic programs which have been determined to meet each of the following three criteria: 1) there is high demand for instructional space; 2) graduates have above-average prospects for employment; and 3) graduates have the potential to earn an above-average income.
All post-basic, applied degree and Baccalaureate of Nursing programs are automatically considered high demand. Basic programs are considered high demand if they satisfy the above 3 criteria.
If no comparator program exists, please refer to the Tuition and Ancillary Fees Operating Procedure, the Guidelines for the Implementation of the Tuition Fee Policy for Colleges of Applied Arts and
Technology, 2006-07 to 2009-10 released on April 21, 2006 or for further assistance, please contact the
Ministry of Training, Colleges and Universities, Colleges Branch, Finance Unit at 416-326-2164.
40 <insert name of program>







41 <insert name of program>