1. ORGANIZATION AND PROGRAM INFORMATION Name of the College: Seneca College of Applied Arts and Technology URL for the College: www.senecac.on.ca Proposed Degree Nomenclature: Bachelor of Interdisciplinary Studies Location where Program is to be Delivered: Newnham Campus – 1750 Finch Avenue East, Toronto, ON, M2J 2X5 Contact Information: Person Responsible for this Submission: Name/Title: Dr. Henry Decock, Associate Vice President, Academic Mailing Address: Seneca College 1750 Finch Avenue East Toronto, ON M2J 2X5 Telephone: 416-491-5050, ext. 2594 FAX: 416-491-7745 E-Mail: Henry.Decock@senecac.on.ca Site Visit Coordinator: Name/Title: Ronan Wilson, Academic Planning Analyst Telephone: 416-491-5050, ext. 6803 FAX: 416-491-7745 E-Mail: Ronan.Wilson@senecac.on.ca i 2. TABLE OF CONTENTS INTRODUCTION 1. College and Program Information i 2. Table of Contents ii 3. Executive Summary v 4. Program Abstract vii 1. DEGREE LEVEL 1 2. ADMISSIONS, PROMOTION AND GRADUATION A. Introduction 1 B. Admission Requirements for Direct Entry 2 C. Admission Policies and Procedures for Mature Students 3 D. Promotion and Graduation Requirements 4 E. Advanced Standing Policies and Requirements 5 3. PROGRAM CONTENT A. Introduction 1 B. Program Advisory Committee 3 C. Professional Accreditation 6 D. Learning Outcomes a. Degree Learning Outcomes 7 b. Program Learning Outcomes 15 c. Breadth Learning Outcomes 17 E. Course Descriptions 19 F. Course Schedules 46 G. Work Experience 51 H. a. Course Outlines – Core Courses 55 b. Course Outlines – Non-core Courses i. Previously-approved course outlines 85 88 ii ii. New course outlines 190 I. Bridging Course Descriptions 238 J. Bridging Course Outlines 239 K. Gap Analysis 250 4. DELIVERY METHOD A. Introduction 1 B. Quality Assurance of Delivery 3 C. Student Feedback 4 D. On-Line Delivery 5 5. CAPACITY TO DELIVER A. Introduction 1 B. Learning and Physical Resource 5 C. Resource Renewal and Upgrading 11 D. Support Services 16 E. Faculty 19 F. Curriculum Vitae Release 21 G. Curriculum Vitae of Faculty Assigned to the Degree Program 22 a. Faculty Assigned to Core and Core-Related Requirements i. Previously submitted Curriculum Vitae ii. New Curriculum Vitae iii. Bridging courses Curriculum Vitae b. Faculty Assigned to Non-Core and Breadth-Related Requirements i. Previously submitted Curriculum Vitae ii. New Curriculum Vitae 6. CREDENTIAL RECOGNITION 1 7. REGULATION AND ACCREDITATION 1 8. PROGRAM EVALUATION 1 9. NOMENCLATURE 1 iii 10. ACADEMIC FREEDOM AND INTEGRITY 1 11. STUDENT PROTECTION 1 12. ECONOMIC NEED 1 13. DUPLICATION 1 14. OPTIONAL MATERIAL 1 iv 3. EXECUTIVE SUMMARY The proposed Bachelor of Interdisciplinary Studies (BIS) degree is unique in both the Ontario college and university systems. The degree distinguishes itself from both a traditional liberal arts degree and an applied degree by combining the vocational knowledge, skills and abilities traditionally associated with both college diplomas and applied degree programs with the breadth of a liberal arts education. The program’s curriculum will also emphasize the development of students’ transferable and information fluency skills. The BIS degree has been designed to meet different student needs and to address those needs with the traditional intimacy and student-centered focus of the college environment. It will allow students who have completed a college diploma program to fulfill the requirements of a degree program in two or two and a half years. It will also appeal to high school graduates who are looking for a program that provides a fusion of vocational knowledge and skills with the benefit of a liberal arts education, or those seeking personal or career advancement by completing a degree in their chosen field. The proposed degree fits with Seneca College’s mission “To contribute to Canadian society by being a transformational leader in providing students with career-related education and training” and the two overarching goals of its mission: to provide a superior quality education experience and access to success. To accomplish these goals, three of the College’s strategic priorities are to broaden its degree offerings to 15% of the College’s activity; to play a leadership role in student mobility; and to increase its applied research activity. The College currently has approval to offer 11 degrees, plus the first two years of a collaborative nursing degree. The success of this proposal would make 12, and there are two additional proposals under development. There are over 2,000 Seneca students enrolled in degree programs. The College is very optimistic about the number of students who will be attracted to this program, particularly those looking for a degree completion opportunity. For that reason, the College plans to launch Years One and Three of the program simultaneously. The program is available to any college graduate with a grade point average of 3.0 or higher and provides a seamless transition into a degree program with direct admission to either Semester 4 or 5. By building on their diploma program, the degree will further strengthen students’ vocational skills and abilities and, on graduation, will allow students access to jobs available only to degree graduates, thus giving them a wider range of job opportunities and v increased advancement opportunities. Also, they will possess the well-developed research skills needed for further academic study in their vocational field. Through the research component of this degree, students will be afforded the opportunity to undertake an extensive applied research project tied to their vocational field. Students will be provided with one-on-one faculty assistance and expertise thus expanding the pool of College professors engaged in applied research. The proposed program builds on the College’s proven strength in the area of liberal arts education. Seneca’s two-year Liberal Arts program has positioned itself over the last ten years as Ontario’s premier college-university transfer program in the liberal arts. Through its articulation program with York University, Seneca sends approximately 70 students per year into Year Three of a York Faculty of Arts program and through the non-articulated stream over 150 students into Year Two. A newly developed similar agreement with the University of Toronto also provides students with admission into the third year of an Arts program of their choice. Seneca has a number of similar agreements with other universities across Canada and the United States. The success of Seneca’s Liberal Arts students in university programs is due to the program’s belief that students who have the foundational skills and intellectual underpinning of a liberal arts curriculum are well positioned for further academic success. The faculty who have developed and delivered this curriculum will be responsible for the delivery of the core liberal arts courses in the BIS program. In addition, the faculty in the College’s four Schools of English and Liberal Studies will be responsible for the delivery of the communications courses and liberal studies options, a major component of the program. Seneca has a long history and strong reputation for the quality and diversity of its English and general education courses. With over 200 full and part-time faculty, these Schools have the capacity and expertise to develop and deliver the wide range of subjects in the humanities, social sciences and natural sciences that will be part of this degree. The proposed Bachelor of Interdisciplinary Studies fulfills the College’s commitment to deliver advanced education at the degree level, builds on its proven strength in the delivery of applied degrees, pathways into a bachelor’s degrees and beyond for diploma graduates, and its long history and success in the provision of liberal arts curriculum. vi As part of the research conducted in the development of this proposal, over 140 employers completed an online survey. When asked if they believed that the combination of vocational skills and knowledge with a liberal arts education would be beneficial, 95% indicated agreement. Their reasons for doing so included comments such as, “[liberal arts] should be mandatory. Without it they have no reservoir of knowledge from which to draw, to inform their ideas. The lack hampers their ability to contribute original, brilliant, substantive ideas”; “graduates have always needed a well-rounded post-secondary program. It makes for a broad-minded, versatile individual”; and, “level of complexity is rising – you need to know how to think, how to learn, how to question, how to use new and different things to spur your creativity.”1 When asked of the likelihood of hiring an Interdisciplinary Studies graduate, 89.5% said they would be likely to do so with comments like the following: “I firmly believe we have a need for well informed, critical thinkers with analytic skills. I believe this to be the product of a liberal arts education, and are most competitive when combined with a specialized diploma”; “these studies give students an edge that is apparent in the way they think and speak and it definitely impacts employment opportunities”; and, “if you read the current research, employers are finding prospective employees who have the knowledge and/or technical skills but often lack skills such as problem solving, collaboration and analysis.”2 Seneca currently has agreements with 29 universities across Canada, the United States and Australia, which have indicated that Seneca degree graduates are eligible to apply to Masters level studies upon graduation. In some cases, the university has indicated a specific Masters pathway. On graduation, it is anticipated that students will find employment in their vocational field or with employers who look for degree graduates. Research into Sir Wilfred Laurier’s Contemporary Studies program, which bears some resemblance to the proposed BIS program, found that graduates had found employment, for example, with the following: community-based not-for-profit organizations education (school boards and universities) 1 Employer Survey on Interdisciplinary Studies, Office of Institutional Research, Seneca College, pp. 6-7. 2 Ibid. pp. 11-12. vii government (municipal, provincial, federal) financial services (banks, insurance companies) conservation authorities police forces retail The College plans to accept 20 students into the first year and 35 students into the third year when the program is launched. The program will require 3.8 FTE faculty in the first year, 5.4 in the second year, 6.3 in the third year, and 7.1 in the fourth year of delivery. In summary, the College has the capacity, the proven strength and the support to deliver this unique degree. It fits with the College’s mission, vision and strategic directions. It will provide diploma graduates, or those who take a vocational stream as part of the program, with the benefit of a liberal arts education and strong transferable skills, giving them a distinct advantage as they seek employment and, in the longer term, for career advancement. viii 4. PROGRAM ABSTRACT The Bachelor of Interdisciplinary Studies degree program builds on the vocational knowledge acquired in a college diploma program, or combines vocational knowledge, skills and abilities, with breadth. It provides an interdisciplinary broadening of the students’ awareness through exposure to a core curriculum based on the traditional disciplines of the liberal arts – the humanities, social and natural sciences. In addition to the program content, the intent is to further develop students’ transferable skills and their research and information fluency skills. Graduates may go on to further postsecondary education or will find employment in their vocational field or with employers who look for degree graduates. ix Section 1: Degree Level 1. DEGREE LEVEL Overview: The proposed Bachelor of Interdisciplinary Studies (BIS) degree program has been designed to meet the knowledge and skill level requirements of an honours degree as outlined in the Ontario Qualifications Framework. This degree distinguishes itself from both a traditional liberal arts degree and an applied degree by combining the vocational knowledge, skills and abilities traditionally associated with both college diploma and applied degree programs with the breadth of a liberal arts education. Additionally, the development of students’ transferable and research skills is an important component of this program. The BIS degree has been designed to meet different student needs and to address those needs with the traditional intimacy and student-centered focus of the college environment. It will allow students who have completed a college diploma program to fulfill the requirements of a degree program in two or two and a half years. It will also appeal to high school graduates who are looking for a program that provides a fusion of vocational knowledge and skills with the benefit of a liberal arts education, or those seeking personal or career advancement by completing a degree in their chosen field. Students will either transfer their vocational knowledge, skills and abilities from a college diploma to this degree and further develop them as part of this program or acquire this knowledge in one of the many vocational streams available through this program. Students who register in Year One of this degree will have access to a variety of prescribed vocational courses from existing Seneca degrees and will be able to acquire all or part of professional designations such as Certified General Accountant (CGA), Canadian Human Resources Professional (CHRP), or, in insurance, Fellow Life Masters Institute (FLMI). Students who begin in the first year of this program or who complete a college diploma program and then transfer into this program will acquire the depth and breadth of knowledge, application of knowledge, knowledge of methodologies, communication skills, awareness of the limits of their knowledge and professional autonomy at the degree level through both the vocational field of study and their exposure to a variety of liberal arts disciplines. 1 Depth and Breadth of Knowledge: Students will enter this program with or acquire as part of this program, vocational knowledge, skills and attitudes in their chosen field at the applied degree level. Regardless of the profession, students will have or will develop knowledge of both the theory and its practical applications in their field. The blending of liberal arts and vocationally-specific curricula also provides the opportunity to develop the employability skills needed for lifelong learning and in today’s workplace. Research is a strong component of the program, particularly in its last two years. Students will study research methodologies, statistical analysis, and undertake a major research project with the one-on-one supervision of a faculty member. The liberal arts component of the program will provide students with an analytical framework against which to observe and learn about themselves, their vocational field, their society and their culture. Students are expected to not only acquire knowledge of these disciplines but also to use that knowledge to analyze and understand themselves and the world around them -- art, culture, politics, science, technology, social institutions – in order to be informed and engaged citizens. The aim of the BIS degree is to ground students in a truly interdisciplinary approach to learning. Through exposure to a variety of disciplines and courses branching off from four main foundations areas, Communication, Mathematics and Science, Humanities and Social Sciences, students will emerge from the BIS degree steeped in various disciplinary classics, knowledgeable in both historical and modern thoughts, and with the ability to apply this knowledge critically and analytically in a variety of contexts. The three foundational courses, World Civilizations, Introduction to the Social Sciences, and Introduction to the Natural Sciences, will introduce students to many of the sub-disciplines within the liberal arts. In World Civilizations, they will explore the history, philosophy, and art history of various civilizations from 8,000 BCE to the present, contributing to the students’ understanding of how this complex narrative has culminated in today’s global village. In Introduction to the Social Sciences, students will be introduced to the fields of psychology, economics, political science, anthropology and sociology as they relate to the theme of power and alienation. Students will learn the characteristics of each discipline and what each contributes to the topic. As well, they will learn of the ongoing discussion within each of the disciplines as to their various efficacies, leading to various ‘schools of thought’ within each. In Introduction to the Natural Sciences, students will study and acquire a broad understanding of the fundamentals of the traditional 2 disciplines in science. In doing so, the students will develop an appreciation for the history, philosophy and social contributions of science, as well as being introduced to current issues and concerns. Underpinning the students’ educational experience through this core program in the liberal arts will be an emphasis on developing their transferable skills, particularly those of oral and written communication, analytical/critical thinking, and interpersonal skills. Students will be encouraged to pursue areas of personal interest through choice of topics for research papers, through their choice of a range and depth of liberal studies options (LSOs), and in their choice of topic for their major applied research project in Year Four. In these ways, students will develop an understanding and a critical awareness of specific areas of study within an interdisciplinary context. Students achieve the six goals associated with this outcome through specific courses: a) A developed knowledge and critical understanding of key concepts, methodologies, current advances, theoretical assumptions and approaches in a discipline, through the vocational courses as well as liberal courses such as World Civilizations, Introduction to the Social Sciences, Introduction to Natural Science and LSOs; b) A broad understanding of some of the major fields of a discipline including, where appropriate, from an interdisciplinary perspective and how the fields may interact with those in related disciplines in their vocational courses as well as their humanities, social science and natural science courses; c) A developed ability to gather, review and interpret information; and to compare the merits of alternative hypotheses or creative options relevant to one or more of the major fields within a discipline, through their statistics and research courses: Introduction to Statistics, Critical Analysis of Research, Applied Research Methods, and Applied Research Project; d) A developed, detailed knowledge of and experience in research in an area of the discipline through their Applied Research Project; e) Critical thinking and analytical thinking skills inside and outside the discipline through all courses; and, 3 f) The ability to apply learning from one or more areas outside the discipline through the humanities, social science and natural science courses and liberal studies options. Depth of knowledge is achieved through both the level and complexity of individual course learning outcomes and in evaluation requirements. Learning outcomes have been developed using Bloom’s Taxonomy to ensure higher order learning requirements. Application of knowledge at this level requires critical thinking, evaluation, analysis and synthesis, and it is through demonstration of these skills that students will be assessed. Thus, the program and course learning outcomes and evaluation methodologies establish this program at the degree level. In the lower level courses, students will be expected to communicate information, arguments and results of analyses and begin to apply concepts outside the context in which they were learned. In the upper level courses, students will be expected to evaluate information critically and provide support for conclusions and recommendations. In the Applied Research Project, students will be required to, for example, design and implement a research study; plan and manage a research project, and prepare a major research report. As a required component of this program, students will complete a 14-week co-operative education work placement which will enable them to apply the knowledge and skills they have developed to real life situations. Conceptual and Methodological Awareness/Research and Scholarship: Students at the degree level are required to demonstrate an ability to evaluate the “appropriateness of different approaches to solving problems”, to “devise and sustain arguments to solve these problems”, and to “describe and comment upon particular aspects of current research”. The BIS program meets this standard as described in Program Learning Outcomes 8, 9 and 10. All courses contribute to these outcomes in the sense that each, to varying degrees, requires students to undertake research, and generate essays, projects and presentations that reflect appropriate techniques of inquiry and analysis with an even greater ability and sophistication required in their fourth year research project. Students are taught 4 various techniques of inquiry and analysis in both Writing Strategies I and II, and of research methodologies in Introduction to Statistics and Applied Research Methods. Through these and other courses, students will learn to research, evaluate and implement solutions as part of a team or individually. Students will learn to apply analytical skills through courses that introduce theories, provide knowledge and demonstrate comparative analysis, such as World Civilizations, Introduction to the Social Sciences and Introduction to Natural Science. Students will learn to create and to test new solutions. All courses will assist students in the development and use of critical and analytical thinking skills against the context of the vocational or liberal arts content. Students will learn to be engaged in the collection and analysis of information. The emphasis will be on comprehension, not simply the accumulation of knowledge, and all evaluations will call on students to demonstrate critical thinking and assessment of information. Courses such as Introduction to Statistics will promote the ability to statistically describe and analyze phenomena and to present results. Assignments will be designed to provide students with opportunities to research issues and problems, evaluate findings, prepare arguments, and draw conclusions and recommendations in the preparation of papers or presentations. Communication Skills: Strong communication skills are essential for success in any profession as well as in academic studies. As demonstrated in Learning Outcomes 11 and 12, graduates of this program will communicate, both orally and in writing, in a clear and coherent manner that is suitable to both purpose and audience. Students will also acquire effective interpersonal skills through course work and group projects. These objectives will be sustained through all courses in this program, but specifically addressed in Writing Strategies I and II and Presentation Skills. Application of Knowledge: The program as a whole proposes to use its interdisciplinary approach to enable students to develop the ability to systematically correlate different branches of learning, develop ideas, present them clearly and persuasively and apply them in both a historical and modern context. Relating to Learning Outcomes 8, 9, and 10, students solve complex problems by employing 5 various tools and techniques; access, analyze, and synthesize qualitative and quantitative information; and, critically analyze the forces that shape values, ideas, and societal circumstances. These skills are reinforced in all courses, but taught particularly in the humanities, social sciences, natural science, liberal studies options (LSOs), and research courses. In applying their knowledge to progressively more complex situations, students will be challenged to produce interdisciplinary analyses and well-supported conclusions and recommendations. As stated in Learning Outcome 4, students will demonstrate an understanding of and ability to analyze information from an interdisciplinary perspective. Students learn to evaluate and reason from a variety of perspectives as well as at different levels. Also, because the program has a vocational component, students will apply these skills and knowledge to their choice of field in both classroom and workplace settings. Learning Outcomes 1, 2 and 3 call on students to enter the workforce with a broad range of knowledge of the professional standards and the applied knowledge and skills required within their field. Required vocational courses will provide students with knowledge of the principles and theories of their field. The application of the theory and principles to, for example, complex case studies, will require students to analyze and synthesize knowledge to formulate solutions. Professional Capacity/Autonomy: In all courses offered throughout this program, students will develop the transferable skills necessary for further study, employment, community involvement and other activities, as well as develop their capacity for independent learning and the ability to work with others. The courses in this program will address the generic employability skills and specific professional skills necessary for their academic, employment and personal success. In all courses, students will learn, practise and/or demonstrate the levels of communication, analytical and critical thinking, computer literacy, numeracy and life skills such as teamwork, ethics and social responsibility called for in Learning Outcomes 11, 12, 13 and 14. Communication skills will be taught in Writing Strategies I and II and reinforced throughout the program in a wide variety of written and oral assignments. Student’s basic numeracy skills and then competence in numerical and statistical information will be developed through courses such as Introduction to Mathematics and Introduction to Statistics. The skills of analyzing, synthesizing and evaluating increasingly complex data will be 6 emphasized and then further developed in Critical Analysis of Research, Applied Research Methods, and Applied Research Project. In courses such as Presentation Skills, interpersonal skills will be taught and reinforced and evaluated in a variety of group assignments and through classroom interaction. Critical thinking and problem-solving skills will be addressed in Writing Strategies I and II, in the humanities, social sciences and natural science foundational courses and in vocational courses, and practised in evaluations such as essays and case studies. Students will bring to the program or acquire computer literacy through courses such as Introduction to Computers and Applications, and in their professional courses through the use of industry-specific software. Life skills such as negotiation, ethics and social responsibility will be addressed in readings, classroom discussion and course assignments. Evaluation methods promote these outcomes through, for example, essays, projects, group and individual presentations, and case studies. In addition, through an emphasis on addressing all learning styles, being accessible to all and particularly non-traditional learners, and providing exposure to an array of interdisciplinary thinking, the program meets the requirement to provide graduates with the ability to manage their own learning and to undertake further study, either in their chosen profession or in academic studies. Awareness of Limits of Knowledge: This standard requires the graduates to understand “the limits to their own knowledge and abilities” and to develop “an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analysis and interpretations.” Every profession has a scope of practice that defines its abilities and knowledge base and practices against other professions. Graduates of this program should understand, in their vocational field, to what extent their knowledge, skills and abilities allow them to advise, interact, or in any way carry out the responsibilities of their position. Similarly in the area of interdisciplinary studies, as described in Learning Outcomes 8, 9, and 10, graduates will understand that there is no right answer or solution to discipline-specific questions. In exposing students to the various schools of thought within each sub-discipline, they will learn that there is 7 no agreement even as to what constitutes the true nature of the discipline. The aim of the program is to widen the students’ world view and enable them to examine issues from differing perspectives, to understand that they hold “opinions” and those opinions influence how they think, act and react to others and that they are subject to change, for, as described in Learning Outcome 14, graduates are intended to become lifelong learners and thus to understand that the pursuit of knowledge, skills and understanding is never-ending. 8 Section 2: Admissions, Promotion and Graduation 2. ADMISSION, PROMOTION AND GRADUATION A. Introduction The proposed program’s admission requirements align with College and Ministry policy. Mature students will be considered for admission to the program if they are able to demonstrate academic preparedness and possess credits in or equivalent to Grade 12 U English and Mathematics and meet other requirements as outlined in the College’s Admission Policies and Procedures for Mature Students. The College’s Credit Transfer/Recognition Policies outline the granting of advanced standing and credit transfer and meet the requirements as detailed in the PEQAB Handbook. Students applying to this program who hold an Ontario Advanced Diploma (three-year program) from any Ontario College of Applied Arts and Technology will be granted advanced standing for a maximum of sixty credits. Forty-five credits will be applied against the degree’s vocational component. Up to fifteen credits will be assessed on an individual basis, depending on the program from which the student graduated. Graduates of two-year college diploma programs (Ontario Diploma) will be granted advanced standing for up to forty-five credits. Thirty credits will be applied against the degree’s vocational component. Up to fifteen credits will be assessed on an individual basis and depend on the program from which the student graduated. A Gap Analysis is provided in Section 3. J. No bridging courses will be required. However, all graduates of two-year diploma programs will be required to take a common five-course vocational stream as described in Sections 3.H. and 3.I. The College’s Prior Learning Assessment Policy is applicable to this program. It is anticipated that graduates of diploma programs who are currently working full-time will apply to this program and may seek PLA for the mandatory fourteen-week cooperative work term. Those applicants with a minimum of two years’ full-time work experience in a position relevant to the program from which they graduated may be granted credit in accordance with the college’s co-op PLA policy. Supporting documentation from a supervisor indicating the nature of the applicant’s work and satisfactory performance will be required. If accepted, the student will also be granted credit for CPP 600, Co-op Professional Practice, and CPP700, Co-op Integration and Career Planning. The College’s Promotion and Graduation Policy as well as the grading scheme used are available in Seneca College Academic Policy 2010/11 and included with this submission. Students must maintain a Grade Point Average of 2.0 to remain in the program, with some provisions for extenuating circumstances and probation. Students who do not meet this standard will be withdrawn from the program. 1 B. Admission Requirements for Direct Entry Program Eligibility: Ontario Secondary School Diploma with a majority of senior credits at the University Preparation (U) or University/College Preparation (M) level or Mature Student Status (age 19 or older) Six Grade 12 (U) or (M) courses with a minimum of 65% average including: ° Grade 12 English: ENG4 (U) °Grade 12 Mathematics: any (U) level Mathematics Mature students (age 19 or older) must submit proof of credits in the above subjects or their equivalent and meet other requirements as outlined in the College’s Admission Policies and Procedures for Mature Students 2 C. Admission Policies and Procedures for Mature Students See “Policies” file for the College’s policies and procedures for admission of mature students. 3 D. Promotion and Graduation Requirements See the “Policies” file for the College’s policies on promotion of students in degree programs. See also the College’s policies regarding students who do not meet the minimum achievement requirements. 4 E. Advanced Standing Policies and Requirements See the “Policies” file for the College’s policies and procedures pertaining to the following: 1) credit transfer; 2) entrance examinations and advanced placement based on prior learning assessment. Students who have graduated from any college diploma program with a GPA of 3.0 or higher will be admitted to the program. Graduates of two-year diploma programs will receive block credit equivalent of up to 45 of the 120 required credits. Thirty of these will be vocational credits. The remaining fifteen credits will be assessed on an individual basis and depend on the diploma program completed. All graduates of two-year diploma programs will be required to take the five-course (15 credits) senior level vocational stream described in the Bridging Course section of this proposal (3.I). Graduates of three-year diploma programs will receive block credit equivalent of up to 60 of the program’s 120 credits. Forty-five of these will be vocational credits. The remaining fifteen credits will be assessed on an individual basis and depend on the program completed. 5 Section 3: Program Content 3. PROGRAM CONTENT A. Introduction The curriculum in the proposed program provides a blend of theory and practice. The liberal arts core courses and liberal studies options will be theoretical for the most part. The vocational courses will provide the theoretical framework of the field of study and give students opportunities to put the theory into practice using hands-on applications and assessments. As well, the 14-week co-op work term will allow students to put the knowledge and skills they have learned into practice. A program advisory committee (PAC) was created by choosing representatives from existing Seneca PACs, in particular from those programs from which a significant number of students go on to degree studies or from a field of practice where a degree is preferred. Individuals with a background in the profit and non-profit sectors were also included on the committee. The committee reviewed, discussed and endorsed the curriculum. As this degree is unique in the Ontario college system, most of the program’s learning outcomes were developed specifically for it and to ensure students would meet the goals of the program. Those learning outcomes dealing with transferable skills are similar to ones developed for Seneca degree proposals that have been previously approved. As evident from the curriculum, the content has been developed and expectations have been set so that students will deal with increasingly complex material as they progress through the program. For example, within the two foundation courses (humanities and social sciences), content and assessments have been developed to ensure that students demonstrate more sophisticated, analytical approaches to the material by the end of the course. In the upper level courses, students will be dealing with more complex theory, and assignments will have higher expectations, particularly in terms of the students’ writing and critical/analytical thinking skills. In the capstone course, Applied Research Project, students will be expected to produce an extended piece of writing synthesizing the knowledge and skills they have acquired throughout the program. In all assessments, students will receive appropriate feedback from the instructor. If taken as a full-time time four-year program, students will study five courses per semester over eight semesters with a co-op work term in the summer between Years Three and Four. All courses in the program have been designated at either the lower or upper level (see charts 3.E.a. and 3.E.b.). At the same time, the BIS degree will enable those who cannot commit to full-time studies the opportunity to complete their degree while maintaining employment. No more than 72 of the 120 credits (60% of the program) may be taken at the lower level. The non-core courses consist of the eight liberal studies options (LSOs). All non-core courses are designed to develop students’ transferable skills in literacy, numeracy and critical/analytical thinking. The LSOs will provide both breadth and depth. All LSOs will be designated as either lower or upper level and of the eight required courses, at least five must be taken at the upper 1 level. In order to be designated as an upper level LSO, courses must meet the following criteria: • • • • Include higher order learning outcomes Build on previous knowledge Assign more sophisticated assessments with higher expectations Use primary sources LSO courses are designed to fall into the major categories of the communications, humanities, social sciences and natural sciences. Some are organized around a genre or sub-discipline while others are thematic-based around issues such as modern society, historic influences on society and culture, popular culture, exploration of self and civic engagement. All curriculum, core and non-core, is designed to reflect current, up-to-date knowledge. 80% of the program is assigned to core courses, with 20% to non-core. The eight LSOs are free electives. The 14-week co-op work term will provide the students with an opportunity to practice the knowledge and skills they have acquired, in a position relevant to their field of study. Students’ on-the-job performance will be evaluated by both the co-op coordinator and their work supervisor. The learning outcomes for the work term are articulated in Section 3.G. 2 C. Professional Accreditation Not applicable to this program. Professional accreditation affiliated with the vocational streams available through this program can be found in the Degree Submissions for previously approved Seneca baccalaureate degrees. Seneca Degree Program Approval Year Bachelor of Applied Business – Financial Services Management 2002 Bachelor of Applied Technology – Environmental Site Remediation 2002 Bachelor of Technology – Software Development 2003 Bachelor of Applied Technology – Flight 2003 Bachelor of Applied Business – International Accounting and Finance 2005 Bachelor of Applied Business – Human Resources Strategy and technology 2005 Bachelor of Technology – Informatics and Security 2005 Bachelor of Applied Technology – Control Systems Technology 2006 Bachelor of Applied Business – Municipal and Corporate Administration 2006 Bachelor of Child Development 2008 Bachelor of Therapeutic Recreation 2009 6 D. Learning Outcomes a. Degree Outcomes: On successful completion of this program, graduates will be able to: Degree Outcomes 1. Depth and breadth of knowledge a) A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of the discipline a) World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Vocational Courses Liberal Studies Options b) A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields by intersect with fields in related disciplines b) World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Vocational Courses Liberal Studies Options c) A developed ability to i) gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypothesis or creative options relevant to one or more of the major fields in a discipline c) Writing Strategies I Writing Strategies II Introduction to Mathematics Introduction to Statistics Critical Analysis of Research Applied Research Methods d) A developed, detailed knowledge of an experience in research in an area of the discipline d) Critical Analysis of Research Applied Research Methods Applied Research Project e) Developed critical thinking and analytical skills inside and outside the discipline e) All courses, but specifically, Writing Strategies I Writing Strategies II Critical Analysis of Research Applied Research Methods Course, Course Segments or Workplace Requirements that contribute to this outcome 7 Applied Research Project Co-op Professional practice Co-op Integration and Career Planning Co-op Work Term f) The ability to apply learning from one or more areas outside the discipline f) World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Liberal Studies Options 2. Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a) Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques a) All courses, but specifically, Writing Strategies I Writing Strategies II Critical Analysis of Research Applied Research Methods Applied Research Project b) Devise and sustain arguments or solve problems using these methods b) World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Vocational Courses c) Describe and comment upon particular aspects of current research or equivalent advanced scholarship c) Introduction to Statistics Critical Analysis of Research Applied Research Methods Applied Research Project Specific Vocational Courses 3. Application of Knowledge a) The ability to review, present and critically evaluate qualitative and quantitative information to: i. Develop lines of argument ii. Make sound judgements in accordance with the major theories, concepts and methods of the subject(s) of study a)World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Writing Strategies I Writing Strategies II Critical Analysis of Research Applied Research Methods Applied Research Project Vocational Courses 8 iii. Apply underlying concepts, principles, and techniques of analysis, both written and outside the discipline iv. Where appropriate, use this knowledge in the creative process b) The ability to use a range of established techniques to: i. Initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information ii. Propose solutions iii. Frame appropriate questions for the purpose of solving a problem iv. Solve a problem or create new work c) The ability to make critical use of scholarly reviews and primary sources 4. Communication Sills The ability to communicate information, arguments, and analysis accurately and reliably, orally and in writing, to a range of audiences. 5. Awareness of limits of knowledge An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits of knowledge and how this might influence analyses and interpretations. 6. Professional capacity/autonomy a) Qualities and transferable skills necessary for further study, employment and community involvement and other activities requiring: • The exercise of initiative, personal responsibility and accountability in Co-op Work term b) Writing Strategies I Writing Strategies II Critical Analysis of Research Applied Research Methods Applied Research Project World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Introduction to Mathematics Introduction to Statistics c) Critical Analysis of Research Applied Research Methods Applied Research Paper Upper Level Liberal Studies Options Writing Strategies I Writing Strategies II Presentation Skills Vocational Courses World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Liberal Studies Options a) All course, but specifically, Writing Strategies I Writing Strategies II Presentation Skills Introduction to Mathematics Introduction to Statistics World Civilizations 9 • • both personal and group contexts Working efficiently with others Decision –making in complex contexts b) The ability to manage their own learning in changing circumstances, both within and outside the discipline, and to select an appropriate program of further study. b) All courses, but specifically, Vocational Courses World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences c) Behaviour consistent with academic integrity and social responsibility. c) All Courses Introduction to the Social Sciences Introduction to the Natural Sciences 10 7. Depth and breadth of knowledge a) A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of the discipline a) World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Vocational Courses Liberal Studies Options b) A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields by intersect with fields in related disciplines b) World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Vocational Courses Liberal Studies Options c) A developed ability to i) gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypothesis or creative options relevant to one or more of the major fields in a discipline c) Writing Strategies I Writing Strategies II Introduction to Mathematics Introduction to Statistics Critical Analysis of Research Applied Research Methods d) A developed, detailed knowledge of an experience in research in an area of the discipline e) Developed critical thinking and analytical skills inside and outside the discipline f) The ability to apply learning from one or more areas outside the discipline d) Critical Analysis of Research Applied Research Methods Applied Research Project e) All courses, but specifically, Writing Strategies I Critical Analysis of Research Applied Research Methods Applied Research Project Co-op Professional Practice Co-op Integration and Career Planning Co-op Work Term f) World Civilizations Introduction to Social Science Introduction to Natural Science Liberal Studies Options 11 8. Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a) Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques a) All courses, but specifically, Writing Strategies I Writing Strategies II Critical Analysis of Research Applied Research Methods Applied Research Project b) Devise and sustain arguments or solve problems using these methods b) World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Vocational Courses c) Describe and comment upon particular aspects of current research or equivalent advanced scholarship c) Introduction to Statistics Critical Analysis of Research Applied Research Methods Applied Research Project Specific Vocational Courses 12 9. Application of Knowledge a) The ability to review, present and critically evaluate qualitative and quantitative information to: i. Develop lines of argument ii. Make sound judgements in accordance with the major theories, concepts and methods of the subject(s) of study iii. Apply underlying concepts, principles, and techniques of analysis, both written and outside the discipline a)World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Writing Strategies I Writing Strategies II Critical Analysis of Research Applied Research Methods Applied Research Project Vocational Courses Co-op Work term iv. Where appropriate, use this knowledge in the creative process b) The ability to use a range of established techniques to: v. Initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information b) Writing Strategies I Writing Strategies II Critical Analysis of Research Applied Research Methods Applied Research Project World Civilizations Introduction to the Social Sciences vi. Propose solutions Introduction to the Natural Sciences vii. Frame appropriate questions for the purpose of solving a problem Introduction to Mathematics Introduction to Statistics viii. Solve a problem or create new work c) The ability to make critical use of scholarly reviews and primary sources c) Critical Analysis of Research Applied Research Methods Applied Research Project Upper Level Liberal Studies Options 13 10. Communication Sills The ability to communicate information, arguments, and analysis accurately and reliably, orally and in writing, to a range of audiences. Writing Strategies I Writing Strategies II Presentation Skills 11. Awareness of limits of knowledge An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits of knowledge and how this might influence analyses and interpretations. Vocational Courses World Civilizations Introduction to Social Science Introduction to Natural Science Liberal Studies Options 14 b. Program Outcomes On successful completion of this program, graduates will be able to: Program Learning Outcomes • Demonstrate an understanding of and ability to work in a specific vocational field related to a program offered by a College. • Demonstrate an understanding of and ability to apply this knowledge in theoretical situations. All vocational courses • Demonstrate an ability to apply this knowledge in real situations. All vocational courses • Demonstrate an understanding and ability to analyze information from an interdisciplinary perspective. World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences • Demonstrate effective critical thinking and problem-solving skills in academic and workplace settings. • Select and apply current workplace technology as appropriate to a situation or problem. • Demonstrate depth and breadth of knowledge regarding those disciplines traditionally regarded as fundamental to a liberal arts education. All courses, but particularly, Writing Strategies I Writing Strategies II Applied Research Methods Applied Research Project Co-op Professional Practice Co-op Integration and Career Planning Co-op Work Term Introduction to Computers and Applications Introduction to Mathematics Introduction to Statistics Writing Strategies I Writing Strategies II Select vocational courses World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences All Liberal Studies Options • Solve complex problems by employing various disciplinary and interdisciplinary ideas, tools and techniques in innovative and integrative ways. Course, Course Segments or Workplace Requirements that contribute to this outcome All vocational courses World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences All Liberal Studies Options Applied Research Methods Applied Research Project 15 • • Access, analyze and synthesize information, both quantitative and qualitative, from primary and secondary sources. Critically analyze the forces that shape values, ideas and societal circumstances, and present them in an academically structured, sustained and well-supported argument. • Communicate ideas by selecting the most suitable medium for the message, audience, and purpose, speaking or writing clearly, concisely, cohesively and correctly. • Work effectively and cooperatively as a team member, using appropriate strategies and taking initiative. • Demonstrate an ability to evaluate a situation and make ethical and socially responsible decisions. • Demonstrate an understanding of the importance of lifelong learning available through, for example, selfdirected learning, team learning, web-based learning and career planning. Introduction to Mathematics Introduction to Statistics Applied Research Methods Applied Research Project Writing Strategies I Writing Strategies II World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences All Liberal Studies Options Applied Research Project Writing Strategies I Writing Strategies II Presentation Skills Applied Research Methods Applied Research Project Co-op Professional Practice All Liberal Studies Options All courses, but particularly, Presentation Skills Co-op Professional Practice Co-op Work Term All courses, but particularly. World Civilizations Introduction to the Social Sciences Introduction to the Natural Sciences Co-op Work Term Liberal Studies Options All courses, but particularly, Applied Research Methods Applied Research Project Co-op Professional Practice Co-op Integration and Career Planning Co-op Work Term 16 c. Breadth Outcomes: On successful completion of this program, graduates will be able to: Program Learning Outcomes Course, Course Segments or Workplace Requirements that contribute to this outcome 5. Demonstrate effective critical thinking and problem-solving skills in academic and workplace settings. Co-op Professional Practice Co-op Integration and Career Planning Co-op Work Term 7. Demonstrate depth and breadth of knowledge regarding those disciplines traditionally regarded as fundamental to a liberal arts education. All Liberal Studies Options 8. Solve complex problems by employing various disciplinary and interdisciplinary ideas, tools and techniques in innovative and integrative ways. All Liberal Studies Options 10. Critically analyze the forces that shape values, ideas, and societal circumstances, and present them in an academically structured, sustained and wellsupported argument. All Liberal Studies Options 11. Communicate ideas by selecting the most suitable medium for the message, audience, and purpose, speaking or writing clearly, concisely, cohesive and correctly. Co-op Professional Practice All Liberal Studies Options 12. Work effectively and cooperatively as a team member, using appropriate strategies and taking initiative. Co-op Professional Practice Co-op Work Term 13. Demonstrate an ability to evaluate a situation and make ethical and socially responsible decisions. 14. Demonstrate an understanding of the importance of lifelong Co-op Work Term All Liberal Studies Options Co-op Professional Practice Co-op Integration and Career Planning 17 learning available through, for example, self-directed learning, team learning, web-based learning and career planning. Co-op Work Term 18 E. Course Descriptions a. Core Courses: The Bachelor of Interdisciplinary Studies is a four-year 120 credit degree program. The curriculum in this program combines required courses (51credits) with Liberal Studies Options (24 credits) and a Vocational Stream (45 credits). The required courses are described below and are in the following categories: Communications –12 credits: 9 required credits plus 3 optional Mathematics/Science –12 credits: 9 required credits plus 3 optional Humanities – 12 credits: 9 required credits plus 3 optional Social Sciences – 12 credits: 9 required credits plus 3 optional Research – 15 required credits Students who begin the program in Year One will choose vocational courses from an existing Seneca degree. Examples of three streams are provided below. All students will complete a mandatory co-op work term. Students will also take two mandatory courses associated with this requirement. Students who begin the program in Year One must complete ICA001, Introduction to Computers and Applications, a self-directed course, by the end of their second year. Students may enrol in courses in accordance with individual learning plans, course availability. 19 Course Code Level Communications ENG 106 Lower 3 Writing Strategies I ENG 206 Lower 3 Writing Strategies II LSP 400 Upper 3 # of Course Title Credits Presentation Skills Calendar Course Description This course focuses on critical thinking and the rhetorical elements of both persuasive and evaluative forms of writing. Students will learn to differentiate between shades of fact and opinion, objectivity and bias, and apply the techniques of sound argument for a variety of purposes. The main elements of effective communication, listening and research techniques are also examined. Techniques explored and skills developed in this course are applied throughout the program. This course is a continuation of Writing Strategies I, teaching students further techniques of expository writing, and introducing elements of business writing. Prerequisite: ENG 106 The ability to prepare and deliver a variety of presentations with credibility and confidence is a critical skill. This course emphasizes the importance of developing effective presentations skills for use in the workplace. Topics include how to understand the roles of presenters and listeners, preparing and organizing content for a presentation, analyzing an audience, using persuasion strategies, and strategies for overcoming communication apprehension, using voice 20 and body to enhance the message. By the end of this course, students will be able to prepare and conduct a variety of presentations with confidence that the message is being shared effectively. Pre-requisite: ENG206 Humanities BIH 100 Lower 9 World Civilizations This course will enable students to develop a broad understanding of the various civilizations that have contributed to our global sense of world history. By examining global processes and the interactions of a variety of societies over time and through a range of disciplinary approaches (i.e. history, sociology, art history, etc.), the ultimate objective will be to lead students to discovering how this complex tapestry of narratives has culminated in our modern understanding of the world as a “global village.” Social Sciences BIS 100 Lower 9 Introduction to the Social Sciences Psychology, economics, political science, anthropology, and sociology are among a group of subdisciplines, which collectively fall under the umbrella of social sciences. Building a course around a study of power and alienation, students will learn the determining characteristics of these sub-disciplines, and what each brings to the study of a topic or subject. Students will also learn that within each of these subdisciplines, there is an 21 ongoing debate among practitioners as to what constitutes the discipline’s true nature, which has resulted in various “schools of thought” each with its own methodology or model. Mathematics/Natural Science BIN 100 Lower 3 Introduction to Mathematics BIN 200 Lower 3 Introduction to Statistics BIN 150 Lower 3 Introduction to the Natural Sciences Research LSP 601 Upper 3 Critical Analysis of Research This course is designed to introduce students to traditional and non-traditional topics in mathematics. The focus is to engage students in meaningful mathematics through discovery, problem solving and discussion. This course provides an introduction to basic statistical concepts and techniques that are common to all disciplines in the Social Sciences. The principal topics include data collection and description, the characteristics and features of the normal probability distribution, the formulation and testing of hypotheses and linear correlation and regression analysis. Prerequisite: BIS 100 This survey course is intended to give students a broad understanding of those sub-disciplines that comprise the natural sciences and to provide students with an understanding of the history, philosophy and social contributions of science. It will introduce students to current issues of particular concern to both science and society. This course will explore the major theoretical and philosophical underpinnings 22 LSP 701 Upper 3 Applied Research Methods of research and examine the ways in which research designs relate to the development of supportable conclusions and the validity and reliability of research findings. The ways in which the choice of paradigm, conceptual framework, approach, design and data collection and analysis influences the outcomes of a research study will be examined, as well as the ethical considerations for social research. The holistic approach chosen for this course differs from the more traditional introductory methods courses, which often focus solely on technical procedures. Through the analysis and evaluation of published research articles and reports students will develop the skills for critically evaluating the choice of a variety of research methods and the reliability and validity of research studies. This research methods course will examine the various components of the research process including the formulation of research questions or a research hypothesis; the review of the literature; qualitative, quantitative and mixed method research designs; research ethics; data collection; and analysis of data. The students will learn how to effectively search online databases to find the literature relevant to their 23 research topic and chose or design valid and reliable instruments when conducting research. In addition to examining ethical protocol in conducting research, the course will explore various ways to collect data, the interpretation of results, the writing up of findings and effective communication of research conclusions. After learning about various research designs, students will develop a detailed research plan, based on a problem relevant to their professional practice. This plan will be based on a related literature review, and include a description of the methodology appropriate to conduct the study and the proposed data analysis. Prerequisite: LSP 601 LSP 801 Upper 9 Applied Research Project Building on the detailed research plan developed in the Applied Research Methods course, students will develop a research proposal, submit an Ethics Review Board application, and conduct, report on and present a small scale research project. This course provides the students with an opportunity to become familiar with the independent research experience; to collect and critically evaluate data and make sound conclusions on the basis of the analysis of the research findings. In addition the 24 students will present their research report in both oral and written formats, defend their research conclusions, discuss implications for further research and critique the research of their peers. Prerequisite: LSP 701 REQUIRED ICA 001 Noncredit Introduction to Computers and Applications In this subject students are introduced to a microcomputer operating system (MS Windows Vista), and the following business applications: MS Word 2007 for word processing, MS PowerPoint 2007 for business presentations, and MS Excel 2007 for spreadsheets. Students will use Windows Vista to effectively operate a microcomputer, access various Seneca computer systems, and use Office 2007 to prepare word documents, create business presentations, and develop spreadsheets. 25 Vocational Streams: 1. Accounting: Students wishing to pursue an accounting designation (CGA, CA or CMA) will take the following 15 courses selected from the Bachelor of Applied Business – International Accounting and Finance degree: BAB 140 – Introduction to Financial Accounting LSP 240 – Microeconomics – Theory and Practice LSP 240 – Macroeconomics – Theory and Practice ENG 205 – Applied Communication for Business and Industry BAB 230 – Introduction to Business Law BAB240 - Management Accounting IAF 530 – Management Accounting - Intermediate IAF 550 – Quantitative methods for Decision-making IAF 310 – Intermediate Financial Accounting I IAF 410 – Intermediate Financial Accounting II IAF 640 – Business Cases BAB 110 – Financial Mathematics IAF 330 – Finance BAB 210 – Business Statistics IAF 340 – Business Information Systems Students wishing to pursue a Human Resources credentials (Canadian Human Resource Professional, CHRP) would take the following courses: BAB 140 – Introduction to Financial Accounting BAB 240 – Management Accounting HST 300 – Introduction to Human Resources HST 430 – Organizational Behaviour HST 530 – Organizational Staffing HST 540 – Compensation 26 HST 640 – Training & Development HST 710 – Industrial Relations – Contract Administration HST 720 – Occupational Health & Safety HST 820 – Industrial Relations – Collective Bargaining HST 850 – Human Resource Planning HST 310 – Business Ethics HST 830 – Performance Management HST 610 – Pensions & Benefits HST 520 – Employment Law Students wishing to pursue designations in insurance (Fellow Life Masters Institute, FLMI) and banking (Associate, Institute of Canadian Bankers, AICB) would take the following courses: BAB 140 – Introduction to Financial Accounting FSM 200 – Financial Services Products FSM 305 – Insurance Operations LSP 300 – Organizational Behaviour FSM 330 – Insurance Law in Canada FSM 400 – Accounting and Financial Reporting for Insurance FSM 410 – Personal Financial Planning: Investment & Taxation FSM 510 – Personal Financial Planning: Investment Funds in Canada FSM 540 – Business Finance FSM 430 – Economics in the Insurance & Banking Environment FSM 600 – Marketing Insurance FSM 611 – Personal Financial Planning: Insurance, Retirements & Estates FSM 700 – Management Principles & Practices FSM 705 – Insurance Administration FSM 800 – Managing for Solvency & Profitability 27 b. Non-Core Courses Lower Level Liberal Studies Options Course Title Calendar Course Description Approaches to Canadian Literature This course will examine Canadian literature from sea to sea. Working from the Maritimes to the West Coast, the course will explore a range of major writers who have charted and shaped the literary landscape of a country as vast as it is varied. Students will discover how regional landscapes have had a shaping influence on the Canadian imagination. Prose will comprise the core of course readings, although selections of poetry and drama will also be considered in defining the technical and thematic colours of Canadian writing. Conversational Spanish This course is intended for the student who has little or no knowledge of Spanish and who would like to acquire a basic functional knowledge of the language and culture. This course is not open to native speakers of Spanish or those who have previously taken more than one course in Spanish. Canadian Political Economy This course introduces the basic principles of macroeconomic theory and its relevance in economic decision-making in a market economy with a large public sector. Special emphasis is placed on the role of government in the economy and on the application of economic theory in policy development within the framework of the Canadian federation. Topical content focuses on some of the major problems and issues in Canadian society today and their roots in our colonial heritage, resource-based economy, and interdependence of economic, political, social and cultural spheres. 28 Course Title Calendar Course Description Canadian Politics and Government This course is designed to introduce students to the complexities, variations and history of the Canadian political system. A significant premise anchoring the content is the historical perspective of the political and economic aspects of government. Students will learn the difference between federal and provincial powers as established in and delineated by the British North America Act. The executive, legislative and judiciary triangle of authority will be reviewed, in addition to the current reliance on Parliamentary and Senate committees in public policy-making. Students will also examine significant features and impacts of Canadian federalism, regionalism, Quebec’s “distinct society”, immigration, multiculturalism and social policy. Canadian Short Story The Canadian short story is arguably the pre-eminent genre of Canadian literature, its legacy reaching back to the comic sketches of the Nineteenth century and ranging over the numerous experiments of story telling in the Twentieth century and beyond. Alongside the enchantment of entering—in a single sitting—the same narrative room peopled by novels, the Canadian short story also exposes briefly but intensely the contours of our country’s regions, our history, and our increasingly complex culture. We will consider a variety of stories from a variety of periods and contexts, and where possible, supplement our readings with film adaptations of the stories Canadians and Americans This course analyzes Canadian and American culture and society in their historical contexts, examining differences and similarities, in an effort to better understand current issues in Canada and the United States and the interrelationships and tensions which exist between these two countries. Cities and Civilizations This course is a multidisciplinary introduction to the study of cities. Key themes and theoretical debates in urban studies will be examines by studying the stories of several great cities. We will discuss the relationship between the physical spaces of cities and their cultural-philosophical aspects. Students will develop a critical understanding of the role of urbanization in civilizations, urban processes and cultures, and then explore methods of applying these ideas to current social/political/aesthetic debates. 29 Course Title Creative Writing Critical Thinking I Critical Thinking II Calendar Course Description This intensive writing course uses a workshop format to allow students to hone their skills in creative writing through frequent critiques and in-class analysis and feedback from their peers as well as their professor. Its focus on nurturing the creative process and helping students learn to express themselves clearly and persuasively in their writing. This subject will introduce the student to the basic elements of critical thinking. Topics covered in the first semester of the subject include: structure and types of argument, deduction and induction, degrees of certainty in reasoning, formal and informal of validity fallacies, and proofs In this course we will critically examine systems of reasoning developed by selected thinkers in their attempts to explain our understandings of the natural world and of our places in society. Drawing from such diverse areas as philosophy, religion, psychology, political theory, and science, the course material will require students to consider many of the epistemological frameworks within which social analysts have pursued their understanding of people in society. Reflecting a conceptual and historical orientation, this course will also emphasize the social determinants of the systems of thought and analysis that we examine. Current Issues in Canada Everyone is affected by economic, environmental and social circumstances: health care, education, housing, job opportunities, social services and social values, and the condition of the environment. The purpose of this course is to increase your understanding of current social and economic issues and your ability to analyze information about those issues, and to provide a basis for your participation in Canadian society. Digital Dilemmas Cyber-anonymity often allows us to feel we can do almost anything with the technology. However, just because we can do it, should we? This course aims to explore the moral implications involved in the design and use of various services, entertainment, and communities on the Internet. Exploring issues such as cyber-identities, cyber-communities, race and gender, public and private spaces, gaming and violence, and artificial intelligence will allow students to build moral competence as they reflect critically on their future work in Web site design, games programming, Internet development, and network security. 30 Course Title Food For Thought Introduction to Political Science Calendar Course Description This course examines the many roles of food in our lives. Through a variety of media, students will explore the physiological, psychological and sociological importance of food. The course examines such topics as holidays and rituals, food and the life cycle, food fads and myths, traditions, food etiquette, food and health, and international foods. Political science is the study of power. How we share power and how power shapes society are central themes of this Introduction to Political Science course. Discover the value of being a “good citizen”. Find out why consumer advocate Ralph Nader said that you should turn on to politics before politics turn on you. Find out why Sir Winston Churchill felt that democracies were the worst form of government except for all the others. In today’s complex world, politic scientists play a crucial role in understanding all levels of human interaction. Political science seeks to understand how the state, the structures of government and the political process impacts individuals. This course will examine the basic concepts and approaches of political science. A basic goal will be to enhance students’ research ability, critical thinking skills and communication skills. Introductory to Psychology The discipline of psychology is the study of human behaviour. It is concerned with the observable behaviour of an individual and its relationship to unseen mental and physical processes, as well as to external events. Introduction to Psychology will provide a framework within which the student can begin to explore the human personality. Introduction to Sociology Sociology is the scientific study of society. This course is a general introduction to the concepts, theories, and major perspectives of sociology. An examination f research studies drawn from the Canadian society and beyond our borders will highlight the significance of utilizing a sociological perspective or sociological imagination. 31 Course Title Calendar Course Description Introduction to World Literature Through an examination of a selection of major authors, trends, genres and styles, this course offers a panorama of the landmarks in Western Literature. The learner begins the exploration of Western Literature with Antiquity, continues through the Middle Ages and ends with the Renaissance. Through an examination of seminal works created in these periods, the course explores both the changes and the continuity in Western literary tradition throughout the ages, leading up to the present. Introduction to World Literature II This course continues the study of the Western literary tradition developed in Introduction to World Literature I. The learners continue the exploration of major authors, trends, genres and styles of western Literature beginning with the Age of Neoclassicism in the eighteenth century, through Romanticism, Realism, and Naturalism in the nineteenth century, and ending with the poetry, prose and drama of the first half of the twentieth century. This course is designed for students who have little or no knowledge of the French language. Through the use of listening activities, structured exercises and role-playing, students will learn the basic vocabulary and grammar structures of the French language, which will enable them to express themselves in class and encourage them to communicate in real situations outside the classroom. E-learning is incorporated into the learning process to assist learners in practicing key concepts outside the classroom. Introductory French I Introductory French II This course continues the basic, comprehensive training in both oral and written French begun in Introductory French I. This courses stresses language acquisition through student involvement in listening activities, structured exercises and roleplaying. While previously learned content is reinforced, more complex structures and more involved situations are introduced thereby encouraging students to express themselves more freely on a wider range of subjects. E-learning is incorporated into the learning process to assist learners in practicing key concepts outside the classroom. 32 Course Title Calendar Course Description Introductory Spanish I Spanish as a Second Language This course is designed for learners with little or no knowledge of the Spanish language. Through the use of listening activities, structured exercises and role-playing, students will learn the basic vocabulary and grammar structures of the French language, which will enable them to express themselves in class and encourage them to communicate in real situations outside the classroom. E-learning is incorporated into the learning process to assist learners in practicing key concepts outside the classroom. Introductory Spanish II Spanish as a Second Language This course is designed for students who have some knowledge of the Spanish language but have not completed Grade 11 Spanish. It continues the basic, comprehensive training in both written and oral Spanish begun in Introductory Spanish I. As in SPA100, this course stresses language acquisition through student involvement in listening activities, structured exercises and role-playing. While previously learned content is reinforce, more complex structures an more involved situations are introduced thereby encouraging students to express themselves more freely on a wider range of subjects. . E-learning is incorporated into the learning process to assist learners in practicing key concepts outside the classroom. Media and the Information Age The average person spends 2,600 hours per year watching TV or listening to the radio. That’s 325 eight-hour days, a full-time job! We spend another 900 hours with other media, including newspapers, books, magazines, music, film, home video, video games, and the Internet. That’s about 3,500 hours of media use, more time than we spend on anything else, including working or sleeping. This consumption of information sustains our economy and most of the economic activity in North America now involves producing, processing or distributing information including the output of the mass media, Internet, telecommunications and computer industries. The goal of this course is to prepare students to thrive in this newly integrated communications and information environment. 33 Course Title Calendar Course Description Media as Art Form This course introduces students to the language and structure of visual media products. To “see” and “read” a film, television production or music video with critical awareness requires knowledge of the components of production, awareness of the history of film, and learning how meaning is relayed through a composition of image, sound and light. This subject offers a structured approach to the appreciation of visual media through study of elements of of production, modes of visual reality, perception and product, genre, formation of meaning, auteurs and creative signatures, narrative modes, and art and marketing. Middle Eastern Societies This course is designed to introduce learners to the Middle Eastern Culture. The Middle Eastern culture is explore through its peoples, cultural heritage, and its current international and regional problems. Historically, this region is considered the “cradle of civilization,” an ancient heartland of great empires, famous cities, and the birthplace of the three major monotheistic religions: Islam, Christianity, and Judaism. E-learning is incorporated throughout the content of this course. Municipal Issues Canada’s municipalities are in the midst of a revolution. Federal, provincial and municipal governments are actively engaged in an interactive series of dynamic negotiations over the role that municipalities will play in the design and delivery of a wide range of services to the public in the 21st century. It’s an exciting time to be part of that process. This subject will introduce students to the central themes that are at the core of these negotiations and expose them to the potential for exciting and rewarding careers at the municipal level. Physical Geography This subject will familiarize the student with those physicalenvironmental processes that influence the habitability and landscapes of our planet. Special emphasis will be placed on studying and analyzing aspects of biosphere, atmosphere, hydrosphere and lithosphere (geosphere) from a systems perspective. 34 Course Title Calendar Course Description Popular Literature Popular Literature is the study of fiction read for pleasure and written for profit. In this course the learners read selections from the five genres of popular fiction: horror, romance, science fiction, crime and adventure. As well, the course will explore the history and theory of popular fiction. E-learning is integrated in the course for virtual discussion of assigned material. Principles of Psychology As we move through the world and interact with those around us, we all play the role of “psychologist”, trying to understand why we and others do what we do, feel what we feel, think what we think. This course is designed to introduce you to the scientific study of human behaviour and mental processes. By understanding how psychological research is conducted, by examining the evidence that has been accumulated in the field, and by using critical thinking and analysis, it is hoped that the assumptions and intuition you have gained through your own experience with the world will be re-examined and re-evaluated in a new and interesting light. A variety of areas within this broad and fascinating field will be examined. These may include learning, memory, social psychology, developmental psychology, stress and health, personality, and abnormal psychology. Science Fiction As a literary mode, science fiction (sf) possesses its own history and conventions and is a fundamental means of exploring such philosophical/social/historical concepts as: humanity’s place in the universe; godly power and immorality; mechanization and dehumanization; defining/factoring humanity; gender construction; the psychological impact of time; and, post/humanism. This course is a survey of sf’s key literatures, authors, and theories and is structured in a chronological manner, starting with H.G. Wells as a representative “father” of sf’s early origins and continuing through the Golden Age, the New Wave, feminism, and cyberpunk/post-cyberpunk writings. The Biology of Aging Reflecting current demographic trends and issues in society, as well as personal aging, this subject examines the basic operating systems in the human body and age related physical and functional changes and dysfunctions. E-learning is incorporated into the learning process, allowing for key concepts to presented through an interactive process. 35 Course Title Calendar Course Description Themes in Canadian History This course introduces students to the complexities, variations and background of selected issues in Canadian history. Using the methodology of social history, learners will analyze and discuss the historical and contemporary significance of issues including: Canadian Government and Politics, Aboriginal Peoples, Industrialization and Urbanization, Religious Life and Culture, Gender and Immigration and Ethnicity. Urban Studies This course is a survey introduction to the interdisciplinary field of urban studies. Students will examine both theoretical and practical approaches in the study of cities taking into consideration the roles of history, politics, culture, ecology and economics in the development of urban settings. We will consider fundamental issues such as the history of urbanization and the evolution of city form, planning theory and practice, community, municipal policy-making, delivery of services and infrastructure. A major focus of the course will be on Canadian urbanization in a global context. Work in Canada This course examines the nature of the society learners are socialized into and the place of men and women in this society. A major theme of the course is the nature of work with particular emphasis on the Canadian society. Since there is a relationship between job opportunities and general social and technological change, this aspect of work will also be examined along with the conflicts which often surface under these circumstances. Modern Social and Political Thought This course introduces students to the seminal ideas of major western thinkers of the modern period through a consideration of a select number of the representative primary texts. While not exhaustive, these texts illustrate the interactive nature of the disciplines, the vital flow of influence between science, philosophy and the arts. As a result, this course will facilitate the development of the students’ capacity to think both critically and historically about their own time, as well as about the past. 36 Course Title Calendar Course Description The Short Story The short story is one of the most popular and accessible literary forms today. This course examines the development and range of short fiction in several contexts, specifically literary, historical and international. Through close readings of slected stories, students will cross many cultures and times, explore a variety of fictional styles and techniques and, in the process, discover the unique qualities of this genre. The course will begin with those writers who have had a shaping influence on the tradition and move on to those who have enriched it by taking it in strikingly new directions. Asian/North American Literature This course focuses on authors of Asian background who write about their experiences with their adopted culture and examine how they have been affected by immigration or by being born into a non-Asian culture. Themes of isolation and identification are joined with themes of growth, adaptation and self-discovery. Readings will come from authors of South Asian, Chinese, Korean and Japanese background. Understanding Science and Technology This course explores the history, philosophy and social contributions of science and technology. Designed for those with no background in the sciences, it will introduce learners to important topics including modern medical ethics, the use of modern communications technology and the application of the scientific method to contemporary environmental questions. Elearning is incorporated through the course, assisting learners in developing skills a variety of communication methods. 37 Course Title Calendar Course Description Global Politics This introductory course on international relations aims to help students interpret international and global events, and to make practical use of this knowledge in their daily lives. Recently, the increasing flow of trade, capital, people and ideas around the world has caused an unprecedented level of political, social and economic integration. Events in one part of the globe cause significant changes in another. For example, the fall of the Berlin Wall in 1989, the terrorist attacks on American soil of September 11, 2001, and the Indian Ocean Tsunami in 2004, have worldwide social, economic and political implications. Students of global politics will draw on other disciplines such as geography, philosophy, economics, psychology, law, ecology, history and sociology, to analyze and make sense of these events. They will also examine issues such as globalization, human rights, terrorism, global warming, nuclear proliferation, immigration, and organized crime. The History of the United States This course is intended to introduce students to the history of the United States and provide a foundation for both further studies in U.S. history and subsequent humanities and social science courses. The course covers selected topics in the social, political, and economic history of the United States including but not limited to the American Revolution; constitutional development; social reform movements such as Jacksonianism, Progressivism, and Civil Rights; the development of corporate capitalism and the welfare state; and the role of the United States in world affairs during the 20th Century. The course will use both a textbook and primary reader to develop students’ ability to read historical documents critically and analytically. 38 Course Title How Things Work This course explores the relevance of physical science to our life. It uses everyday objects and familiar phenomena to introduce basic physics ideas and concepts. The students taking the course will gain a deeper understanding of the laws of nature and the way scientists and engineers apply them for further advancements in technology. Developments in power generation, communication, medical imaging, are only some of the many examples of practical applications of fundamental discoveries in physical sciences. As a result of the course, the students will develop a better understanding of science and its relevance to our everyday life. Introduction to Astronomy This course introduces the students to the science of astronomy. They will study the planets, stars, galaxies, the structure of the observable universe and our place in it. Students will understand the Earth’s motions, the reason for seasons, tides, and eclipses. They will learn about the current views on the Solar System, on the nature of stars and their evolution. Students will gain understanding of galaxies and the history of the observable universe. As a result, they will develop a better appreciation of the beauty of the Cosmos and the scientific quest to understand it. Introduction to Geometry This course serves as an introduction to Euclidean and nonEuclidean geometries using both deductive and analytic techniques. Students will broaden their mathematical knowledge and abstract reasoning skills by exploring and solving problems in geometry, including axiomatic systems, Euclidean geometry and analytic geometry of planes and space, as well as nonEuclidean and projective geometries. Students will also further develop their understanding of mathematical proofs. Calendar Course Description 39 Upper Level Liberal Studies Options Course Title Calendar Course Description Canada: The Rise of the Modern Nation This course undertakes a critical examination of seminal ideas, events, forces and people influencing the course of Canadian history. The organizing principle will be thematic: four themes of twentieth century Canadian history. The course will also consider the absence or marginalization of a wide range of voices describing histories from differing perspectives. Canadian Autobiography Why do people write their stories? What can we learn from reading auto-biographies? What would we choose to write about ourselves? These are the main questions considered in this course. We will read two auto-biographies by "new" Canadians; two men who arrived to the safe shores of Canada after experiencing the horrors of war and without English. As adults, these authors retell their childhood stories. Their adult perspectives influence what and how they tell their stories. Can we discern it? Does it matter? What have they revealed about themselves, their families, their countries of origin? We will explore these questions through online discussions and individual autobiographical writing. Canadian Popular Music Sarah McLachlan, Bruce Cockburn, Ashley MacIsaac: these are just a few contemporary musicians on the current pop music scene who form part of a distinguished tradition in Canadian folkrock culture that can be traced back to the popular music explosion of the 1960s. This mid-twentieth century renaissance witnessed the beginning of such international folk legends as Bob Dylan, Joan Baez, and James Taylor. But what remains largely unknown is the contribution of Canadian musicians to this movement. This course traces the Canadian legacy from its 1960s roots to its various present incarnations and hybrids, focusing particularly on song lyrics and historical contexts within which the songs and musicians enjoy(ed) popularity. 40 Course Title Calendar Course Description Cultural Trash: Waste, Excess and Repression North America is populated by people who have rejected their origins in efforts to create new lives in America. This revolutionary mindset creates novelty, yet attempts to dispose of much that festers underground. In looking at the production and nature of waste in America, we will read literature as a tool to reconsider ecological systems. This course focuses on our culture’s propensity for trash: producing waste upon the earth, and treating people as waste. In addition to reading literary representations of environmental mistreatment, we will look at archaeological studies of landfills to see how our waste defines us. Recent writers re-envision the human race by paying attention to indigenous and ecological connections. Globalization in the 20th Century and Beyond The 20th century has experienced great social upheaval and transformation. We fought two world wars, saw the rise and fall of the Soviet communist regime, experienced dramatic technological advances and witnessed the ascendancy of capitalism as the primary global economic model. This course will survey the historical context of the battle between state controlled economics and market driven globalization. We will look to the future and examine how these forces of globalization are creating political, economic, and social rifts in the global population. The course will also emphasize research and analysis to allow students to gain a critical perspective of today’s international community. 41 Course Title Calendar Course Description Movies and Meaning This subject offers students opportunities to learn how the elements of film structure create meaning. Film is a complex collaborative art form with its own structural and syntactical patterns whose presence and operation often elude moviegoers. Audiences' subliminal and conscious absorption of meaning, however, depends on elements of film structure. This subject will provide an introduction to how a technological art form functions and how movies work. It will present movies and film clips to help students grasp each production element and get a sense of film's one-hundred-year history. Students will follow a structured approach to understanding how meaning is relayed through light, sound, and motion. LSO 478 introduces students to the language and structure of visual media products. To 'see' and ‘read’ a film, television production, website, or music video with critical awareness requires learning how film technology creates and shapes meaning. LSO 478 offers a structured approach to learning how visual media forms work, including • elements of production • formation of meaning • modes of visual reality • auteurs & creative signatures • perception and product • narrative modes in visual media • genre • art and marketing. The Culture of Image We live in an image age. As a result, we are constantly bombarded by images that not only tell us what to buy but, more often than not, who we are and what to think. In this course students will examine the position of power that the producers and distributors of these images hold in our society. By examining such issues and the identity, agenda, political ideology and financial importance of these sellers of ‘culture’ students will develop a critical position from which to examine and understand these images as expressions of culture and popular culture. 42 Course Title Calendar Course Description Art, Science, and Although art and science seem like an unlikely pair, several key Technology: Intersections elements unite these two disparate fields. This course explores the role of science as a subject of artistic endeavors, the contribution artists have made to scientific theory, and the effect of technological advances on artistic practices. While it will require a greater historical backdrop of both the artistic and scientific periods, this course does not require one to have an extensive background in science or art as it will provide students with basic terminology, historical context, and tools needed to analyze the works of art with this perspective in mind. Contemporary Issues in This is a course in psychopathology, or the scientific study of Abnormal Psychology mental disorders. Building on students’ understanding of psychology as a scientific discipline, the course provides a broad survey of abnormal behavior, with emphasis on a scientific approach to understanding its origins, maintenance and treatment. Students will examine contemporary issues in psychological disturbance and treatment, review research evidence, and become acquainted with the variety of approaches to how abnormality and psychopathology is currently conceptualized, classified, and managed. The course will not simply present a list of "facts" about different forms of abnormal behavior; rather, students will develop critical thinking skills as applied to theories and treatments relevant for each disorder. Narrative, Drama and the Narrative and drama, though certainly the subject of theatre and Visual Arts literature, have also greatly impacted the visual arts, including painting, sculpture, printmaking and even architecture. Accordingly, this course investigates the impact that drama and narrative have on the visual arts, and how these two forces are conveyed through images. Since both narrative and drama have formal elements, these will be analyzed and mapped onto the formal and stylistic elements of visual arts that are employed to convey content. Students will discover the joy of art criticism and interpretation as it relates to the drama of fictional and real narratives that represent human experience. 43 Course Title Economics of Immigration Calendar Course Description This course applies economic principles to immigration with special reference to Canadian economy. This course will explore immigration trends, policies and programs. It will also analyze an impact of immigration on labour supply and demand behaviour in Canada. Census and the other published data will be analyzed to understand the present and future impact of immigration policy on Canadian economy. The acquired tools will be applied to topics such as brain drain, immigration support programs, discrimination and unemployment. This course will conclude by conducting a comparative study of immigration policies in Canada, United States and Europe Women and Gender in This course will explore selected topics in the history of women European History in Europe from the Middle Ages to the 20th century. It will consider how gender shaped women’s participation in the major historical events of the period and influenced daily life. Women and Gender in This course will explore selected topics in the history of women European History in Europe from the Middle Ages to the 20th century. It will consider how gender shaped women’s participation in the major historical events of the period and influenced daily life. Film and Philosophy Film and Philosophy offers students an introduction to the main schools of Western philosophy and introduces the theoretical discipline of film, representation theory. Capitalizing on film’s unique property as representational medium, Film and Philosophy examines how films undertake the task of philosophy. This course presents a range of classic and contemporary films as opportunities for study and speculation based on the works of such philosophers such as Plato, Aquinas, Descartes, Berkeley, Spinoza, Locke, Hume, Kant, and Sartre. Heroes and Heroines in What is a hero? What is a heroine? And can an ordinary person Western Literature be a hero or a heroine? What qualities would distinguish them from others? Can a hero or a heroine be threatening, yet heroic? What if they are sarcastic and cynical, can they still be considered heroic? This course explores the tragic, comedic, shocking, violent sarcastic and evil aspects of heroism. Students will closely examine heroes and heroines through the analysis of characters, and the understanding of their achievements. This course also analyzes the ways in which heroes go above and beyond societal boundaries to achieve their goals. 44 Course Title Calendar Course Description Nutrition Through the Life Nutritional status and nutritional requirement are explored using Span a life span model. From a multiple determinant perspective, nutrition is positioned as a significant factor affecting health at each life stage. The importance of nutrition on the developing foetus, and its impact on development of chronic disease in later life is reviewed in the context of available literature. Emphasis is placed on nutrient requirements, adaptation, growth and development as well as current areas of research and controversy at each stage of the life cycle. Areas of emphasis include feeding and eating principles, high risk populations, women’s health needs, and nutrition challenges presented by our aging society. Relevant health and education policy, program and evaluation strategies are presented. Scientific Revolutions This course focuses on understanding historical episodes of dramatic scientific change. We will examine the emergence of heliocentric astronomy, Newton’s discovery of universal gravitation, the controversy over evolution by natural selection, and the emergence of the theory of relativity. These historical episodes illuminate the interplay between scientific ideals and social realities in the development of science. The Global Financial Could the Global Financial Crisis of 2008-2009 have been prevented? How effective are the policies and regulations for Crisis: 2008-2009 overcoming the Great Recession associated with this crisis? We will scrutinize the events of this crisis, and investigate its causes, effects and remedies. The analysis will be anchored in an understanding of the fundamental elements of the financial system, monetary and fiscal policies, and international trade. The Television Age This course introduces students to the technology, politics, economics, philosophy, ideology and morality of televisions. Students are asked to look critically behind the scenes of the television world and discern the various patterns of industry structure and thematic content. Students require access to a television. 45 F. b. Undergraduate Schedule II Category Course Title Total Core Course Semester Hours Communications Writing Strategies I 42 Writing Strategies II 42 Presentation Skills 42 Liberal Studies Option – Literature Humanities 42 World Civilizations 126 Liberal Studies Option – Humanities Social Science Natural Science Total NonCore Course Semester Hours 42 Course Prerequisites And Co-Requisites Highest qualification earned and discipline of study (or required) Not Applicable Writing Strategies I Writing Strategies II Writing Strategies I and II PhD (Comparative Lit.) Not Applicable PhD (History) 126 Introduction to Mathematics 42 Not Applicable Introduction to Statistics 42 Introduction to PhD (Literature) World Civilizations Introduction to the Social Sciences Liberal Studies Option – Social Science Not Applicable 42 PhD (Literature) PhD (Psychology) Introduction to the Social Sciences M.A., PhD (Candidate) (Mathematics) 49 Introduction to the Natural Sciences Liberal Studies Option – Natural Science Critical Analysis of Research Applied Research Methods Applied Research Project 42 Vocational 15 vocational courses 630 Liberal Studies Options 4 additional courses from any category Research 42 42 42 PhD (Astronomy) Introduction to the Natural Sciences Not Applicable PhD (Higher Ed.) Critical Analysis of Research Applied Research Methods 126 PhD (Higher Ed.) PhD (Higher Ed.) As described in previous Seneca approved degrees 168 Subtotal Course Hours Total Program Hours Additional Requirements Mathematics Not Applicable 1344 336 1680 Co-op Professional Practice Co-op Integration and Career Planning Co-op Work Term Introduction to Computers and Applications 14 MEd 14 MEd 28 50 G. Work Experience Co-Operative Education CPP 600 Hours Course Title Calendar Course Description 1 Co-op Professional Practice CPP 700 1 Co-op Integration and Career Planning Co-op education is meant to provide learners with the opportunity to integrate academic learning with relevant work experience. It also provides students with the opportunity to learn more about themselves and their chosen field of study. The purpose of this work term is to enable the learner to make a smooth transition from the academic setting to a work environment. In this course, learners will develop strategies to assist them in the job search process. The integration of classroom activities with work term experience is vital for the complete and successful learning and understanding of co-op work placement experiences. Structured integration and reflective learning with peers provides the opportunity to evaluate work experience into a broader context. Guest speakers from the industry will give students further employment exposure and an opportunity to network. Pre-requisite: CPP600 The student is employed in an approved and monitored co-op work/learn position in a field related to his/her academic program. CWT 100 Co- Op Work Term 51 Students who begin the program in Year One will participate in a work placement in the summer between Years Three and Four. The nature of the work placement will depend on the vocational stream chosen. Students will be eligible for the work placements which have been developed for the degree program with which the vocational stream is affiliated. (See previous Seneca submissions for evidence of support). Students who have completed a two or three year diploma and join the program in Semester 4 or 5 will participate in a co-op work term in the summer between Years Three and Four. These students will complete a work placement relevant to their vocational program. Students with a minimum of two years’ full-time work experience in a position relevant to the program from which they graduated may be granted credit for the co-op work term. Supporting documentation from a supervisor indicating both the nature of the student’s work and satisfactory performance will be required. If granted, the student will also be granted credit for CPP 600, Co-op Professional Practice, and CPP700, Co-op Integration and Career Planning. Students may find a work placement with an employer who seeks degree graduates and provides on-the-job training. Such employment may be, for example, in the public service sector or with a non-profit agency. Because it is anticipated that students will join the program having completed a wide array of diploma programs, the College intends to assign a co-op coordinator to support this program. Students will be supported throughout the co-op work experience in the following ways: • Developing, with each student, appropriate work placements with attendant job descriptions • Supporting the student during the application process • Monitoring the selection and placement confirmation process • Acting as liaison between the student and the work placement on an on-going basis • Providing individual advisement re placement issues • Visiting the student on site to evaluate performance 52 Work Experience Outcomes and Evaluation Work Experience Outcomes How Work Experience Puts Into Practice the Program Outcomes Method of Evaluating Student During Placement Upon successful completion of the co-op work experience, students will be able to: The primary goals of the coop work experience are to provide students with an opportunity to: The students’ performance at their placements will be evaluated by both their supervisor and the co-op coordinator. Evaluations will consist of an employer questionnaire, an interview with the employer and an interview with the student. 1. Apply the applied skills and theoretical knowledge relevant to their vocational program. • Apply the skills and theories they have learned in their vocational program in a work environment • Develop critical professional skills (e.g. time management, conflict resolution, etc) 2. Show effective communication, management and leadership skills 3. Demonstrate the ability to interpret problems, judge decisions and analyze situations in the work force. 4. Use current workplace technologies effectively. 5. Demonstrate time management skills to meet assigned deadlines. 6. Demonstrate effective interpersonal and team building skills. 7. Demonstrate a professional and ethical attitude in their work placement. 8. Research appropriate employer information from a variety of sources. 9. Apply a variety of job search techniques to find employment. 10. Prepare a professional Application of Skills and Theories The student will have the opportunity to put into practice a specific set of skills and knowledge acquired through the vocational stream of the program or in a previous diploma program. Integration of technology in the workplace will be reinforced. Professional Skills Development The co-op work term provides the student with the opportunity to become involved in real-life work experiences where critical thinking, problem solving and interpersonal skills are 53 resume and cover letter and use them as marketing in their job search. 11. Apply job interview techniques in order to present themselves in a confident and professional manner. utilized. Learners will develop their written and oral communication skills and time management skills through the on-time delivery of projects and assignments. Following the work term, the student will be required to take the Co-op Integration and Career Planning, a course which provides the opportunity to assess and evaluate the work experience. 54 K. Gap Analysis One of the goals of the proposed Bachelor of Interdisciplinary Studies degree program is to provide a degree completion opportunity for graduates of any two or three year college diploma program. In addition to the vocational skills they will have developed in their diploma program, this proposed degree program will provide them with the depth and breadth of a liberal arts education, with more fully developed transferable skills and with well developed research and information fluency skills. Graduates of two-year diploma programs will receive block credit equivalent of up to 45 of the 120 required credits. Thirty of these will be vocational credits. The remaining fifteen credits will be assessed on an individual basis and depend on the diploma program completed. All graduates of two-year diploma programs will be required to take the five-course upper level vocational stream (15 credits) as described in the Bridging Course section of this proposal. Graduates of three-year diploma programs will receive block credit equivalent of up to 60 of the program’s 120 credits. Forty-five of these will be vocational credits. The remaining fifteen credits will be assessed on an individual basis and depend on the program completed. Table 1 – Gap Analysis – Graduates of Two-Year Diploma Programs BIS Program Learning Outcome Gap Analysis Remediation of Gap Demonstrate an understanding of and ability to work in a specific vocational field related to a program offered by a College. The diploma program covers this knowledge, but this outcome will be further developed to meet the degree level standard. Five course vocational stream Demonstrate an understanding of and ability to apply this knowledge in theoretical situations. The diploma program covers this knowledge, but this outcome will be further developed to meet the degree level standard. Five course vocational stream Demonstrate an ability to apply this knowledge in real situations. The diploma program covers this knowledge, but this outcome will be further developed to meet the degree level standard. Five course vocational stream Demonstrate an understanding and ability to This outcome is not addressed in a diploma BIH 100 – World Civilizations 250 analyze information from an interdisciplinary perspective. program. BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to the Natural Sciences Demonstrate effective critical thinking and problem-solving skills in academic and workplace settings. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. All required courses, but particularly, LSP 601 – Critical Analysis of Research LSP 701 – Applied Research Methods LSP 801 – Applied Research Project CPP 600 – Co-op Professional Practice CPP 700 – Co-op Integration and Career Planning CWT 100 – Co-op Work Term Select and apply current workplace technology as appropriate to a situation or problem. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. BIN 400 – Introduction to Statistics Demonstrate depth and breadth of knowledge regarding those disciplines traditionally regarded as fundamental to a liberal arts education. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. BIH 100 – World Civilizations BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to the Natural Sciences All Liberal Studies Options Solve complex problems by employing various disciplinary and interdisciplinary ideas, tools and techniques in innovative and integrative ways. Diploma students are exposed to this outcome at an introductory level. This outcome will be further developed to meet the degree level standard. BIH 100 – World Civilizations BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to the Natural Sciences 251 All Liberal Studies Options LSP 601 – Critical Analysis of Research LSP 701 – Applied Research Methods LSP 801 – Applied Research Project Access, analyze and synthesize information, both quantitative and qualitative, from primary and secondary sources. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. BIN 400 – Introduction to Statistics LSP 601 – Critical Analysis of Research LSP 701 – Applied Research Methods LSP 801– Applied Research Project Critically analyze the forces that shape values, ideas and societal circumstances, and present them in an academically structured, sustained and well-supported argument. Diploma students are exposed to this outcome at an introductory level. This outcome will be further developed to meet the degree level standard. BIH 100 – world Civilizations BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to Natural Science All Liberal Studies Options LSP 801 – Applied Research Project Communicate ideas by selecting the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, cohesive and correctly. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. LSP 400 – Presentation Skills LSP 601 – Critical Analysis of Research LSP 701 – Applied Research Methods LSP 801– Applied Research Project CPP 600 – Co-op Professional Practice 252 All Liberal Studies Options Work effectively and cooperatively as a team member, using appropriate strategies and taking initiative. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. LSP 400 – Presentation Skills Demonstrate an ability to evaluate a situation and make ethical and socially responsible decisions. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. All courses, but particularly, CWT 100 – Co-op Work Term BIH 100 – World Civilizations BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to the Natural Sciences CWT 100 – Co-op Work Term Demonstrate an understanding of the importance of lifelong learning available through, for example, self-directed learning, team learning, webbased learning and career planning. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. All courses, but particularly, CPP 600 – Co-op Professional Practice CPP 700 – Co-op Integration and Career Planning CWT 100 – Co-op Work Term Gap Analysis – Graduates of Three-Year Diploma Programs BIS Program Learning Outcome Gap Analysis Remediation of Gap Demonstrate an understanding of and ability to work in a specific vocational field related to a program offered by a College. Graduates of diploma programs will have sufficient exposure to this learning outcome. N/A Demonstrate an understanding of and ability to apply this knowledge in theoretical situations. Graduates of diploma programs will have sufficient exposure to this learning outcome. N/A 253 Demonstrate an ability to apply this knowledge in real situations. Graduates of diploma programs will have sufficient exposure to this learning outcome. N/A Demonstrate an understanding and ability to analyze information from an interdisciplinary perspective. This outcome is not addressed in a diploma program. BIH 100 – World Civilizations BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to the Natural Sciences Demonstrate effective critical thinking and problem-solving skills in academic and workplace settings. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. All required courses, but particularly, LSP 601 – Critical Analysis of Research LSP 701 – Applied Research Methods LSP 801 – Applied Research Project CPP 600 – Co-op Professional Practice CPP 700 – Co-op Integration and Career Planning CWT 100 – Co-op Work Term Select and apply current workplace technology as appropriate to a situation or problem. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. BIN 400 – Introduction to Statistics Demonstrate depth and breadth of knowledge regarding those disciplines traditionally regarded as fundamental to a liberal arts education. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. BIH 100 – World Civilizations BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to the Natural Sciences All Liberal Studies Options Solve complex problems by Diploma students are exposed BIH 100 – World Civilizations 254 employing various disciplinary and interdisciplinary ideas, tools and techniques in innovative and integrative ways. to this outcome at an introductory level. This outcome will be further developed to meet the degree level standard. BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to the Natural Sciences All Liberal Studies Options LSP 601 – Critical Analysis of Research LSP 701 – Applied Research Methods LSP 801 – Applied Research Project Access, analyze and synthesize information, both quantitative and qualitative, from primary and secondary sources. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. BIN 400 – Introduction to Statistics LSP 601 – Critical Analysis of Research LSP 701 – Applied Research Methods LSP 801– Applied Research Project Critically analyze the forces that shape values, ideas and societal circumstances, and present them in an academically structured, sustained and well-supported argument. Diploma students are exposed to this outcome at an introductory level. This outcome will be further developed to meet the degree level standard. BIH 100 – world Civilizations BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to the Natural Sciences All Liberal Studies Options LSP 801 – Applied Research Project Communicate ideas by selecting the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, cohesive and correctly. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. LSP 400 – Presentation Skills LSP 601 – Critical Analysis of Research LSP 701 – Applied Research Methods 255 LSP 801 Applied Research Project CPP 600 – Co-op Professional Practice All Liberal Studies Options Work effectively and cooperatively as a team member, using appropriate strategies and taking initiative. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. LSP 400 – Presentation Skills Demonstrate an ability to evaluate a situation and make ethical and socially responsible decisions. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. All courses, but particularly, CWT 100 – Co-op work Term BIH 100 – World Civilizations BIS 100 – Introduction to the Social Sciences BIN 150 – Introduction to the Natural Sciences CWT 100 – Co-op Work Term Demonstrate an understanding of the importance lifelong learning available through, for example, self-directed learning, team learning, webbased learning and career planning. This outcome is addressed in diploma programs but will be further developed to meet the degree level standard. All courses, but particularly, CPP 600 – Co-op Professional Practice CPP 700 – Co-op Integration and Career Planning CWT 100 – Co-op Work Term 256 Section 4: Delivery Method 4. DELIVERY METHOD A. Introduction The proposed Bachelor of Interdisciplinary Studies degree will be delivered in such a way as to achieve the proposed learning outcomes at the degree level and to meet the benchmarks of this standard. Contained in the Policies file is the College’s policy on Quality Assurance, which describes Seneca’s commitment to regular academic program review and the College’s capacity to provide college-wide infrastructure and student support services such as libraries, learning centres, computer labs, appropriately equipped classrooms, student services and student work space. Seneca’s Program Review Policy and Procedures mandates that program content and delivery is examined regularly to ensure that learning outcomes are met and that adequate resources, human and physical, are available. The key elements of program review include the following topics: program content, program infrastructure/delivery, curriculum, teaching/learning/program effectiveness, and recommendations. This comprehensive review is undertaken for degree programs at the time of renewal and is used as the self-evaluation component of the degree renewal process. The College Policy on Student Feedback mandates that annually a minimum of three classes per professor be assessed by students using a survey normally administered each fall term. The policy also describes other aspects of the College’s Faculty Review process, which is made up of three additional elements: peer review and self evaluation, which are voluntary, and performance evaluation by the chair, which is required at least once every four years. Academic advising is available to students through both the School’s student advisor and the program coordinator. Non-academic support is available through Student Services including counseling and disability services, peer mentoring, financial services and tutorial support. Student performance is reviewed informally at mid-semester, with letters sent to poorly performing students advising them to meet with the program coordinator. Formal discussions take place at the end of each semester at Promotion Committee meetings held to review each student’s transcript. Students who do not meet the 2.0 GPA requirement are normally withdrawn from the program and advised to transfer to a high affinity diploma program. A student may be put on probation for one semester. Students have access to faculty through posted office hours by phone or electronically by email. Group projects are included in many courses and in addition to promoting skills in teamwork and negotiation, help in creating communities of learners. Students are encouraged to create their own study groups thus establishing a support system. For on-line delivery, the creation of academic community among students and between students and faculty is achieved through synchronous and asynchronous discussion tools which promote enhanced discussion. BlackBoard, a Course Management System (CMS) provides tools that allow for the sub-groupings of learners, who have their own online space for small group 1 learning activities and group project collaboration. The collaboration tools used for live “chat” help to build community and extend learning. Synchronous conferencing provides access for a wide range of learners to interact and build community. E-mail provides a means for enhanced and timely feedback. Course Management Systems localize and organize course material creating a virtual learning environment. Learners are able to share ideas through listserves, newsgroups, e-mail and document exchange. Web quests and on-line research assignments promote interactive, active, creative and independent learning as well as collaboration among students. The college’s newly revised E-Learning Policy (see Policies file) details how all elements listed in the Handbook will be met, including safeguards to assure the student’s identity and the integrity of the student’s work. For example, all Seneca on-line courses must include a proctored, in-class final evaluation. Policies on Student Protection show how, for both classroom and web-based courses, the students’ confidentiality and privacy are protected; personal data is destroyed securely when no longer needed; and verification of students’ identification for coursework and examinations is conducted 2 B. Quality Assurance of Delivery See “Policies” file for the College’s policies, guidelines and practices pertaining to quality assurance of program delivery methods. 3 C. Student Feedback See “Policies” file for the College’s policy regarding student feedback mechanisms and processes. 4 D. Online Delivery See the “Policies” file for the College policies pertaining to technology/computer/ and web-based learning modes of delivery. In the “Policies file, the College’s policies pertaining to the professional development of faculty including the promotion of curricular and instructional innovation as well as technological skills 5 Section 5: Capacity to Deliver 5. CAPACITY TO DELIVER A. Introduction Seneca College’s Mission is “To contribute to Canadian society by being a transformational leader in providing students with career-related education and training.” The College’s Mission is accomplished through two overarching goals: 1) Superior Quality Education Experience, and 2) Access to Success. The College’s strategic direction is further defined by a series of priorities, including the following three: • Broaden our proprietary degree offerings and deliver between 15% and 20% of our program activity in degree offerings • Play a leadership role in student mobility within the post-secondary system • Focus our research activities on industry-driven applied research related to our degree offerings. The proposed Bachelor of Interdisciplinary Studies (BIS) degree fulfills the mission and vision of the College in a number of ways and contributes to the attainment of these strategic directions. The proposed program will draw on the College’s proven strengths in several key areas. The college currently has approval to offer 11 degrees. Success of this proposal now would make 12, and there are two more degrees under development. There are over 2,000 students registered in the existing degrees and with a 90+% placement of graduates in vocationallyrelated jobs, Seneca has proven its ability to deliver quality, career-relevant degree programs. The proposed degree is a first-of-its-kind in the Ontario postsecondary system. With its blend of vocational and liberal arts content and its intent to provide a degree completion opportunity for graduates of any two or three-year college diploma program, the degree should draw a variety of students, such as, those looking for just such a blend of the practical and theoretical; those looking for a degree offering in the more intimate setting of the college environment; and those who for personal or career advancement reasons are looking to attain a degree while maximizing their previously earned college credits. This program will provide students with the vocational knowledge and skills necessary for a successful career in their chosen field, the depth and breadth of a liberal arts education, the preparation to be analytical/critical thinkers in today’s global workforce, and the well-developed research skills needed for further academic study. 1 The proposed BIS degree will deliver curriculum that will allow students to achieve their educational and career goals. By building on their diploma program, the degree will further strengthen their vocational skills and abilities and, on graduation, will allow them access to jobs available only to degree graduates, thus giving them a wider range of job opportunities and increased career advancement opportunities. The program is open to any college graduate and provides a seamless transition into a degree program. With its focus on strengthening students’ transferable skills and providing them with well-developed research and information fluency skills, those graduates who choose to do so will be well positioned for further vocational study. With a plan to deliver a portion of the curriculum on-line and some courses through Continuing Education, the BIS degree will also enable those who cannot commit to full-time studies, the opportunity to complete their degree while maintaining employment. Through the research component of this proposed degree, students will be provided with the tools and the opportunity to undertake an extensive applied research project tied to their vocational field. Students will be provided with one-on-one faculty assistance and expertise in the development of their thesis/project thus expanding the pool of College professors engaged in applied or advanced academic research. The proposed “home” for this new degree will be the School of Liberal Arts in the Faculty of Business. Seneca’s two year Liberal Arts diploma program, delivered through this School, has positioned itself in the last ten years as Ontario’s premier college-university transfer program in the liberal arts. By way of a successful partnership with York University, Seneca sends over 70 students a year, through its articulated program, into the third year of a York Faculty of Arts program; and, an additional 150 students/year into second year through its regular program. In 2008, Seneca entered into a unique agreement with the University of Toronto, where again, through an articulated stream, students will enter the third year of an Arts program of their choice. Seneca has similar agreements with other universities in Canada and the United States, such as, Bishop’s University in Quebec, D’Youville College in Buffalo, New York, and Vancouver Island University in British Columbia. The success of Seneca’s students in university programs is due to the program’s belief that students who have the foundational skills and intellectual underpinning of a liberal arts curriculum are well prepared for success in further academic endeavours. The program’s 2 curriculum focuses on intense preparation in a variety of liberal arts disciplines including history, philosophy, mathematics, literature and modern languages. The proposed BIS program is a natural extension of the Liberal Arts program with its proven ability to deliver a liberal arts curriculum that prepares students for success in the final two years of a Bachelor of Arts program. The BIS degree will draw on the existing program and faculty expertise to deliver a four-year applied degree program at Seneca. The BIS degree will draw on this faculty and curriculum expertise to develop and deliver the BIS program’s core liberal arts curriculum, to further develop students’ transferable skills, and to provide students with welldeveloped research and information fluency skills. Finally, the College’s four Schools of English and Liberal Studies will be responsible for the delivery of another major component of the proposed degree, the Liberal Studies Options (LSOs). Seneca has a long history and strong reputation for the quality and diversity of its general education curriculum as delivered by these Schools. With over 200 full and part-time professors delivering required English and optional breadth courses, the Schools have the capacity and expertise to develop and deliver the wide range of LSOs, in both breadth and depth, that will be part of this degree. The proposed BIS degree fulfills the College’s commitment to develop and deliver advanced applied education, its proven strength in the delivery of applied degrees and its long history and success in the provision of liberal arts curricula. As evidenced in the sections to follow and the policies included as part of this submission, the College demonstrates its capacity to deliver the program, that it has sufficient learning and physical resources and that it is committed to maintaining such. The Library has a plan in place to grow its collection in support of this degree. This submission will provide evidence that on-line learning can be supported. Currently, all faculty have access to Blackboard to support individual courses, and a number of faculty deliver either blended or fully on-line courses. As a participant in Ontario Learn, Seneca has made a significant commitment, in both human and physical resources, to support the many courses it delivers through this partnership. Seneca offers a wide range of support services to students, including but not limited to, tutoring though the Learning Centre; personal and career counseling in the Counseling and Disability Services; the Resolution, Equity and Diversity Centre Focus whose mandate is to ensure that 3 the College provides a respectful, accessible, safe and inclusive environment; and the Student Services Department, which offers a wide range of services from assistance with housing to seminars on how to write a resume or study for an exam. The Curriculum Vitae included in this section demonstrate the College’s ability to staff this program and develop its curricula with faculty possessing the requisite credentials, that such credentials are on file, and that there are policies in place to assure the regular review of faculty performance. The College provides support to faculty through its Centre for Faculty and Staff Development. 4 B. Learning and Physical Resources a. Library Resources Bachelor of Interdisciplinary Studies Number of Holdings (print) Number of holdings (electronic) Number of media holdings (Audio/Visual) Newnham campus Library Resources relevant to Degree Program Area (for students/faculty) Core curriculum 1 Books: 33 043 Core curriculum electronic books: Core curriculum: 3753 Vocational Studies options Books: supported by previous submissions. 20 195 Vocational Studies options: supported by previous submissions. Core curriculum article & image databases: 38 (see list below) Vocational Studies options: supported by previous submissions. Intercampus Loan with other Seneca Libraries Core curriculum: Core curriculum: 2196 26 9392 Vocational Studies options: supported by previous submissions. Vocational Studies options: supported by previous submissions. Other Library Access (e.g. Web-based, inter-library arrangements) • CAAT Interlibrary Loan agreement with 24 Ontario Community Colleges • Universities Interlibrary Loan Agreements • Online course reserves • Ask Us Now3 live chat reference service Video streamed films via Films on Demand database: 4500 1 29% of the relevant core curriculum print collection at Newnham campus has been added since 2000. 2 43% of the relevant core curriculum print collection at other Seneca Libraries has been added since 2000. 3 Ask Us Now is a virtual reference service in which students and faculty can consult via computer 5 with knowledgeable reference staff. Accessible from home or on campus, research help is a click away with this chat style service. CORE CURRICULUM ARTICLE & IMAGE DATABASES: ABI/INFORM Global Academic OneFile Academic Search Premier Access Science Art Museum Image Gallery Business Source Premier Canadian Periodical Index Canada in Context Canadian Encyclopedia Online Canadian Literary Centre Canadian NewsStand Canadian Points of View Canadian Reference Centre CBCA Business CBCA Reference Communication & Mass Media Complete Culturegrams Current Biography Design & Applied Arts Index ProQuest Dissertations and Theses Index Europa World Gale Virtual Reference Library General Science eCollection Humanities International Index International Encyclopedia of the Social and Behavioral Sciences JSTOR Arts & Sciences I, II, III, IV, Compliment collections Literary Reference Centre (EBSCO) Literature Resource Centre (Gale) Opposing Viewpoints in Context Oxford Art Online Oxford Reference Online Pop Culture Universe ProQuest Science Journals PsychARTICLES ScienceDirect SocioIndex with Full Text Toronto Star Pages of the Past World History eCollection Seneca Libraries Collections Seneca Libraries collect, maintain, and make accessible materials relevant to the curriculum and recreational interests of Seneca College. In supporting programs Seneca Libraries will provide access to information in multiple formats including print, audio 6 visual, and electronic. Seneca Libraries’ collections are intended primarily to support the information needs of students enrolled at Seneca College, as well as to meet the preparatory and instructional needs of faculty members. Current holdings include over 104 000 print resources, 33 000 e-books and 32 000 e-journals. Seneca Libraries’ collection development librarians oversee the development and maintenance of collections at each campus. Faculty participation plays a vital role in the collection process given their unique position of subject expertise to assess curriculum needs and evaluate specialized information. Access, currency, reliability, usability, and relevance to the information needs of our clientele are the library’s main considerations in selecting materials for purchase. Seneca Libraries’ utilizes an on-going and comprehensive plan for curriculum driven library collection development. Long term “collection profiles” are used to develop up-todate, relevant and faculty supported collections. The number of items collected or made available is proportionate to the number of students in the program as well as the average cost of materials and is based on known usage of the collection. The College has committed to funding of approximately $580,000 annually in support of the development and renewal of learning resources in all subject areas. As well, another $480,000 is committed for the acquisition of electronic resources. Electronic resources can be accessed on site via computing labs and wireless networks or remotely from home. Seneca Libraries’ online collections are available 24 hours a day, 7 days a week via the Library web site: <http://library.senecacollege.ca/>. To support online research activities, Seneca Libraries provides research pathfinders by subject/topic < http://seneca.libguides.com/ > and a virtual reference/research help service called, “AskON”. Computers-Research Access Stations for Students Student access to Seneca Libraries’ online resources is available both on and off campus. Specifically, the Computing Commons at the Newnham Campus has 363 student computers supporting the research, productivity and courseware needs of students. For students with laptops, netbooks and other portable computing devices access to Seneca’s wireless network: SeneNET is available as well as wireless printing services: SenePRINT. 7 b. On- and Off-Site Computer Resources and Web Access Number of Computers Available Year Number of Students (cumulative) to Students in Proposed Program 2011/2012 2012/2013 2013/2014 2014/2015 142 299 448 519 Number of Computers with Internet Access Available to Students in Proposed Program Location of Computers Other (specify) On Site 1553 1553 Newnham 420 420 Markham 1553 1553 Newnham 420 420 Markham 1553 1553 Newnham 420 420 Markham 1553 1553 Newnham 420 420 Markham Student Help Desk services are available in Computer Labs, Computing Commons, Library, Student Services 8 c. Classroom Space Year Number of students Location of Classrooms Number of Classrooms On Site (√) (cumulative) 2011/2012 2012/2013 20013/2014 114 Newnham 142 29 Markham 114 Newnham 299 29 Markham 114 Newnham 448 29 Markham 114 Newnham 29 Markham Other (specify) 2014/2015 519 9 d. Specialized Equipment, Workstations, and Laboratory Space Not applicable to this program 10 C. Resource Renewal and Upgrading Seneca Libraries Overview The Seneca Libraries are vital to the success of our students. The acquisition of current print, electronic and multimedia resources has been the focus of our collection development policies, with the Library’s holdings now at over 102,000 print resources. A broad array of electronic resources, including 21,000 e-books and 37,700 e-journals, Subject Guides, Quick Reference tools and Online Course Readings are accessible on site or remotely from outside the College. This virtual library is open 24 hours a day, 7 days a week at our web site: http://library.senecacollege.ca. To further support the expanding world of online learning, the Seneca Libraries also offer a virtual reference service called “AskOn”, which provides reference support through online chat, email, and an online self-guided research tutorial. In addition, the Library is committed to providing our users with the skills necessary to best utilize our resources, through tours, instructional classes and workshops, and online tutorials. Library Collections Seneca Libraries’ unique approach to collection development, the “Profile” approach, comprises a systematic plan (renewable in five-year cycles) for each program area offered at the college, involving an intensive annual review of curriculum-based information needs and participation from faculty with subject expertise. The end result is a relevant and up-to-date collection, serving the research needs of all students within the college. The College has committed to funding of approximately $580,000 annually in support of the development and renewal of learning resources in all subject areas. As well, another $480,000 is committed for the acquisition of electronic resources. Seneca Libraries Web Site Available at http://library.senecacollege.ca/, the Seneca Libraries web site offers 24x7 access to electronic books, journals and databases, as well as helpful research tools, such as our guides to citing sources (MLA, APA, etc.), Quick Reference Tools page (categorizing, listing and annotating key online reference resources), Subject Guides and much more. Students can access the site while on-campus or remotely from home. Subject Guides The Library is committed to supporting Degree Programs by ensuring that registered students have adequate, relevant and current resources easily available to them. We direct them to relevant resources by providing a starting point, a “Subject Guide” page on the Seneca Libraries web site. These resources may include databases, magazines, journals, newspapers, print sources, audio-visual materials, RRS feeds, association information and other valued and reviewed sites on the Internet. 11 Computing Commons Seneca College makes available a large number of computers with access to course-related software, college systems and services (e.g. SIRIS, My.Seneca) as well as the library’s resources for student use. The Computing Commons also house a Student Help Desk which provides onsite and call-in technical support for Seneca services and systems. The Computing Commons at the various campuses offer open access computers with extended hours. • • • • Newnham Campus Computing Commons offers 400 computers. Seneca@York’s Computing Commons offers 311PCs and Macs. King Open Lab and Computing Commons offers 90 computers with an additional 35 Library computers Markham Computing Commons offers 165 computers with an additional 26 Library computers Seneca College Academic IT Plan Seneca College first introduced a College-wide Academic IT Plan in 1995. This plan was based on the principle that all students should have access to computing and information technology resources and the cost of these resources should not become a barrier to a Seneca College education. As well, the College considered that a high level of technological literacy should be a requirement of college graduates. Accordingly, Seneca's plan supports use of information technology by students in all programs as well as supporting resource requirement in programs requiring a high level of computing. The current four-year Academic IT Plan covers the 2008-2012 period, with annual expenditures of approximately $6.5 million. The Plan was developed to meet the following goals : • Provide consistent improvements in computing hardware (with annual upgrades to follow according to a long-term plan) • Provide a generic hardware "platform" common to every laboratory • Ensure full familiarity with the Windows environment; easy learning of new applications in that environment and up-to-date operating systems • Provide site-licenses for industry-leading software • Use industry-leading software, with opportunities for students to learn additional applications beyond those used in their programs • Provide centralized e-mail services enabling all students to communicate within Seneca and around the world • Provide internet access in all labs • Use and develop Internet based learning resources • Provide increased technical support • Provide increased access from home From these general goals, the College developed a set of strategies to ensure that an entire range of support was made available. These areas include: 12 • Operating Systems Upgrades o Numerous operating systems are supported due to program requirements, but the standard is currently is Windows XP and Windows 7 (with a full transition to Windows 7 in January 2011). For Macs, the current OS is 10.6 Snow Leopard. • Infrastructure o Backbone and lab upgrades o 100mbps in all labs • Faculty Support o Project development o e Learning Support o Centre for Faculty & Staff Development • Hardware Upgrades o Academic computer refresh plan (4 year cycle) • Electronic Classrooms • Student Help Desk Services & Computing Commons o Technical Support (in-person) at King, Newnham, Markham and Seneca@York campuses o Telephone, Web, E-mail support to all students o Visit: http://StudentHelpdesk@senecac.on.ca • Operational Costs o Equipment repairs and maintenance o Internet costs • Library and Learning Centres o Electronic Resources • Strategic Investments o Servers and special purpose Equipment 13 Campus Expansion Markham York Region is the fastest-growing region in Ontario, and is set to experience continued population growth, strong immigration and a demand for lifelong learning among those already in the workforce. In response to this demand, Seneca plans to increase capacity at the Markham Campus to accommodate an additional 4,000 students. The proposed Markham Campus expansion will include: • A new four-storey structure linked to the existing 10-storey facility • An integrated welcome centre, expanded computer commons and library • Four 90-seat classrooms • Fifty-two 45-seat classrooms (including 16 computer labs • Increased student study and student service space Newnham Construction is underway on our new 160,000-square-foot building at Newnham Campus. The new Knowledge Infrastructure Project (K.I.P.) will include additional classrooms and faculty spaces as well as a new auditorium, which will have a flexible design that can serve as a single classroom, be divided into multiple teaching spaces or host Seneca functions. As part of the construction, the Computer Commons is being expanded and a collaborative student study space is planned. The building was designed by architects at Cohos Evamy Integrated Design, which has worked on projects such as the McMaster University Electron Microscopy Facility, the Lethbridge College Instructional Building, the International Arrivals Hall at the Calgary International Airport and the national headquarters of the Canadian Security Intelligence Service. The construction manager for the building is Ellis Don, one of the largest building contractors in Canada. Ellis Don has previously worked on Seneca construction projects like the TEL Building at our Seneca@York Campus. Seneca received $20 million from the provincial government and $3.7 million from the federal government to create the new building. The funding is in response to an expected surge in postsecondary participation and is expected to create space for an additional 1,100 students at the campus. The new building will be open in September 2011. 14 Figure 1. Rendering of the K.I.P. building exterior Figure 2. Rendering of the K.I.P. building interior 15 D. Support Services Seneca’s size and diversity means that students have an unparalleled selection of services and resources to support them in their chosen field of study. Support Service Academic Advising Career Counselling Personal Counselling Placement/Career Services Services for Students with Disabilities Brief Description of Service Academic advisement is routinely provided by co‐ordinators and advisement staff in each school. In addition, the Library/Learning Commons provides both academic and technical services and resources at each of the campuses. The academic support includes one‐on‐one tutoring, skills development workshops, computer help desks, and special needs services. The information and technical resources include microcomputer stations, e‐mail access, books, magazines and periodicals, audio‐visual materials and equipment, online reference service, and online access to research databases. Career Services are responsive to student needs by providing co‐operative education opportunities, career and vocational counseling, and job placement advice and resources. Personal, Academic and Vocational counseling is provided by Counselling, Disability and Health Services. Personal concerns, relationship and gender issues as well as support in clarifying interests, aptitudes, needs and values as one makes vocational and academic decisions are addressed professional counselors. Psycho educational and Vocational assessments are also provided. Counseling and special needs Services available and how to access these is articulated on page 28 of the 2010‐11 Seneca Full‐Time Calendar. Assistance is provided to students through classes, workshops, special events, resources and individual consultation. Student advisement includes clarification of interests and skills, job search strategies, resume and interview preparation. Students can access resources in the Career Centre at each campus or online through the Career Services website ‐ http://careerservices.senecac.on.ca/ Career Link ‐ https://www.senecacareerlink.com/ Is Seneca’s exclusive job posting website, providing students and recent grads access to on‐campus, part‐time, summer and full‐time job openings. See also 2010‐11 Full‐time Calendar p. 28. Students with disabilities are accommodated through a variety of services and resources provided by the Counselling and Disability Services Department at Seneca. 16 Tutoring Other(s): Financial Aid Services Residence Student Government Services Student Life Services Degree Transfer Office Health and Safety The Learning Centres provide tutoring to all Seneca students. Faculty provide the academic leadership and direction that have made the Learning Centres key resources that enhance student success and retention. The Centres offer both one‐on‐one and small group tutoring in Math, English and specific subject areas. The Centres also offer workshops and individual sessions in Time Management, Study Skills, and Oral Fluency. Although most tutors are from Seneca, students from other post‐secondary institutions complement the academic support the Centres deliver. The Seneca Learning Centres provide on‐on‐one and small group tutoring for Degree, Diploma and Certificate programs. We assist students with their English, Math, General Education and program specific subjects. Students can analyze their learning styles, get specific help in their specific field of study or other related subjects, and learn how to get the most out of their Seneca degree. Financial Aid services assist students to manage the financial aspects of their education through government loans, scholarships, bursaries and a work‐ study program. In addition to the residences at the Newnham and King Campuses that accommodate over 1,300 Seneca students, there is an internet‐based off‐ campus housing registry to assist students who are commuting to Seneca. See 2010‐2011 Full‐Time Calendar p. 29. Students have the opportunity to develop leadership and teambuilding skills by participating in the Seneca Student Federation Inc. and the Seneca Student Athletics Association. The athletic, social and cultural programming organized by the student organizations provide students with a holistic educational experience. The cultural diversity at Seneca provides rich experiences for students to learn about many different cultures and to develop awareness and tolerance of differences. The Student Life Centre at each campus provides a full range of services and resources, including advocacy and advisement, student insurance, legal aid clinic, student success initiatives, etc. Numerous opportunities exist for Seneca graduates to transfer credits to Canadian and international universities. The services of the Degree Transfer Office include coordination of the degree transfer guide ‐ http://www.senecac.on.ca/degreetransfer/guide/ student advisement, and on‐campus university fairs. Seneca has a comprehensive set of policies and procedures to ensure the safety and security of its students and staff. Given the size and complexity of 17 Child Care the organization, the potential for serious incidents is significant, but in reality there are few incidents because of the proactive and highly effective manner in which issues are addressed. Professional and dedicated staff provide high quality child care to infants, toddlers, preschool and kindergarten aged children of students and graduates. Child care centres are located on the Newnham and King Campuses. See 2010‐2011 Full‐Time Calendar page 29. 18 E. Faculty Four-Year Enrolment Projection Plan and Staffing Implications Enrolment Projections and Staffing Implications Year 1 (2011) 2 (2012) 3 (2013) 4 (2014) Cumulative Full­time Faculty Equivalents (F.T.E.) Cumulative Part­time Faculty Equivalents (F.T.E.) Ratio of FT Students to FT Faculty Semester Cumulative Enrolment Full­time Fall 55 0 Winter 69 0 Summer 18 0 18:1 Fall 125 0 25:1 Winter 136 0 Summer 38 0 19:1 Fall 221 0 37:1 Winter 187 0 Summer 40 0 20:1 Fall 230 0 33:1 Winter 241 0 Summer 48 0 Cumulative Enrolment Part­time 18:1 3.8 5.4 6.3 7.1 15:1 23:1 32:1 30:1 24:1 Note: See worksheet for enrolment projections on next page 19 See “Policies” file for the College’s policies, guidelines and practices pertaining to Faculty and Staff. 20 F. Curriculum Vitae Release “The College has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their curriculum vitae in any documents/web sites associated with the submission, review, and final status of the program application.” 21 Section 6: Credential Recognition 6. Credential Recognition A. Introduction Comprehensive consultations were undertaken to determine understanding of and support for this proposed degree. As described in more detail in Section 12, Economic Need, 230 employers from a variety of sectors were contacted by phone to explain the nature of degree and solicit interest in completing an online survey. Of those, 141 completed the survey with over 95% indicating support for the inclusion of liberal arts courses in a degree program and over 90% agreeing that someone in their field would likely hire an individual with a degree that combined vocational courses with a liberal arts education. Similarly, 308 current Seneca students completed an online survey with approximately 90% supporting the importance of liberal studies courses in degree programs. Of those, 76% indicated some level of interest in a program that allowed them to combine their diploma studies with a degree in interdisciplinary studies. In addition, 53 Seneca faculty from a wide range of programs completed a survey with 97% agreeing that liberal arts courses are an important component in post-secondary studies and 79% agreeing an employer would be more likely to hire a Seneca graduate with an interdisciplinary degree that combined vocational studies with a liberal arts education. An Ad Hoc Advisory Committee was created using members of existing Seneca Program Advisory Committees, individuals with a liberal arts background, and representatives from profit and non-profit organizations to solicit feedback and support for the proposed degree. Members indicated that they are in full support of this proposal and recognize the value and merit of the degree. Recognizing that some graduates of the BIS program would be interested in graduate studies, several universities were contacted to solicit support for the proposed degree, particularly in terms of admitting graduates to specific masters programs. Of those, Royal Roads University in British Columbia indicated that students would be considered as candidates for their MA in Interdisciplinary Studies, MA in Leadership, MA Professional Communication, and MA Business Administration Executive & Human Resources Management.and the University of Guelph indicated that students would be considered as candidates for their MA (Leadership). Letters of support are forthcoming. We are awaiting decisions from two other Ontario universities and another outside the province, Letters of support for vocational programs are included with the submissions for those programs. 1 Section 7: Regulation and Accreditation 7. REGULATION AND ACCREDITATION STANDARD Not applicable to this program. Regulation and accreditation recognition is available in the previously approved degree submissions for the vocational programs from which students may select courses as part of this program. Section 8: Program Evaluation 8. PROGRAM EVALUATION Not applicable Seneca College has previously submitted a program evaluation/review process that meets all of the Board’s benchmarks. Section 9: Nomenclature 9. NOMENCLATURE The proposed title for this degree is Bachelor of Interdisciplinary Studies (BIS). The program is a four-year bachelor’s degree, the subject of which is interdisciplinary studies. As indicated in the Handbook for Ontario Colleges, colleges may use the terminology Bachelor of Subject. In the university milieu, interdisciplinary studies degrees are comprised of courses from various disciplines rather than one or two specific disciplines. An Interdisciplinary program seeks to create new connections between areas of study, rearranging knowledge, thought, and methodology into new configurations. The particular subject matter of an interdisciplinary degree is considered less important than the fact that students develop innovative techniques and analytical skills that help restructure traditional disciplines and modes of thinking.1 In the case of this proposed program, the word interdisciplinary in the title is meant to be understood in two ways. First, with a combination of applied vocational studies and liberal arts academic content, the degree is a unique blend of applied and theoretical knowledge, of employment-directed intent and of breadth of understanding and appreciation for many of the disciplines that comprise the humanities, social sciences and natural sciences. The discipline of the vocational field is combined with the multiple disciplines of the liberal arts. Second, the approach within the liberal arts component is interdisciplinary, using a thematic approach to demonstrate how sub-disciplines such as psychology, sociology, anthropology, history, economics, etc. contribute to our understanding of our selves, our society, our culture and our world. Students will emerge with an understanding of these disciplines and the connections between them, and how they can be interpreted through a thematic rather than a discipline-specific approach. When compared to university programs using the same or related titles, similarities in approach and content are found. Lakehead University offers a Bachelor of Arts and Sciences (Honours) – Interdisciplinary Studies in which students “study the strategies used in various disciplines of science, social science, arts and humanities to identify and analyze problems” and “…apply multidisciplinary strategies to address…complex problems in selected areas of science, social science, art and humanities.”2 Like BIS students, Lakehead students select courses from a range of disciplines such as Anthropology, English, History, Philosophy, and Psychology, and may take six credits from a vocationally-related discipline like Business, Education, Forestry, Gerontology, Kinesiology, Outdoor Recreation or Social Work. Sir Wilfred Laurier offers, at its Brantford Campus, a Bachelor of Arts (Honours) – Contemporary Studies degree, a four-year twenty-course program that combines, “Interdisciplinary liberal arts with applied professional and occupational studies to provide a strong foundation for both employment and further studies.” The curriculum emphasizes the development of students’ specific knowledge skills including, “analytical skills; application of logic and reasoning to current events and cultural issues; integration and synthesis of complex ideas in a multi-disciplinary 1 2 www.canadian‐universities.net www.mycoursecalendar.lakeheadca/pg618.html 1 context; research and information gathering skills; communication skills; awareness of social issues; knowledge of the components of and key effects of mass communication on society” and their transferable skills in “information-gathering and communication; thinking, planning and organizing; and teamwork and management skills.”3 In addition to courses in contemporary studies, students may take courses from discipline-based programs, which include Criminology, Health Administration, Health Studies, and Journalism, or from programs such as Administration, Children’s Education and Development, Indigenous Studies and Public Relations, or minors in a selection of arts programs. In both cases, the intent, like that of the BIS program is to combine vocational courses with liberal arts studies to produce a well-rounded, employment-ready graduate. 3 www.lauriercc.ca/students/planning/major/contemporary‐studies 2 Section 10: Academic Freedom and Integrity 10. ACADEMIC FREEDOM AND INTEGRITY STANDARD Contained in the “Policies’ file are the College’s policies on academic freedom; its policies and procedures pertaining to academic honesty; the mechanisms used to inform students and faculty of the policies and practices pertaining to academic honesty; the intellectual property policy; the policies pertaining to ethical research; the policies and procedures pertaining to complying with copyright law, and those pertaining to copyright and intellectual property where courses/programs are delivered online. 1 Section 11: Student Protection 11. STUDENT PROTECTION STANDARD As an institution, Seneca is committed to upholding integrity and ethical conduct in its relation with students. This commitment is reflected in the College’s organization, policy development, mission and goals. The values and conduct reflected in this standard is in turn communicated to students at Seneca through a variety of means. Information on all matters related to College policies and their program of study is made available to students through the college calendar, website, Academic Policy, Student Rights and Responsibilities (included in the Student Handbook), and Subject Outlines. Please see the ‘Policies’ section for further information on the College’s policies on student protection, and the mechanisms in place in inform students and staff. Seneca’s values include a commitment to accountability, effective and honest communication, and the principles of fairness and equity. These values can be found in the College’s Strategic Plan as well as the Student Handbook. The Seneca Full-Time calendar contains information about each program offered by the College, including an overview of purpose, curriculum and length. The calendar is available both in print and online. The College website also provides a history of the organization and its governance and academic structure. Further to the Calendar, website, and student handbook, Seneca’s Academic Policy document provides students and staff with detailed information on the College’s dispute resolution policies, and the procedure for making formal academic appeals. The Academic Policy also contains Seneca’s Tuition Fee Policy, Withdrawals and Refunds Policy, and Student Dismissal Policy. Seneca’s Student Protection Form outlines information on all matters related to College policies and programs, as well as how this information is made available to students (please see below). Further to this form, students sign a “Confirmation of Student’s Awareness of College Policies” form. This form (please see below) allows students to confirm their awareness of the matters listed on the Student Protection Form. 1 STUDENT PROTECTION FORM Information on all matters related to College policies and programs (i.e. Elements a through r in the table below) is made available to students through several publications: The College Web site: http://senecac.on.ca Academic Policy The Transfer Guide The College Calendar Subject Outlines – available in hard copy and/or on-line to all students enrolled in each subject How Students are informed Element a method of course delivery Subject outlines b academic honesty Academic Policy c admissions The College Calendar and the College Web site http://senecac.on.ca d credit transfer arrangements with and The College Calendar, the Transfer Guide and recognition by other institutions the College Web site http://senecac.on.ca e credit transfer arrangements for The College Calendar, the Transfer Guide and incoming students the College Web site http://senecac.on.ca f prior learning assessment The College Calendar and the College Web site http://senecac.on.ca g entrance examinations The College Calendar and the College Web site http://senecac.on.ca h dispute resolution The College Calendar and the College Web site http://senecac.on.ca i grading The College Calendar and the College Web site http://senecac.on.ca j intellectual property rights The College Calendar, the College Web site http://senecac.on.ca and Academic Policy k ability of international students The College Calendar and the College Web site admitted to the program to meet http://senecac.on.ca program requirements for degree completion l payment of fees and charges The College Calendar and the College Web site http://senecac.on.ca m scholarships and other financial The College Calendar and the College Web site assistance http://senecac.on.ca n student complaints and grievances The College Calendar, the College Web site http://senecac.on.ca and Academic Policy o student dismissal The College Calendar, the College Web site http://senecac.on.ca and Academic Policy p student support and services The College Calendar and the College Web site 2 q tuition r withdrawal and refunds http://senecac.on.ca The College Calendar, the College Web site http://senecac.on.ca and Academic Policy The College Calendar, the College Web site http://senecac.on.ca and Academic Policy 3 CONFIRMATION OF STUDENT’S AWARENESS OF COLLEGE POLICIES I hereby confirm that I am aware of the policies of Seneca College pertaining to the matters listed above as stated in the resource documents indicated and verify that I have been duly informed by Seneca College and attest to that fact by means of my signature on this document. Student Name (please print): ________________________________________ Student ID Number: _______________________________________________ Seneca College Program Name: _____________________________________ Date: ____________________________________________________________ _________________________________________________________________ Student’s Signature Office use: □ 1 copy to student □ 1 copy in student’s file 4 See “Policies” file for the College’s policies, guidelines and practices pertaining to student protection. 5 Section 12: Economic Need 12. ECONOMIC NEED In order to ascertain the need and/or demand for a program such as the proposed Bachelor of Interdisciplinary Studies (BIS), research was conducted. Through a literature review of recent reports and articles dealing with college student mobility and pathways, with graduate employment statistics and with the growing interest from employers in graduates with a liberal arts education; surveys sent to employers, students, Seneca alumni and faculty; and an analysis of job postings for positions in the Greater Toronto area (GTA) to determine skill requirements, we were able to conclude that there is a definitely a need for degrees in the GTA and, specifically ones whose target market is college diploma graduates, and that there is a great deal of interest in the degree being proposed, namely one that blends vocational and liberal arts learning. Student Demand According to the Pathways from Ontario College Diploma to College Degree Project, “Several data sources indicate that the desire to obtain both a diploma and a degree in Ontario’s postsecondary system is significant.” Indeed, recent research1 confirms considerable movement between the postsecondary sectors in Ontario. Results from the 2009 Colleges Ontario Student Mobility report indicate: Almost one-quarter of college applicants have identified preparation for university as a major reason for applying to college. For Seneca, this percentage is even higher. The number of college students/graduates seeking access to an Ontario university has more than doubled in the last eight years In Ontario, nine percent of college graduates go on to pursue a university education. For Seneca, this percentage is higher, as well. This same report also examines the timing of the decision by college graduates who further their education. University-bound graduates are most likely to make their decision during their college program (42%). Considerable data on the further education of college students is available through this report. The most recent data show that 27% of the 2006-2007 college graduates were continuing their education within six months of graduation. The largest proportion of college graduates returned to their own college. 1 Colleges Ontario. Student Mobility within Ontario’s Postsecondary Sector. May 2009 1 Seneca surveys every student as they enter the college in the first semester of their program. Among the twenty one questions on the background data questionnaire, respondents are asked to identify their plans after graduation. The response categories include obtaining full time work, enrolling in another college program, and enrolling in a degree at a university. The percentage of students wanting to pursue a degree has been increasing each year such that in Fall 2009, 38.9% stated they would enrol in an applied degree or a degree at a university. The percentage varies across the college but includes a wide array of programs in diverse fields such as Civil Engineering Technology (53.0%), Child and Youth Worker (43.0%), Computer Engineering Technology (41.0%), Fashion Business (28.0%), Police Foundations (27.5%), and Social Service Worker (49.1%). At the same time, the results from the annual Graduate Satisfaction Survey show that Seneca College has the highest number of graduates enrolled at a university six months after graduation; and, it has the highest percentage of all graduates. In 2009, 13.4% of all Seneca graduates were enrolled in a degree program. The largest number of graduates attend York University which according to their own institutional research show Seneca to be the largest source of college transfer students. This data supports the research done by the Seneca Degree and Credit Transfer Office. From February 25, 2008 to February 25, 2009 the Degree Transfer Web site received 61,973 visits with an average of 169 visits per day. This number represents a 32.5% increase from the previous year, up from 46,764 visits. In addition, Seneca degrees have become increasingly more popular as a degree of choice. In 2008, our students picked Seneca degrees as one of their top five degree granting institutions as seen in the chart below: 2 The Top Universities Choices (Source: Degree Transfer Student Database) 2007 2008 York University York University Ryerson University Ryerson University University of Toronto University of Toronto University of Western Ontario University of Ottawa University of Guelph Seneca College Seneca College Griffith University (Australia) Griffith University (Australia) University of Guelph Although no formal research has been undertaken at Seneca to ascertain the reasons for the rise in the popularity of Seneca degrees, according to the Ministry of Training, Colleges and Universities’ recently released report, Employment Profile: A Summary of the Employment Experience of 2008–2009 College Graduates Six Months After Graduation, of the students who continued their education on a full-time basis, 87% chose a program that was either very or somewhat related to their previous college program.2 Most Seneca degrees have high affinity diploma programs, from which students receive a generous amount of block credit when they enrol in the degree. In this way, they are not required to repeat learning which has already taken place, as they are in many university programs with less generous credit transfer arrangements. There are no programs that our research has found, which will allow students the amount of transfer credit from any diploma program as will the proposed Bachelor of Interdisciplinary Studies degree. In fact, where there is little or no affinity between a diploma and degree program, students must often begin again from Year One when they go on to degree studies. The College believes that the arrangement proposed in the BIS degree will make it very attractive to students from a variety of diploma programs, as has been substantiated by the research undertaken as part of this proposal. In addition, as evidenced below, the idea of combining a liberal arts education with a vocational program, either as part of the degree program, or after completion of the diploma program, is very attractive to both employers and current and past students. The belief is that it will be of equal interest to high school graduates. 2 /www.edu.gov.on.ca/eng/document/serials/eprofile08-09/profile09.pdf, p.234 3 Surveys In order to determine the economic demand for the proposed BIS program, surveys were conducted and data analysed to provide answers to the following questions: 1. Is there an economic need for an interdisciplinary degree? 2. What qualifications, learning outcomes and skills do employers need? And does the curriculum of the proposed interdisciplinary degree answer the call? 3. Will graduates of an interdisciplinary degree find employment commensurate with their skills, qualifications and experience? 4. Is there a student demand for an interdisciplinary degree? 5. What does the literature say about the labour market and a liberal arts education? Four different surveys were developed and sent to the following groups: Seneca students, Seneca graduates, Seneca faculty and employers in Seneca’s service area, namely the Greater Toronto Area (GTA). 1) Student Survey In April and May of 2010, approximately 4700 students were sent a survey. The students were registered in Seneca College’s Faculties of Applied Arts and Health Sciences, Business, Applied Science and Engineering Technology, and Information Arts and Technology. Roughly 10%, or 466 students, responded to the survey. A majority of Seneca students indicated belief in the importance of a liberal arts education in addition to their area of specialization. For example, approximately 89% of the respondents agreed (somewhat to strongly) that liberal studies courses were an important part of a postsecondary educational experience. In addition, 91% of students agreed, again somewhat to strongly, that in order to succeed in today's work environment Seneca graduates require a well-rounded postsecondary program that includes subjects outside their vocational focus. Over 88% agreed that employers would be more likely to hire a Seneca graduate if they had an interdisciplinary degree that combined vocational courses with a liberal arts education. Finally, 71% agreed that they would or might continue their education in a program such as the proposed BIS degree. 4 2) Employer Survey – Greater Toronto Area More than 230 companies, agencies and associations who operate in the Greater Toronto Area (GTA) and who hire employees in Seneca College’s catchment area were contacted by telephone and then sent an electronic survey. These contacts were representative of the diverse economy of the economic region including public service agencies at the municipal, provincial and federal levels, as well as sectors such as banking and finance, manufacturing, publishing, and retail. Over 140 employers, or approximately 59% of those contacted, provided valid responses to the survey. What is important to note from this survey is the wide range of industries that were represented in the responses: Software Technical Support/ Training/Internet/Telecommunication 8.3% Marketing/Advertising Marketing 10.7% Banking/Financial Services/ Business Consulting 19.8% Art and Entertainment 12.4% Tourism & Hospitality 4.1% Law 9.9% Police Services 4.1% Fire Protection 9.1% Public Sector 5.0% Retail/Wholesale 9.1% Other 7.4% As the following data suggests, support for the proposed interdisciplinary degree exceeded our expectations. When asked if they believed that the combination of vocational skills and knowledge with a liberal arts education would be beneficial, 95% indicated agreement (somewhat to strongly). Their reasons for doing so included comments such as, “It [liberal arts] should be mandatory. Without it they have no reservoir of knowledge from which to draw, to inform their ideas. The lack hampers their ability to contribute original, brilliant, substantive ideas,” and “Graduates have always needed a well-rounded post-secondary program. It makes for a broad-minded, 5 versatile individual,” and “Level of complexity is rising – you need to know how to think, how to learn, how to question, how to use new and different things to spur your creativity.”3 When asked of the likelihood of hiring a BIS graduate, 89.5% said they would be likely to do so with comments like the following: “I firmly believe we have a need for well informed, critical thinkers with analytic skills. I believe this to be the product of a liberal arts education, and are most competitive when combined with a specialized diploma.” “These studies give students an edge that is apparent in the way they think and speak and it definitely impacts employment opportunities.” “If you read the current research, employers are finding prospective employees who have the knowledge and/or technical skills but often lack skills such as problem solving, collaboration and analysis.”4 When asked to rank specific transferable skills, employers were very supportive of those with which students would graduate from the proposed interdisciplinary studies degree. When asked to indicate which skills would be critical to students’ success in today’s labour market, writing skills was identified 89% of the time, team work 78%, presentations skills and research skills 77%, computer applications 71%, and ethical reasoning 64%. With respect to employment, 89% indicated that their industry would be somewhat to very likely to hire someone with an interdisciplinary studies degree that combined applied skills and knowledge with a liberal arts education, and 86% agreed that an individual working in their industry would have a greater chance of being promoted with such a degree. When asked to rank the proposed program’s learning outcomes in terms of their importance to employers, they selected as “extremely important” effective critical thinking and problem solving skills (86%), work effectively and cooperatively as team members (86%), ability to apply knowledge in real situations (81%), critically analyze and present ideas in a sustained and well supported argument (77%), access, analyze and synthesize information from primary and secondary sources (70%), and select and apply current workplace technology as appropriate to a situation or problem (64%). 3 Employer Survey on Interdisciplinary Studies, Office of Research and Innovation, Seneca College, pp. 6-7. 4 Ibid. pp. 11-12. 6 3) Alumni Survey Over 1,470 electronic surveys were sent to Seneca graduates from the Faculties of Applied Arts and Health Sciences, Business, Applied Science and Engineering Technology, and Information Arts and Technology. The total number of valid responses from the Alumni Survey was 73. Approximately 90% of alumni agreed (somewhat to strongly) that liberal studies courses were an important part of a student’s postsecondary educational experience and 92% agreed that Seneca graduates require a well-rounded postsecondary program that includes subjects outside their vocational focus to succeed in today's work environment. Alumni were asked to identify which skills are critical to success in today’s labour market. Writing skills were indicated 73% of the time, research skills 71%, presentation skills 64%, teamwork 67%, ethical reasoning 54%, and computer applications 60%. With respect to employment prospects, 84% of alumni agreed, somewhat to strongly, that employers would be more likely to hire a Seneca graduate with an interdisciplinary degree, and 81% agreed that employers would be more likely to promote a Seneca graduate with an interdisciplinary degree. 7 4) Faculty Survey Over 240 Seneca faculty, who are currently teaching in the applied programs that will be linked to the proposed Interdisciplinary Studies Degree, were sent a survey. Fifty-three professors, or 22%, responded to the survey. When asked to comment on the value of liberal arts curriculum, 84% of the faculty agreed or strongly agreed that liberal arts courses are an important part of a student’s postsecondary educational experience. With respect to breadth of education, 87% of faculty agreed or strongly agreed that our graduates require a well-rounded postsecondary program that includes subjects outside their vocational focus to succeed in today’s work environment. In addition, 79% agreed (somewhat to strongly) that employers would be more likely to hire a Seneca graduate if they had an interdisciplinary degree that combined applied knowledge with a liberal arts education. Finally, 77% agreed that individuals working in their field would be more likely to promote an individual with this type of interdisciplinary degree. Labour Market Research 1. Job Postings Survey In April, May and June 2010, our researchers conducted a general review of 100 Internet job postings. The research was conducted on sites such as Human Resources and Skills Development Canada’s (HRSDC) National Job Bank, Workopolis.ca and Monster.ca. The purpose of this research was to determine whether the skill sets and employee requirements being asked for by Greater Toronto Area (GTA) employers would be satisfied by the learning outcomes of the proposed interdisciplinary degree. a. The Job Postings Samples One hundred job postings within the GTA were gathered and analyzed over the period of April 2010 to June 2010. The basic criteria for selecting the sample jobs were: Experience levels: Postings were selected if they indicated that they were entry level positions or required no more than 2 years job experience; Education levels: Postings were selected if they required that job applicants hold a “bachelor degree”, a “college/university credential”; or “some university”. 8 Relevant Fields of Employment and or Industries: Job postings were selected if they related to Seneca’s current diploma programs affiliated with the Faculties of Applied Arts and Health Sciences, Business, Applied Science and Engineering Technology, and Information Arts and Technology in employment sectors such as the following: Law Social services (helping professions) Merchandising Sales Marketing Fire protection Security and Police Services Media Communications (corporate and government) Teaching Human Resources Recruitment Civil Service We also looked for occupations from prospective employers such as: Professional Associations Academic Institutions (Administration) Non-Profit Organizations Consulting Agencies Self-Employment Publishers (Internet, Newspapers, Books, Magazines) Financial Services Insurance Providers Media Services (Television, Radio, Newspapers, Internet) Recruitment Agencies Municipal Government Provincial Government Federal Government Law Enforcement Agencies 9 b. Job Sample Survey Results The results of the job postings survey are shown in the three bar graph panels below. The job skills are sorted from the most frequently required to the least frequently required. The first two panels illustrate the required job skills in each sample of 50 jobs, while the third one shows the combined categories of job skills for all 100 jobs. 10 The following chart is a combination of the two samples: 11 What is interesting to note is that the top five required skills were the same in each of the two job samples: oral communication and working with others are the leading skills, closely followed by reading, writing and computer use. More specifically, the overall results show that o o o o o Good oral communication was an essential requirement in 94% of the jobs; Working with others was an essential requirement in 89% of the jobs; Writing proficiency was an essential requirement in 88% of the jobs; Reading was an essential requirement in 84% of the jobs; Computer use was an essential requirement in 85% of the jobs. Other requirements included job task planning and organizing in 63% of the postings, critical thinking and problem solving skills in 61% of the postings. Numeracy is also high on the list, explicitly required in 59% of the posted jobs. More than half of the jobs or 56% of the job postings deemed decision-making and the ability to work independently to be important. The Job Postings Survey, the Seneca Interdisciplinary Degree Surveys and HRSDC’s Nine Essential Skills Our job postings survey results, as well as the results of our student, faculty, employer and alumni surveys, seem to fall into line with Human Resources and Skills Development Canada’s (HRSDC) own research. According to HRSDC, there are nine essential skills everyone needs to survive in life and the world of work, and that employers consistently look for in employees. Based on research conducted by HRSDC, as well as a number of agencies in Canada, the United States, Australia and Great Britain, there are nine essential skills that people need for work, learning and life. “These skills are used in nearly every occupation and throughout daily life in different ways and at different levels of complexity.” 5 According to HRSDC, the nine essential skills are reading text, document use, numeracy, writing, oral communication, working with others, continuous learning, thinking skills, computer use. HRSDC indicates that these nine skills serve as a foundation for other skills, help people adapt to workplace change and help people evolve with their work. They also happen to be skills that 5 www.hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/understanding_es.shtml 12 are associated with the skills outlined in the learning outcomes of the proposed Bachelor of Interdisciplinary Studies. Graduate Employment Data The MTCU report, Employment Profile: A Summary of the Employment Experience of 2008– 2009 College Graduates Six Months after Graduation, contains statistics on Graduates’ Employment Status by Length of Program. It is interesting to note that in three categories – Applied Arts, Business and Technology – starting salaries for graduates from four-year programs were consistently higher than graduates from one, two and three-year programs. Overall, starting salaries ranged from an average of $30,531 for graduates of one-year programs to an average of $39,038 for graduates of four-year programs. In addition, the percentage of college graduates in the labour force was higher for graduates of four-year programs in the same three areas. The percentage of graduates working in a full-time position related to their studies was highest for graduates of four-year programs in Business (91% employed) and Health (100% employed). Overall, the average of graduates in full-time employment ranged from 60% for graduates of one-year certificate programs to 69.5% for graduates of four-year programs.6 Degree Demand Provincial government data also shows the expected demand for degrees in the GTA. The Colleges Ontario position paper “Expanding degree opportunities to meet the demands of the new economy”7 cites MTCU and university data which show the need for anywhere from 46,000 to 86,000 new spaces for undergraduate education. Evidence indicates that the growing immigrant population will be in demand for degrees; as well, middle and low income earners will be unable to afford post-secondary education outside of the region. Toronto universities will be unable to meet this burgeoning demand and colleges will be needed to help fill the void. Conclusion The general findings of our research, including our surveys and our review of the literature, are that an education that includes the liberal arts has many tangible and intangible benefits. We can also conclude that there is an increased demand from college graduates for degree programs, and specifically for programs that credit the learning that took place during the student’s diploma studies; that college graduates from four-year programs have a higher rate of full-time employment related to their studies and higher starting salaries, and that there is interest from both employers and students for the type of learning being proposed in the BIS program, for the unique approach of blending vocational and liberal arts education. 6 http://www.edu.gov.on.ca/eng/document/serials/eprofile08-09/profile09.pdf, p.20. August, 2009 - http://www.collegesontario.org/policy-positions/positionpapers/expanding_degree_opportunities_2009.pdf 7 13 Our research and a review of the comments made by students, employers, alumni and faculty leave us to conclude that our proposed interdisciplinary degree will be and do many things. Among others 1. 2. 3. 4. it will be flexible; it will be practical; it will expose students to the breadth of the liberal arts; it will provide students with skills that are valued by employers such as communication skills, critical reasoning skills and scientific methodology; 5. and, finally, it will be in demand. 14 Section 13: Duplication 13. DUPLICATION The applicant has on file and available on request the research undertaken to complete this section. The applicant was unable to find any programs similar to the proposed Bachelor of Interdisciplinary degree in the Ontario college system. The proposed Bachelor of Interdisciplinary Studies (BIS) degree is unique in Ontario in its blending of applied vocational knowledge with an interdisciplinary approach to those disciplines associated with a liberal arts education. Five university programs with similar approaches to interdisciplinary studies and transferable skills were found: Ryerson University’s BA in Arts and Contemporary Studies; Brock’s BA (Hon) in Liberal Arts; Lakehead University’s HBASc in Interdisciplinary Studies; Laurier University’s BA (Hon) in Contemporary Studies; and Carleton University’s BA (Hon) in Directed Interdisciplinary Studies. Several of these programs provide students with the opportunity for some vocational studies. Of the five comparator programs, Ryerson is closest to the proposed BIS program with its core humanities and social science courses, breadth requirement and the option for students to take courses from a vocational discipline. Brock, Laurier and Lakehead also allow students to take some vocational courses if they choose. Carleton’s program is interdisciplinary by virtue of permitting students to create their own program of study, organized around a theme, with courses from any Carleton Faculty and discipline that relate to the theme. There are three main differences between these five degrees and the proposed BIS program. First, none of these programs match the depth and breadth of the vocational component of the BIS program as expressed in Learning Outcomes #1 – 3. Second, none of the comparator programs offers a co-op work experience. Third, none provide the degree completion opportunity of the BIS program, which will allow graduates from a two year college diploma block credit equivalent to three semesters of the degree and to graduates from three year programs, the equivalent of two years’ credit. 1 Institution: Ryerson University Program Name and Credential: -Arts and Contemporary Studies - Bachelor of Arts Program Description: Ryerson’s four-year Arts and Contemporary Studies program, like Seneca’s proposed BIS program, combines “an education in the humanities with theoretical approaches and practical skills to deal with relevant contemporary issues.” 1 The program’s core humanities and social sciences courses focus on both providing content and on developing students’ transferable skills, and are combined with subject-based options, interdisciplinary options and minors to “create leaders with constructive, creative and fresh insights” who, “informed by a deep understanding of the ideas that shaped the world of today…will be poised to shape the world of tomorrow.”2 ACS graduates have found employment in “creative industries, intercultural relations, events planning and organization, international sales, policy development in the arts, career consultancy, art and cultural advocacy, scientific technical writing, non-profit organizations, consumer advocacy, arts sales and marketing, policy analysis, public relations, service delivery in a multicultural environment, communications, cultural and entertainment criticism, equity advising in human resources, counseling and advertising.”3 Many graduates have gone on to further education, in law and education, or to graduate school. Similarities and Differences: Goals and Outcomes: The two programs are similar in their aim to graduate students attuned and skilled to work in today’s fact-paced, global economy. Both are concerned with developing graduates who communicate effectively, analyze, draw conclusions, solve problems, work effectively in teams, make ethical decisions, possess effective numeracy and computer literacy skills, and are engaged in life-long learning. Both programs provide students with research skills. 1 www.ryerson.ca/artsandcontemporarystudies/prospective_students 2 Ibid. 3 www.ryerson.ca/artsandcontemporarystudies/prospective_students/program_overview 2 Programs and Courses/Required Courses: Both programs are interdisciplinary in nature. Both combine required and elective courses. The majority of Ryerson’s choices for a major reside in disciplines traditionally associated with the liberal arts, while several of the choices for a minor are from vocationally-related disciplines. Like the proposed BIS program’s nine-credit Humanities and nine-credit Social Science courses, the ACS program has a required set of five contemporary studies courses entitled Ideas that Shaped the World, an overview of thinkers from antiquity to present. These courses form the basis of the program upon which students develop the necessary “creative attitudes and vital skills” 4to pursue their specific areas of interest. Similar to the BIS requirement for three communications courses, ACS students must take one academic research and writing course and one critical thinking course. Where BIS students will take two mathematics courses and an introductory science course, ACS students take Introduction to Research and Statistics. BIS students will take one full year research methodology course and complete a nine-credit applied research project; ACS students take Research Design and Qualitative Methods and complete one of the following courses: Senior Group Project; Senior Seminar; or Research Course. ACS students must take twelve courses from a list of professional options: English, French, History, Culture Studies, Diversity and Equity, Global Studies, and Inquiry and Invention. They must also take seven electives to complete a minor in one of the following: English, Finance, Information Systems, Information Technology Management, Law, Human Resources Management, Non-profit and Voluntary Sector Management, Marketing, Criminal Justice, Politics, Psychology, Public Administration, and Sociology. Some of the ACS choices resemble, but do not have the depth of, the fifteen required vocational courses in the BIS program’s vocational streams. ACS students must take six breadth courses, three from each of the lower and upper level option lists, like the BIS program’s similar requirement for eight Liberal Studies Options (LSOs) -- one half at the lower level and one half at the upper level. The BIS program includes a mandatory 14-week co-op work placement while the ACS program has no similar component. Although many similarities were found, the two programs are different in their approach to the vocational component. Ryerson’s program lacks Seneca’s focus on applied and vocational 4 Ibid. 3 studies with both a theoretical and hands-on component. Students interested in BIS would not be attracted to the ACS program. Most importantly, the BIS program offers a degree completion opportunity which will allow graduates from a two year college diploma to three semesters of the degree and graduates from three year programs the equivalent of two years’ credit. The two programs would not compete with each other. 4 Institution: Lakehead University Program Name and Credential: -Interdisciplinary Studies -Bachelor of Arts and Science, Honours Program Description: Lakehead’s Interdisciplinary Studies program believes that a multidisciplinary education is the answer to questions like “How do we prepare for a future that we can’t see? How do we prepare for careers that don’t yet have a name? How do we acquire the knowledge, judgment and skills that will be required of us over the full span of our lives?”5 Stemming from the roots of the multidisciplinary, or liberal arts and sciences, education of the middle ages that identified the skills an “informed citizen would need;…skills in grammar, rhetoric, and logic… and… skills in arithmetic, geometry, astronomy and music….”,6 the IS program believes that today’s wellrounded education includes those and further disciplines that have been added over the last 600 hundred years to form the core of the humanities, social sciences, and natural sciences. The IS program is geared to students who are interested in a variety of disciplines at the undergraduate level, particularly those who plan to go on to further professional studies in areas like law, education, business or the health professions and is “ideal for students who have broad career interests and aptitudes.”7 Lakehead provides a number of options under the HBASc umbrella; its Interdisciplinary Studies major offers the closest comparator to the proposed BIS program. Similarities and Differences: Goals and Outcomes: The Interdisciplinary Studies program believes that a broad-based liberal arts education will prepare students well for a variety of careers, and especially for further professional studies. This goal is similar to that of the BIS program except that BIS, students 5 www.mycoursecalendar.lakeheadu.ca/pg618.html 6 Ibid. 7 Ibid. 5 will have or will focus on one vocational area and prepare for a specific type of employment. Similar to the BIS program, the IS program students will acquire transferable skills such as communication, critical/analytical thing and problem-solving and the ability to analyze issues and problems from multiple points of view. Program and Courses/Required Courses: The IS program has two required courses in first year: Foundations of Inquiry and Application of Inquiry. Similar to the BIS program’s Learning Outcomes 7 and 8, in the first course, students “study the strategies used in various disciplines of science, social science, arts and humanities to identify and analyze problems”8 and in the second, “students will apply multidisciplinary strategies to address … complex problems in selected areas of science, social science, arts and humanities.”9 Over the four years of the program, students must take at least five courses in their first and second area of specialization and five electives. Similar to the BIS research stream, in fourth year, IS students must take Inquiry 4010, Honours Seminar, in which they study and use research methodologies to explore complex topics and develop a proposal for a multi- or interdisciplinary research project that will be carried out in the second required course, Inquiry 4020, Honours Research. Students can choose one or both specializations from Area I, which includes courses from 15 disciplines ranging from Anthropology to Women’s Studies, or from Area II, which includes six further disciplines like Biology, Chemistry, Computer Science and Physics. The five electives may be additional courses from either Area I or II, or may come from Area III, six vocationallyrelated disciplines: Business, Education, Forestry, Gerontology, Kinesiology, Outdoor Recreation or Social Work. While both BIS and IS are interdisciplinary in nature and approach, in the IS program students have more choice and may explore one liberal arts discipline in more depth than BIS students. The BIS program ensures that the graduates obtain a core set of knowledge by requiring the completion of 12 credits from each of communications, math/science, humanities, and social science categories. The IS program does not have any required communication courses, and students take mathematics and science only if they choose. Both programs teach research methodology and require a major project in fourth year. The IS students do not take a vocational stream unless they choose courses from Area III. However, these six courses will 8 Ibid. p.161 9 Ibid. 6 not give students the depth of knowledge that BIS students will acquire in their vocational stream. The program does not include a co-op work experience. Most importantly, the BIS program offers a degree completion opportunity that will allow graduates from a two year diploma block credit equivalent to three semesters of the degree and to graduates from three year programs the equivalent of two years’ credit. Although there are certain similarities between the two programs, on close examination one can conclude that they would not compete with each other. 7 Institution: Sir Wilfred Laurier University, Brantford Campus Program Name and Credential: -Contemporary Studies -Bachelor of Arts, Honours Program Description: The Brantford Campus of WLU provides students “with an educational alternative to standard university programming. Interdisciplinary liberal arts are combined with applied professional and occupational programs to provide a strong foundation for both employment and further studies.”10 The four-year Honours BA in Contemporary Studies is a twenty-credit program “that allows for advanced and in-depth interdisciplinary study” and is “designed to promote a broad understanding of the skills and knowledge needed to understand contemporary issues and concerns.”11 The curriculum emphasizes the development of students’ specific knowledge skills including “analytical skills; application of logic and reasoning to current events and cultural issues; integration and synthesis of complex ideas in a multi-disciplinary context; research and information gathering skills; communication skills; awareness of social issues; knowledge of the components of and key effects of mass communication on society; application of the scientific method to cultural and historic inquiry; and ability to apply past experiences to current and future events”, and their transferable skills in “information-gathering and communication; thinking, planning and organizing; and teamwork and management skills.”12 The program consists of 11 required credits of which four are in mandatory contemporary studies courses, four are professional options from programs available at the Brantford Campus such as Administration; Children’s Education and Development; Indigenous Studies; International Development; Media Studies; and the Environment and Society, or the four credits may come from a list of Other Discipline Courses, which range from mathematics to public speaking. There are three additional Contemporary Studies required courses chosen from a list including titles such as Regional Landscapes in Context, Indigenous People in a Contemporary 10 www.wlu.ca/calendars/section.php?cal 11 www.wlu.ca/calendars/department.php?cal 12 www.laurierc.ca/careers/planning/major/contemporary‐studies 8 World, or Social and Political Thought. The remainder of the program consists of elective courses providing students with the opportunity to be exposed to an array of disciplines as varied as world politics, social psychology, Canadian fiction, popular culture and music. Alternatively, the remaining nine courses may be taken from one of the vocational programs offered at the Campus such as Journalism, Criminology, Health Studies or Health Administration or from a liberal arts discipline such as English, Geography, Psychology or History thus allowing students to pursue one discipline or program in depth. The program prepares students for a range of careers as varied as Public Relations Officer, Media Consultant, Event Planner or Marketing Specialist or for further academic studies in contemporary studies, public administration, fundraising, education, or journalism to name a few. Research conducted by a Seneca librarian revealed that of the graduates interviewed at Convocation, 44% go on to further education, 51% enter the work force or are seeking full-time employment, and the remainder are engaged in ‘other’ activities such as travelling. This research also found that WLU graduates had found employment with, for example, the following: community-based not-for-profit organizations education (school boards and universities) government (municipal, provincial, federal) financial services (banks, insurance companies) conservation authorities police forces retail Similarities and Differences: Goals and Outcomes: Like students in the BIS degree, CS students are prepared to function in and contribute to the world of the 21st century, both in terms of work skills and as informed citizens. Both programs have a focus on developing students’ transferable skills, and research and information-gathering skills are an important component of each program. The goals of the 9 Contemporary Studies program are similar to several of the learning outcomes of the BIS program, specifically the ones dealing with transferable skills and with the use of an interdisciplinary approach to the content of the liberal arts and to solving complex problems. Programs and Courses/Required Courses: The approach of the CS degree is interdisciplinary as reflected in both the courses and the program as a whole. In this sense, it is similar to one of the BIS degree’s goals. The BIS curriculum includes more specific course requirements than does the CS program. The BIS program ensures that the graduates obtain a core set of knowledge by requiring the completion of 12 credits from each of communications, math/science, humanities and social science categories. Similar to the importance the BIS degree places on developing students’ transferable skills through interdisciplinary studies, CS students must take CT220, Contemporary Studies Methodology, where the focus is on “critical reading, writing and problem-solving skills as a way of establishing knowledge claims in an interdisciplinary context.”13 There are no specific communications or mathematics courses; however, such courses are available as possible choices. Students must take CT221, Applied Scientific Reasoning, a skills-based course intended to improve students’ scientific literacy and to introduce the concepts necessary to understand statistical probability. Similar to the BIS program’s Humanities and Social Science courses, CS students must take courses like CT121, The World in the 21st Century, which examines some of the major themes in contemporary thought, and can choose among other courses such as of CT225, The Individual in the Community; CT327, Understanding Pop Culture; or CT345, Applied Democracy. The research component of the BIS program is comparable to the CS requirement of CT330, Independent Studies, where students will chose a topic, meet one-on-one with their advisors and may produce an “extended conventional essay”; however, CS students have the option of producing instead a “series of shorter essays, reports, short stories, video documentaries or other creative means of assessment…..”14 Many of the option areas available to CS students are similar to the vocational component of the BIS degree, where students in both cases are taking specific vocationally-related courses. However, CS students have alternate choices which allow them to delve more deeply into one of the disciplines traditionally associated with the liberal arts. 13 www.wlu.ca/calendars/course.php?c 14 Ibid. 10 The Contemporary Studies program does not include a co-op work experience. Although Laurier students can study one vocational area in depth, the focus of the courses appears to be theoretical with little emphasis on applied learning. In addition, the fields available to these students, like journalism, criminology, and health administration are programs different from those available to most diploma graduates or the vocational streams that will be offered through the BIs program. Most importantly, the BIS program offers a degree completion opportunity that will allow graduates from a two year diploma block credit equivalent to three semesters of the degree and to graduates from three year programs the equivalent of two years’ credit. These two programs would not compete with each other. 11 Institution: Brock University Program and Credential: -Liberal Arts -Bachelor of Arts, Honours Program and Description: Brock’s Centre for Liberal Arts offers an “opportunity for learning and discovery across traditional disciplinary boundaries. Students are encouraged to make connections between fields of learning and expression ranging from the natural and social sciences and the humanities, including religious and literary studies, and the fine and performing arts.”15 The program is grounded in the tradition of an integrated liberal arts education. Students study “the great works of human reason and imagination … to better understand – and challenge – our own complex world by uncovering the often hidden assumptions that have shaped it.” There are similarities and differences in the goals of the two programs. Where the BIS program provides education in a specific vocation combined with the breadth of a liberal arts education and transferable skills, the Liberal Arts program is “meant to educate students, not to train them for any specific job.” It believes that it is preparing students for leadership positions by providing graduates with certain skills: “the capacity for independent thought and critical analysis; effectiveness in written and oral argument; and, above all, the ability to face what is new complex, and unfamiliar.”16 Graduates have become “successful businessmen and women, administrators, teachers, university educators and lawyers.”17 Similarities and Differences: 15 www.brocku.ca/webcal/2009/undergrad/libe.html 16 Ibid. 17 Ibid. 12 Goals and Outcomes: Like the proposed BIS program, the LART program believes in providing students with a broad education, but, in this case, in order to prepare them for further study in professional areas such as law or multi-disciplinary graduate studies. Similar to the proposed BIS program, the Liberal Arts program “seeks to develop the skills of inquiry, analysis, and argument….”18 Program and Courses/Required Courses: There are several versions of the Liberal Arts program and, depending on which one is chosen, curricula vary from prescribed to open choice. All students in the program must take 6.5 LART courses (some prescribed, some choice), one course in a language other than English, one social science course and one science course. One version of the program is the Great Books/Liberal Arts program where small groups of students come together twice a week with professors from a variety of fields – mathematics, English, history, biology, politics – to discuss what students have read that week for class. Other required courses “develop skills of logical analysis and persuasion, investigate the relationship between thought and language, consider the nature of poetic and musical expression, foster a critical understanding of the use of statistical arguments and study Euclidean and non-Euclidean geometry.” The BIS program ensures that the graduates obtain a core set of knowledge by requiring the completion of 12 credits from each of communications, math/science, humanities and social science categories. Students may choose the Liberal Arts/Business program designed to “provide students with the skills and knowledge demanded for successful leadership in business….” The program’s course of study involves required liberal arts courses and business courses in areas such as accounting, economics, management, finance, marketing, organizational behaviour and operations. Unlike the BIS program, which prepares students for a specific occupation, Liberal Arts/Business graduates will possess generic business skills that will lead to careers in “business leadership and policy making, lifelong learning, social issue management or the management of creative organizations.” Other versions of this program allow students to combine Liberal Arts with a variety of majors including Mathematics, Physics, Science and the more traditional liberal arts disciplines of English and history. The Liberal Arts program does not include a co-op work experience 18 www.brock.ca/great_books/great_books_overview.html 13 Students attracted to the BIS program would not be interested in the Liberal Arts program with its primarily academic focus. The two programs would not compete with each other. Most importantly, the BIS program offers a degree completion opportunity that will allow graduates from a two year diploma block credit equivalent to three semesters of the degree and to graduates from three year programs the equivalent of two years’ credit. 14 Institution: Carleton University Program Name and Credential: -Directed Interdisciplinary Studies -Bachelor of Arts, Honours Program Description: The Directed Interdisciplinary Studies (DIS) program at Carleton is designed for students who wish to work on “…a unique degree, tailored specifically for [their] interests….”19 It allows students to “propose an area of study drawn from a pre-selected list of courses or create a customized plan of study in an area of interest.”20 Students may combine courses drawn from various disciplines in order to study a particular theme. Through the Institute of Interdisciplinary Studies, students are given a structure to work across departments, schools and institutes at Carleton, making use of the wealth of expertise and resources available across the campus. With the advice of the program coordinator, students design a program of study that reflects their “passions, abilities and goals”21 in areas as diverse as Asian studies, community development and medieval studies. This plan of study is submitted to and must be approved by the DIS committee. Future employment opportunities or further academic study flow from the student’s program of study. Graduates of the program have found employment as entrepreneurs running their own business, with government or international development agencies, with trade organizations and unions, or as consultants. Others have gone on to further academic studies in traditional disciplines, interdisciplinary fields, or in professional programs such as law or teaching. Similarities and Differences: Goals and Outcomes: The DIS program is highly individualized and, as such, not tied to one set of goals. The program information states that graduates will “have an edge when applying for jobs, the skills to compete in a specialty or to enter graduate programs, and the understanding 19 www2.carleton.ca/admissions/programs/directed_interdisciplinary_studies_2 20 Ibid. 21 Ibid. 15 of how to realize your dreams.”22 Like the BIS program, the DIS program will, by the nature of the courses chosen and through specific requirements, provide students with the breadth and depth of knowledge of a degree program, with well developed communication, analytical and research skills, and with a disciplinary and interdisciplinary approach to solving complex problems. Program and Courses/Course Requirements: Students in the DIS program create their plans of study by choosing courses in combinations not available to students in traditional disciplinebased programs. DIS students have the advantage of acquiring an interdisciplinary education in an extensive range of subjects because of the many departments at Carleton from which to choose courses. Students must only meet the University’s breadth requirement of 4.5 credits with one course taken from each of four broad areas, such as ones that address “the temporal dimension of human societies, analyzing times before the current era, and societies other than our own”, or ones that address “the artefacts of the imagination, in literature and other forms, that addresses the life of the imagination and the culture.”23 Where the BIS program has a required science course, in the DIS program one of the required breadth courses must be from an area “that addresses the understanding of social and/or natural processes, and the way in which that understanding is obtained in science and Social Science.”24 Similar to the BIS learning outcome related to promoting ethical and socially responsible decision-making, one of the DIS breadth courses must be in an area “that addresses matters of values, ethics and social responsibility.”25 The BIS program ensures that the graduates obtain a core set of knowledge by requiring the completion of 12 credits from each of communications, math/science, humanities and social science categories. 22 Ibid. 23 www.carleton.ca/calendars/ugrad/current/programs/directedinterdisciplinarystudies.html 24 Ibid. 25 Ibid. 16 The final half-credit must come from DIST3901, Themes in Interdisciplinary Inquiry, an “examination of topics of interest to a number of disciplines, along with various methods and styles of thought used to study them.”26 In contrast to the DIS program, the BIS program has more required courses, only allowing students to explore a subject or range of subjects in their choice of LSOs. Where the BIS program has fifteen credits devoted to research methodology and a research project, DIS students are required to take one course, DIST 4908, Honours Project, in which a project or thesis is produced. The BIS students are required to take a full year course in research methodology in preparation for their Applied research Project. The DIS program has no required communications or mathematics courses. The DIS program does not have a vocational component. The DIS program does not include a co-op work experience. The DIS program has an interdisciplinary approach to those disciplines that are traditionally associated with the liberal arts. There is no vocational component to this program. The BIS program would not compete with the DIS program. Most importantly, the BIS program offers a degree completion opportunity that will allow graduates from a two year diploma block credit equivalent to three semesters of the degree and to graduates from three year programs the equivalent of two years’ credit. 26 www.carleton.ca/calendars/ugrad/current/courses/DIST/3901.html 17 Other Canadian/American Programs: There are a number of liberal arts and interdisciplinary degree programs at universities across Canada. Programs may be interdisciplinary thematic approaches such as women’s studies or international studies or have individualized study plans similar to Carleton’s program. One example is Vancouver Island University’s Bachelor of Liberal Studies which “draws its rich content from the humanities, arts and sciences, and treats it in a way which brings out the connections between different disciplines.”27 At VIU, students take courses such as LBST 111, Ways of Knowing, a “team-taught interdisciplinary learning community integrating important works in the Western tradition with fundamental skills for work and play.” 28 VIU’s program resembles the proposed BIS program with its core interdisciplinary humanities and social science courses, its emphasis on the development of transferable skills, and its requirement for a major research project; however, there is no vocational component to this degree. University of New Brunswick, Fredericton, offers a Bachelor of Arts and Science program, which has a curriculum made of up inter-and disciplinary courses. For example, in first year, students take a course entitled Development of Western Thought, a science or mathematics course, and a course chosen from a number of disciplines in the Humanities, Languages or Social Sciences. Similar courses are taken in second year. In third and fourth year, students choose an area of specialization that will prepare them for work or further academic study. Students can take courses from either the Arts or the Sciences.29 Athabasca University offers a three-year Bachelor of General Studies which “allows students the freedom to develop their own intellectual and academic interests.”30 Students develop and submit a Program Plan, in which 42 of the 90 credits must be from the Humanities, Sciences and Social Sciences and the other 48 from either the same areas or from a vocational program in Applied Studies or Business and Administration Studies. 27 www.viu.ca/calendar/UniversityDegreeCompletion/bamajorsminors/liberalstudies.asp 28 www.viu.ca/calendar/courses/LBST.ASPX?crs=#LBST430 29 www.unb.ca/fredricton/arts/undergrad/bas/index.html 30 www.athabascau.ca/calendar/page03_07.html 18 A search of programs in the United States revealed degrees like Boston University’s Bachelor of Liberal Studies/Science in Interdisciplinary Studies This program is similar to the proposed BIS program in that students take mandatory courses in English, mathematics, computer science, natural science, literature, history, philosophy, and four additional credits in Humanities, Social Sciences or Natural Sciences. In addition to these courses, students have “the opportunity to pursue a course of study developed around a unifying theme, problem or issue.”31 They must choose ten upper level courses from across various departments and programs that relate to their interdisciplinary study topic. There is no vocational component to this program. At the University of Virginia, students can pursue an Interdisciplinary major program that allows them to design an individualized program of study rather that a regular department major. This program closely resembles the Carleton University DIS program. Many American universities have transfer policies in place to allow students to move between two and four-year colleges, including from community college programs similar to those in the CAAT system. This system is most clearly articulated in the State of Washington where programs described as “upside-down” degrees exist. The “upside-down” degree is used to mean that the degree’s Major has been completed in a two year community college, or lower level, and that the General Education component, or upper level courses, would be taught at a state or private university in the final two years. The degree is upside-down because in a traditional degree, the general education, or foundational, courses are taken in the first two years and a major in the last two. Here, the major has been completed, and it is the breadth and transferable skills that are the focus of the final two years. Students receive block credit for their community college diploma and can complete a Bachelor’s degree in one year or an Honours degree in two.32 At Whitworth College in Washington, students are allowed to transfer between 60 – 64 credits and are admitted into their junior year: “The upside-down aspect simply refers to the fact that you have completed your major area of study (in gerontology, for example) at the community college and can now complete general education and upper division requirements necessary for a four-year bachelor’s degree without having to start all over again.”33 31 www.bu.edu/met/programs/undergraduate/interdisciplinary‐studies/ 32 www.ezinearticles.com/?What‐in‐the‐heck‐is‐an‐Upside‐Down‐Degree? 33 www.whitworth.edu/Academic/Department/AdultDegree/BachelorLiberalStudies.htm#upsidedown 19 A second example was found at Washington’s Evergreen College. At Evergreen, students who have completed “focused, skills-based work in freshman and sophomore years… will broaden [their] studies – completing more expansive and comprehensive work during [their] junior and senior year.”34 The “upside down” degree, or what some more recent literature is calling the inverted degree, is one version of a growing body of applied degrees in the United States. Townsend, Bragg, and Ruud (2008) defined the applied baccalaureate as “a bachelor’s degree designed to incorporate applied associate courses and degrees once considered as ‘terminal’ of not-baccalaureate level while providing students with the higher-order thinking skills and technical knowledge and skills so desired in today’s job market”35. The impetus for the expansion of applied baccalaureate degrees stems from four forces: 1. The growth of transfer from community colleges to traditional degree granting institutions; 2. An increasing emphasis on access to higher education for adult learners, particularly those currently in the workplace; 3. An interest in improving the degree attainment rates; and, 4. A need to improve and educate the workforce for a changing economy. The definition and reasons for growth of applied baccalaureate degrees matches the intent of our Bachelor of Interdisciplinary Studies. The unique combination of vocational and liberal arts curriculum develops skills that are valued in the workplace and enhances the opportunities in the evolving economy. By enabling graduates currently in the workforce to enroll in upper semesters, and by granting reasonable advanced standing credits for previous post-secondary accomplishments, the Bachelor of Interdisciplinary Studies provides a needed and desirable route for degree attainment. It addresses the growing demand for further education, particularly within the greater Toronto area where the predictions for degree attainment outstrip all other parts of the province. 34 www.evergreen.edu/admissions/UpsideDown.html 35 http://occrl.ed.uiuc.edu/Projects/lumina/AppBaccInventory.pdf 20