Proposal for
Bachelor of Applied Technology
Construction Science and Management
To be offered by
The Centre For Advanced Building Technologies
George Brown - Toronto City College
P.O. Box 1015, Station B, Toronto, ON M5T 2T9
1. Organization and Program Information
1.1 Submission Title Page
Name of Institution:
George Brown - Toronto City College
Proposed Degree
Nomenclature:
Bachelor of Applied Technology Construction Science and Management
Date of Submission:
May 2004
Location:
Centre for Advanced Building Technologies
George Brown - Toronto City College
Casa Loma Campus
160 Kendal Avenue
Toronto, Ontario M5R 1M3
Person Responsible for this
Submission:
Dr. Marjorie McColm
Director, Academic Excellence and Innovation
George Brown - Toronto City College
200 King Street East
P.O. Box 1015, Station B
Toronto, Ontario M5T 2T9
Telephone: (416) 415-5000 x2123
Fax: (416) 415-4641
Email: mmccolm@gbrownc.on.ca
URL for College Homepage:
http://www.gbrownc.on.ca
Site Visit Coordinator:
Dr. Marjorie McColm
Contact information same as above
Chair, Board of Governors:
Peter Barnes, Chair, Board of Governors
c/o George Brown - Toronto City College
President's Office
P.O. Box 1015, Station B
Toronto, ON M5T 2T9
Telephone: (416) 415-5000 x4472
Fax: (416) 415-4641
1.2 Table of Contents
1. Title Page
1.1
Submission Title Page
1.2
Table of Contents
2. Executive Summary
2.1
Executive Summary
3. Program Abstract
3.1
Program Abstract
4. Program Degree-Level Standard
4.1
Degree-Level Summary
4.2
Samples of Student Work
5. Admissions, Promotion, Graduation Standard
5.1.1
Program Admissions Requirements
5.1.2
Admissions Policies and Procedures for Mature Students
5.1.3
Credit Transfer/Recognition Policies
5.1.4
Advanced Placement Policies
5.2
Promotion and Graduation Requirements
6. Program Content Standard
6.1.1
Program Advisory Committee Membership
6.1.2
Minutes of Program Advisory Committee
6.2.1
Current Professional/Accreditation or Other Requirements
6.2.2.A
Letters of Support: Professional/Accreditation or Other Requirements
6.2.2.B
Letters of Support: Professional/Accreditation or Other Requirements
6.3
Program Level Learning Outcomes
6.4.1
Questions and Table: Program Hour/Credit Conversion Justification
6.4.2.A
Academic Course Schedule –Full-Time Studies
6.4.2.B
Academic Course Schedule –Part-Time Studies
6.5.1
Course Descriptions and Learning Outcomes
6.5.2
Course Outlines
6.5.3
On-line Course Support
6.6.1
Program Structure Requirements
6.6.2
Work Experience Outcomes
6.6.3
Work Experience Commitments
7. Program Delivery Standard
7.1
Quality Assurance Policies
7.1.1
Curriculum Development Delivery and Assessment
7.2.1
Policy on Student Feedback
7.2.2
Student Feedback: Criteria and Instruments
7.3
Academic Community
7.3.1
On-Line Learning
7.3.2
Academic Community Policies
8. Capacity to Deliver Standard
8.1
Past Performance – College Key Performance Data
8.2
Related Performance Indicators
8.3
Program Strengths and Program Appropriateness
8.4
Curriculum Vitae of Current Faculty Assigned to This Degree Program
8.4.1
Curriculum Vitae Exceptions
8.4.2
Curriculum Vitae for Faculty Responsible for Teaching and Curriculum of DW
Courses
8.4.3
Curriculum Vitae for Faculty Responsible for Teaching and Curriculum
Development of DO and DL Courses
8.4.4
Curriculum Vitae for Program Development Consultants
8.4.5
Curriculum Vitae for On-line Learning Professional and Technical Staff
8.4.6
Faculty Curriculum Vitae Release Form
8.5
Policies on Faculty
8.6
Enrolment Projections and Staffing Implications
8.7
Resources
8.7.1
Library Resources
8.7.2
Computer Access
8.7.3
Classroom Space
8.7.4
Laboratories/Equipment
8.7.5
Resource Renewal and Upgrading Plans
8.8
Support Services
9. Credential Recognition Standard
9.1
Program Design and Credential Recognition
9.2
Consultation
10. Regulation and Accreditation Standard
10.1.1
Current Regulatory or Licensing Requirements
10.1.2
Letters of Support From Regulatory/Licensing Bodies
11. Program Evaluation Standard
11.1
Periodic Review Policy and Schedule
12. Academic Freedom and Integrity Standard
12.1.1
Policy on Academic Freedom
12.1.2
Policy on Academic Honesty
12.1.3
Information and Compliance Plan
12.2
Policy on Intellectual Products
12.3
Policy on Ethical Research Practices
13. Student Protection Standard
13.1
Academic Calendar Information
13.2
Student Protection Policies
13.3
Student Protection Information
14. Economic Need
14.1
Evidence of Economic Need
14.2
Employer Support
14.3
Student Interest
15. Non-Duplication of Programs
15.1
Similar/Related College Programs
15.2
Similar/Related University Programs
16. Optional Material
16.1
Internal Committee Minutes - Approval Process
16.2
Honorary Bachelor of Applied Studies Approval
16.3
Economic and Social Impact of Residential Construction in the GTA
17. Conformity with Ministerial Policy Directives
17.1
Applicant Acknowledgement and Agreement
18. Ministry Submission Requirements
18.1
Required Information for Determining Funding Parameters
18.2
Diploma and Post-Diploma Programs in Related Areas
Appendices
Appendix A
Approval for Elective Liberal Studies Courses at University Level
Appendix B
College Academic Policies, Guidelines and Codes of Conduct 2003-04
2. Executive Summary
2.1
Executive Summary
Proposed Credential Nomenclature:
Bachelor of Applied Technology – Construction Science and Management
Anticipated Program Start Date:
September 2005
College and Program Overview:
“George Brown – Toronto City College is woven into the economic and social fabric of the city
and recognized as a key resource in building its future”.
With that vision as a platform, this proposal outlines the introduction of Bachelor of Applied
Technology – Construction Science and Management (BAT – CS&M), which is ideally poised to
add to this vision. The program:
•
responds to an identified educational and industry need
•
is fully supported by the construction sector
•
conforms to the College’s business planning process
The introduction of this program at George Brown - Toronto City College’s Centre for Advanced
Building Technologies (CABT) fully completes the suite of programs that respond to the
construction industry needs for qualified employees. Designed with direction from the industry,
the curriculum is structured in a manner that builds attributes verified through a comprehensive
survey (see Appendix 14.1) and predicts success for its graduates.
Its curriculum is based on the Worldwide Instructional Development System (WIDS) and infuses
the right mix of applied, team building, problem solving and interpersonal skills. Work
experience components will be positioned within the semesters to ensure optimum placement
opportunities for the students while concurrently ensuring real world training opportunities in the
1
field. Courses will be delivered by qualified and current practitioners and from an existing pool of
professors, which will continue to be expanded as the program matures.
Program Description and Rationale:
In Ontario’s increasingly specialized and complex construction industry, successfully managing
To meet the needs of the
construction industry in
Ontario, The Centre for
Advanced Building
Technologies at George
Brown - Toronto City College
is poised to deliver the
province’s only applied
degree program in
construction technology.
a construction project now requires the skills of an
orchestra conductor, in addition to those of the traditional
site supervisor. The orchestra conductor needs to
interpret the musical score as it was intended to be
played by the composer, co-ordinate the movements of
various orchestral sections and individual musicians to
remain on track, manage so that members of the orchestra are motivated and the audience
happy, and complete the performance on time and within budget. As well as a solid education in
modern building sciences, Construction Managers today need practical business and
managerial training, including strong negotiating, organizational and interpersonal skills.
In Ontario, there is currently no degree program designed specifically to produce Construction
Managers with the necessary applied skills and education to meet the demands of the
construction industry. To fill this gap, The Centre for Advanced Building Technologies (CABT) at
George Brown - Toronto City College and its industry partners are proposing a four-year BAT –
CS&M Technology (Construction Science and Management) degree.
Housed in a state-of-the art and purpose-built facility in downtown Toronto, the CABT is
dedicated to specialization and excellence, with a practical hands-on focus. Graduates of the
Construction Science and Management degree program will bring to Ontario’s vital construction
industry both the innovation and specialized skills required to keep the province competitive and
successful.
2
Ontario’s construction
industry is a vital and
important part of the
economy of the Province.
The total value of Ontario’s construction industry to the
province’s economy is over $41 billion dollars, divided
almost equally between residential and non-residential
construction and other projects such as office towers, commercial and manufacturing facilities
(Industrial, Commercial, Institutional sector), roads and other public works. As an industry,
construction employs almost three times as many Ontario workers as the automobile industry –
about 400,000 people or about six percent of Ontario’s workforce are employed in the
construction industry. Ontario’s construction industry sector is, as the Premier said recently,
“vital to the province’s growth, job creation, competitiveness and continued prosperity.”
With one of the highest population growth rates in North America, the Greater Toronto Area
Toronto is the centre of the
construction industry and
activity in Ontario, and
business is growing.
(GTA) is the centre of the construction industry and of
construction activity in Ontario and Canada. The Greater
Toronto Area accounts for more than 40 percent of all the
construction activity in the province and the industry currently employs about 147,000 Ontario
workers in the GTA. Statistics Canada estimates there are over 13,000 construction businesses
located in the Toronto census metropolitan area. While construction has historically been a very
cyclical business – dependent on both the larger economic outlook and local and seasonal
weather conditions – the Toronto area has enjoyed strong construction growth in recent years.
According to Human Resources Development Canada (HRDC), unemployment and the
seasonal nature of construction employment are not as significant in Toronto as they are in the
rest of the province. In fact, looking ahead, the 10-year growth rate for construction in the
Toronto area is higher than the estimated growth rates of all industries in Toronto and for
construction across the rest of Ontario and Canada.
In Ontario, as elsewhere, the
construction industry is
changing in the methods and
materials it uses.
The nature of construction and building technology is
changing in Ontario and across the rest of North America.
3
Broad societal trends are impacting the nature and focus of the industry in such areas as
heritage preservation and building restoration, environmental design and energy conservation.
•
Building restoration and renovation, and infrastructure repair are fast-growing segments of
Ontario’s construction industry. To meet the demand for skilled craftspeople in these
specialized areas, George Brown - Toronto City College’s CABT and its industry partners
developed and now offer two one-of-a-kind diploma programs in Ontario for Building
Renovation Technicians and Building Restoration Technicians.
The environment, energy
costs and economics are
driving industry innovation.
The market is demanding more environmentally friendly
construction materials and methods, and governments are
enacting regulations and controls to enforce higher
standards in the areas of health and safety. In Ontario and elsewhere, rising energy costs are
pushing the need for more energy-efficient buildings. At the same time, the economics of the
industry are being challenged with a goal to lowering the costs of construction. These external
changes are having a fundamental impact on how the industry operates and approaches
construction processes. Once a very conservative industry, where innovation was measured
incrementally over many years, construction is quickly becoming a technology-driven,
specialized and sophisticated business that is demanding a highly trained and educated
workforce.
•
The industry is moving away from the traditional “design-bid-build” model to design-build,
build-operate-transfer and more comprehensive, long-term “holistic” paradigms. Under the
holistic thinking and planning, construction starts with the conception of a potential project,
and moves on to include design, construction, maintenance, remodelling and renovation,
and finally demolition. Instead of simple “design-bid-build”, all these critical milestones in the
lifecycle of the potential building or structure are included in the initial conceptualization and
planning phases. And construction management is built in as part of the process, from
conceptualization to demolition.
4
•
Environmental concerns and the demand for more energy efficient buildings define the socalled “Green Building” movement. Instead of the traditional modular approach to building,
new building construction is beginning to stress a “whole building” approach that optimizes a
building’s energy efficiency, indoor environmental quality and resource and material use.
New building materials and innovation in building techniques are reducing building heat loss
and energy usage, and helping to preserve Ontario’s environment.
Regulatory changes demand
more sophisticated project
attention and management.
At the same time as the industry moves forward and
embraces innovation and change, the governmental
regulatory environment in which the construction industry
operates is also changing. In an effort to increase building safety and quality and to make the
regulatory process streamlined and transparent, Ontario is reforming building regulations.
Building Regulatory Reform in Ontario will, among other things, specify at what stages a
building is inspected and will mandate the qualifications of building officials. As well, the Ontario
Building Code is moving from being prescriptive to being objective-based, which will offer
greater flexibility and foster technical innovation in meeting the intent and objectives of the code
requirement. The construction industry requires individuals with the training, education and
interpersonal skills to interpret the new building codes and work within building regulatory
reform.
In this rapidly changing and growing industry, more and more highly trained Construction
Construction Managers need
management and business
skills to succeed in this
changing industry.
Managers are needed, managers who can successfully
function within multidisciplinary project teams of architects,
engineers, regulators, environmentalists, building
planners, contractors and tradespeople. As well, the industry needs managers with a
comprehensive grasp of quality management systems and who possess a deep and broad
technical background that transcends the narrow scope of the disciplines that comprise the rest
5
of the team. Ontario’s construction industry needs Construction Managers with the technical
construction expertise and the ability to work with people, who can see the “big picture”.
The analogy of the Construction Manager to an orchestra conductor is appropriate. Construction
Managers plan and direct construction projects, managing the process from start to finish
according to client schedules, specifications and budgets. Construction Managers:
•
Prepare budget estimates for the project,
•
Prepare schedules and milestones for the project, monitor progress against these
schedules, and report on-going progress,
•
Prepare contracts and negotiate changes in contracts with architects, consultants, clients,
suppliers and sub-contractors,
•
Develop and implement quality control programs,
•
Direct the purchase of materials,
•
Hire and supervise sub-contractors and staff, and supervise their activities, and
•
Represent their client in business services and union contract negotiations.
Traditionally, individuals advanced into construction management positions after gaining
substantial experience in the construction trades. This “informal” pathway is quickly becoming
less tenable from the perspective of the industry, government and public, given the changes the
industry is experiencing and developing innovations in methods and materials.
•
HRDC in a recent report on the Toronto labour market concluded “skill levels, training and
educational requirements are increasing” in the construction industry overall.
“New methods include increased use of computer technology and an increased need to
read technical drawings and instruction. Some pre-fabricated building components are
assembled on site, reducing labour requirements. There is increased use of materials such
as steel, concrete and plastics.” 1
•
1
With specific regard to Construction Managers, HRDC reports a need for a background in
HRDC, Toronto Labour Market Information Service, May 2003.
6
construction technology, combined with management skills:
“Advances in building materials, the development of electronically operated ‘smart buildings’
and the proliferation of new building standards will make the work of construction managers
more complex. Persons with a strong background in building construction technology with
proven managerial skills should have the best opportunities.” 2
•
The U.S. Department of Labor goes further by adding business skills to the list, concluding
“persons interested in becoming a construction manager need a solid background in
building science, business, and management, as well as related work experience within the
construction industry.” 3
The demand for Construction Manager professionalism appears even greater in the United
States than it currently is in Canada. Given our close and parallel relationship, the trend seems
inevitable. “A nation-wide trend toward increase professionalism in the field of construction
management is expected to fuel the demand both for persons with training at the master’s level
and for professional development courses.” 4 Voluntary certification of Construction Managers
is increasing in the United States, as are advertisements for Construction Managers that
demand certification as a qualification. In the United States, some states are beginning to
licence professional Construction Managers, as they do engineers and architects.
•
A survey of members of the Toronto Construction Association conducted by George Brown Toronto City College indicated that 61 percent of the companies experienced difficulties
hiring Construction Managers over the past three years. For two-thirds of these companies,
the main reason was the lack of formal training or education among potential Construction
Management candidates.
•
When asked what level of education they would require if hiring a Construction Manager
today, 71 percent of the member firms reported requiring a college education and 28
2
Ontario Job Futures, 0711 Construction Managers
Bureau of Labor Statistics, Occupational Outlook Handbook, 2002-2003
4
Southern Illinois University, Resource Allocation Management Program, Planning Document for Fiscal Year 2004
3
7
percent said an undergraduate degree. In terms of priority, the top five subject areas of most
relevance to the industry, as measured in the survey are mostly “high level”, as opposed to
specific technical, skills:
1. Oral and written communications
2. Plans interpretation
3. Planning scheduling
4. Client relationship management
5. Project administration management and leadership skills
While these subject areas are part of the curriculum of other construction management
programs studied by the George Brown team, what will differentiate the BAT – CS&M
Technology (Construction Science and Management) degree program at the College will be
the level and nature of study. The CABT offers theoretical classroom-based learning, as well
as practical hands-on experiences in the field where theory is applied and tested.
In addition to a skills gap, a
shortage of Construction
Managers is imminent as
demand grows.
Growth in Ontario’s construction industry means overall
growth in demand for Construction Managers. According
to HRDC, “the number of job openings exceeds the
number of job seekers” and employment prospects to 2007 are rated as “good”. 5 A rating of
good means the opportunity for finding employment is relatively strong, chances of job loss
are weak and the earning potential is higher than in other occupations. The average income
of a Construction Manager is higher than average income of all occupations (i.e., $50,368
compared to $40,281 in 2002 in Ontario). Almost half – forty-two percent – of Ontario’s
Construction Managers are employed in the Toronto metropolitan area.
•
Members of the Toronto Construction Association who answered the survey will hire over
1,100 new Construction Managers by 2006, to add to or to replace due to retirement the
2,257 they currently employ. About one in three of these member firms report they will be
5
HRDC, Job Futures National Edition, April 24, 2003
8
hiring to replace retired Construction Managers.
While the growth prospects of this vital Ontario industry and occupation look good in the future,
this increasing demand for construction and expected retirement among the current workforce
indicate an acute shortage of skilled workers looming on the horizon. And this includes
Construction Managers. Statistics Canada data indicate that in 1989, 43 percent of the
construction workforce in Ontario was between the ages of 35 and 64. In 2002, 71 percent of
the workforce was in this age group. The workforce is getting older and closer to retirement.
Construction Managers have a higher than average projected retirement rate – an unpublished
Ministry of Training, Colleges and Universities study indicated that 36 percent of the
Construction Managers employed in Ontario in 1996 will have retired by the year 2010. That
percentage is contrasted to that of 29 percent among all occupations in Ontario. 6
Ontario is facing a looming shortage of Construction Managers, both in terms of pure demand
No college or university in
Ontario currently meets the
need for advanced
Construction Manager
education and training.
and in terms of the necessary professionalism and set of
skills required (i.e., technical, managerial and business),
given the changing needs of the industry and society. In
Ontario, there is currently no applied degree program offered that meets the professionalism
and skill set gap.
In the United States, the U.S. Department of Labor estimates there are approximately 100
colleges and universities offering four-year degree programs in construction management or
construction science and approximately 20 offering Master’s degree programs. In contrast,
Canada has very few colleges or universities offering degree programs specializing in
construction management. Only the British Columbia Institute of Technology offers specific
degree programs in construction management: a Bachelor of Technology in Construction
Management program (part-time) and a distance education Master’s program (in association
6
Projection of Retirements by Occupation, Ontario, Labour Market Information and Research, Training Division,
MTCU, 2000
9
with the University of Bath in the United Kingdom). Courses relating to construction
management are available largely through studies in other specialized degree programs (e.g.,
Civil and Engineering or Architectural Science degree programs) or through two- and three-year
diploma programs (e.g., Construction Engineering Technician or Construction Engineering
Technology Management at George Brown - Toronto City College).
It is this gap that the CABT at George Brown - Toronto City College, with help from its industry
George Brown - Toronto City
College is ready to meet the
needs of Ontario’s
construction industry.
partners, is proposing to fill with a four-year BAT – CS&M
Technology (Construction Science and Management)
degree program. The CABT also offers a four-year
Bachelor of Applied Technology degree in Construction and Environment, Regulations and
Compliance. Being in the centre of the Province’s construction industry and activity puts the
CABT in a unique position to mount and deliver the Construction Science and Management
program. The Centre has been working with its industry partners to better understand the
industry’s needs and demand for Construction Managers and soliciting their input to shape the
curriculum for the program. Graduates of the applied degree program will directly enter the
construction workforce and quickly add value to their employers, the industry and the Province
in applying their skills and innovation to construction in Ontario.
10
3. Program Abstract
3.1 Program Abstract
This hybrid program based on science and management theories will produce graduates
capable of effectively functioning in all construction settings, whether industrial, commercial,
institutional, residential or infrastructure revitalization. Program outcomes comply with codes,
laws and regulations, while respecting sustainable environmental practices. The graduates of
this program will be able to address the needs of the rapidly changing construction landscape,
and with additional experience be able to assume positions as middle and senior managers.
They will be able to continue their studies in the field of Business Management and specialized
areas of the construction sector like green building, energy conservation and clean technology.
11
4. Program Degree-Level Standard
4.1 Degree-Level Summary
Several applied degree models were studied while developing this program. Applied degree
programs offered by different jurisdictions within Canada and the United States were studied in
more detail. In addition to the current offerings of such programs, further research was
conducted with the following organizations:
•
•
•
•
Quality Assurance Agency for Higher Education:
http://www.qaa.ac.uk/aboutqaa/qaaintro/contents.htm
Canadian Engineering Accreditation Board (CEAB)
OACETT: http://www.oacett.org/
The Accreditation Board for Engineering and Technology (ABET):
http://www.abet.org/about.html
American Council for Construction Education (ACCE):
http://www.acce
These organizations represent parallel developments and/or standards establishments in
different jurisdictions.
OACETT standards are defined at diploma level and since this proposal is at a degree level, it
was found that the proposed standards for the degree program exceed that of the OACETT
requirements. Currently, CEAB does not have developed documents and/or process for the
applied degree level.
ABET has developed an assessment model for applied degree programs. This model is timetested in the United States and through bilateral and international agreements. ABET has
defined applied degree levels in two broad categories: Associate and Baccalaureate levels. In
addition, ABET also reviews program related standards while providing accreditation. In the
development of the Course Objectives, reliance was placed on the language and content
guidelines provided by ABET, ACCE and PEQAB. Please see Appendix 13.1 for detailed
analysis of how this applied degree meets or exceeds the ABET and ACCE standards.
The Bachelor of Applied Technology - Construction Science and Management program at
George Brown - Toronto City College meets or exceeds the PEQAB Degree Level Standards for
baccalaureate degrees with an applied focus in every category. Each standard is addressed
below:
1. “Knowledge and critical understanding of the well-established principles of their area(s) of
study, and of the way in which those principles have developed”
Students seeking a career in the construction sector (management and engineering) will gain indepth knowledge of construction engineering principles, management techniques, materials and
specifications, communications and negotiation/mediation skills within a framework bounded by
standards and codes. This level of focus allows the student to functionally apply new
technologies in a manner consistent with the evolution of this new profession as defined by the
construction industry.
12
2. “Ability to apply underlying concepts and principles outside the context in which they were
first studied, including, where appropriate, the application of those principles in an employment
context”
The Construction Science and Management program is, in every respect, an applied program.
Throughout the course of study, students learn through extensive use of case studies and
collaborative projects. In some courses, a problem-based approach is taken. These methods of
learning, by definition, ensure that students are able to apply concepts to different contexts.
Success is measured not solely by the ability to reproduce material from the textbook, but also
by the student’s ability to apply the material to cases, group projects and real-world problems.
3. “Knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically
the appropriateness of different approaches to solving problems in the field of study”
Critical thinking is one of the most important skills that employers seek from their employees.
The ability to think critically is also a skill that helps individuals to function effectively in all
aspects of their lives – in both business and personal situations. The Construction Science and
Management program begins teaching students to think critically from the first semester.
Courses such as Industry Practices and Construction Law help students to develop the critical
thinking skills that they will need in order to take a standard or practice and apply its principles
to other applications or circumstances. Such courses set the groundwork for the use of problembased and collaborative learning in specifically chosen later courses, where students learn
through their own research, synthesis of information and critical thinking around various
approaches to the problems presented. Just a few examples of courses that make extensive
use of these techniques include Theory of Structures, Rating and Testing Methods, Contract
Law and Specifications and Professional Ethics.
4. “An understanding of the limits of their knowledge, and how this influences analyses and
interpretations based on that knowledge”
Knowing what you don’t know is as important as knowledge itself. A true professional is not
afraid to say, “I don’t know – let me look into it”. Once again, this is all part of the approach to
learning taken in the Construction Science and Management program at George Brown Toronto City College. Early elements such as Canadian Law and Zoning & Land Surveying instil
this understanding in students from the beginning of the program. In many courses, students
learn to identify areas for which they are or are not qualified. In certain courses, for example,
students start learning the principles and analytical techniques of existing and emerging building
technology. They learn what additional knowledge they must obtain, or what other professionals
they must work with in order to serve their clients’ interest and effectively construct building and
environmental systems. They learn how to assess the limits on their knowledge and
communicate those limits clearly to clients or co-workers when appropriate.
The Construction Science and Management program exceeds the requirements of the degree
level standard by also addressing the following:
5. “Use a range of established techniques to initiate and undertake critical analysis of
information, and to propose solutions to problems arising from that analysis”
The economic need for this program is based on the public and industry demand for
professionals who work within the entire spectrum of the construction sector and who critically
analyze and understand the impact of decisions and processes followed. All students in the
13
Construction Science and Management program learn these steps in their first year of study.
These principles are then applied continually to courses as students build on basic theories and
applications. Critical analysis is a core competency instilled in students throughout the
programs, in all courses. Finally, these skills are tested in aggregate in the fourth year and are
embedded in the courses (e.g. Leadership Development 1 & 2, Risk Management and
Professional Ethics).
6. “Effectively communicate information, arguments, and analysis, in a variety of forms, to
specialist and non-specialist audiences, and deploy key techniques of the discipline effectively”
Effective communication is critical to success. Effective communication will enable the student
to progress on the job and to achieve results. The Construction Science and Management
program dedicates three courses specifically to develop students’ communication skills
(Communications PBL, Project Management – Construction, and Business Practices and
Communications). The fundamental communication skills learned in these courses are then
further developed and refined through innovative learning methods. Written communications
and analyses are developed through case projects that require written reports. Oral analysis
and communications are developed through presentations, debates and discussions in realworld settings, and form a significant portion of the students’ grades in many courses. The
ability to communicate with confidence and effectiveness was the number one criteria
demanded by the industry in the survey for a competent construction manager.
7. “Undertake further training, develop existing skills and acquire new competencies that will
enable them to assume significant responsibility within organizations”
The Construction Science and Management program focuses on the construction industry and
related management and engineering skills. The skills developed for successful group
relationships, management of resources, risk taking and public safety are very applicable to
other areas of organizations and to other industries. For example, these graduates can move
toward leadership roles in many other areas of an organization by undertaking roles in land
development, testing, logistics, public and private administration.
8. “Have qualities and transferable skills necessary for employment requiring the exercise of
personal responsibility and decision-making”
Several courses have been established in the program specifically to instil in students a sense
of personal responsibility for their actions, and to develop skills that will be easily transferable.
Through collaborative learning, problem-based learning and casework, students learn that
knowledge of the subject matter goes beyond the specific situation in which it was presented. In
topics such as Contract Law and Specifications, students must use their core knowledge and
combine it with critical thinking, communications, problem-solving and teamwork skills to
situations well outside the boundaries of their core subjects. As a result of this process, they will
perform more effectively in business. This is truly the culmination of a complete, applied
education at the degree-level.
14
5. Admissions, Promotion, Graduation Standard
5.1 Admission Requirements
5.1.1 Program Admission Requirements and Level of Achievement
Program Admission Requirements
Academic
A minimum of six (6) Grade 12 courses at 65% including three (3)
required university preparation (U) courses and three additional
university (U) or university/college (M) courses
The following Grade 12 U courses are required:
• Grade 12 compulsory English (ENG 4U)
• Any one of Grade 12 4U Mathematics (MGA 4U, MCB 4U,
MDM 4U)
• One 4U level Science is recommended but not mandatory
Related work/
volunteer experience
None
Other (e.g., portfolio,
specialized testing,
interview, G.R.E., etc.)
None
16
5.1.2 Admission Policies and Procedures for Mature Students
For degree programs, mature student applicants may be considered for admission if they meet
all of the following requirements:
• 19 years of age by December 31st of the year in which they commence studies
• Present tangible evidence of ability to cope with the program at George Brown Toronto City College
• Possess the program prerequisite subject requirements as outlined in section 5.1.1.
• To support applications, applicants should submit a letter and resume outlining:
• Why they have chosen this program
• Career ambitions/career goals
• Past work experience
17
5.1.3 Credit Transfer/Recognition Policies
Transfer of External Academic Credits
Current transfer policies at the college are designed for the diploma programs. Degree program
transfer policies will be in accordance with the guidelines established by the PEQAB.
Policies and practices pertaining to credit transfer/recognition (including any bridging
requirements for certificate/diploma to degree laddering) ensure that the degree level standard
and program learning outcomes are met. In such cases, if transfer credits are awarded for
learning done at a post-secondary institution which is not:
i. a Canadian institution empowered to award degrees either on the basis of their own
statues or ministerial consent; or
ii. a degree granting institution recognized by the Department of Education or by an
accrediting agency which itself is accredited by the Council of Higher Education
Accreditation in the United States; or
iii. a degree granting institution from another jurisdiction which has a similar “accredited”
status,
then the applicant will be required to demonstrate the appropriateness of the methodology that
will be used to ensure that the content and outcomes of the studies for which transfer credit is
being awarded have a substantial academic affinity with the proposed program and are at the
degree level.
To Qualify
Applicants wishing to qualify for transfer of academic credits received at another academic
institution in one or more courses should so indicate on the Application of Admission to Ontario
Colleges of Applied Arts and Technology. Supporting documentation, such as official transcripts
or an outline of work experience should be sent directly to the College.
Review of Request
The Chair of the program in which course credit is requested, or the Chair’s designate, will
assess the request, consulting with other college personnel as appropriate, to ensure that the
requirements of the course or courses for which the student is seeking academic credit have
been met. Students will be notified by the Office of the Registrar and/or the program’s Chair or
designate with respect to the status of the request for credit transfer.
Advanced Standing
Advanced standing is granted to a student upon admission that enables direct entry to the
second semester or higher of a program. This status is based on the decision that previous
academic experience or work experience is equivalent to one or more semesters of the
College's prescribed curriculum. No grade is awarded for the recognition and therefore not
included in any grade point average (GPA) calculations.
To Qualify
Applicants wishing to qualify for advanced standing should so indicate on the Ontario College
Application Form produced by the Ontario College Application Service (OCAS). The application
should be accompanied by supporting documentation, such as official transcripts and/or
course/program outlines and outline of work experience. All foreign-language transcripts must
be translated into English and notarized.
18
Status of Request
The Chair of the program in which advanced standing is requested, or the Chair’s designate, will
assess the request, consulting with other college personnel as appropriate, to ensure that all
course/program requirements have been previously met. Students will be notified by the Office
of the Registrar and/or the program’s Chair or designate with respect to the status of the request
for advanced standing and the final placement of the student in the program.
19
5.1.4 Advanced Placement Policies
Policies and practices pertaining to advanced placement (including prior learning assessment,
entrance examination) ensure that the degree level standards and program learning outcomes
are met. Please refer to Appendix 13.
Prior Learning Assessment and Recognition (PLAR) Procedures
George Brown PLAR Process – All Departments
PLAR is open to all individuals who are interested in gaining credit for college courses diploma
and degree. When a candidate who is not enrolled in a program calls the PLAR office, he/she
will be given general information about what PLAR is and how it operates in the College. The
college will ensure that all of the PLAR policies and procedures are consistent with the PEQAB
guidelines and requirements.
If the candidate wishes to proceed, the PLAR Coordinator will identify the course that the
candidate wants to be exempted from. This may mean:
• talking to the candidate about his or her experiences;
• reviewing the course calendar, course descriptions, and course outlines;
• providing information on other George Brown - Toronto City College resources; and
• providing information on particular department challenge processes.
Candidates will be informed whether a challenge process is available for that course. If a
challenge process is available, candidates can be given a description of the challenge process
and told how long it will take to arrange. If the challenge process is not available, candidates
should be told when it will be available. If the course is closed to PLAR, candidates should be
given the reasons.
1. Once a course or program has been identified, the PLAR Coordinator will refer the
candidate to the department's Chair or Program Coordinator or Chair Designate concerned
with more specific course/program details.
Initially, candidates may only need information to decide whether to proceed. This might
involve the Chair or Program Coordinator doing the following:
• interviewing the candidate;
• informing the candidate about specific departmental PLAR processes;
• setting up an interview between faculty members and the candidate;
• telling the candidate about resource material and where it is available; and
• arranging for the audit of a class.
• If the candidate chooses to proceed, he/she will be asked by the PLAR Coordinator
and/or Chair to complete the PLAR Application form. As appropriate, other members
from the department undergoing the PLAR procedure are then informed about the
candidate.
2. The challenge process or portfolio assessment is always conducted by the department that
offers the course. The challenge process may include an interview, a field placement, a lab,
an exam, an essay, a demonstration, or a combination of these.
3. When the challenge process is complete, the department informs the candidate of the result.
20
Please note the following:
• PLAR assessments require an actual mark, and the candidate is graded on her/his
ability to meet the course outcomes;
• PLAR failures are not recorded on grade reports, transcripts, etc.
Candidates must pay the non refundable PLAR fee before undergoing the PLAR challenge
process. The department will submit the fully completed PLAR application form and payment
to the PLAR Coordinator, who will then process it and forward it to Central Registration.
Completed PLAR assessments will be kept in the department for a period of time and must
remain confidential, according to College policy. An administrative record of the candidate’s
PLAR will be kept at the PLAR office.
Appeals
Candidates have the right to appeal a failure or appeal the PLAR process designated for a
given course.
• For a failed PLAR course, the candidate will use the process as designated in the
academic appeals process
• For an appeal of a PLAR failure, the candidate must state his/her case before two or
more subject matter experts and the Chair or Program Coordinator of that department
Dates for PLAR Applications for Full-time Programs
• Fall Semester: May 15
• Winter Semester: October 15
• Spring Semester: February 15
21
5.2 Promotion and Graduation Requirements
Level of Achievement
Graduation
Overall average 2.3 C+
Program Requirement
Courses in disciplines outside
the main field(s) of study
Promotion
1.0 D
Courses in disciplines within the
main field(s) of study
1.7 C-
Overall average 2.3 C+
Other, please specify (e.g.,
work placement/internship)
Complete and pass
Complete and pass all
2.3 C+
2.3 C+
Other, please specify (e.g.,
research paper)
Other, please specify (e.g.,
laboratories)...etc.
Overall achievement
22
6.2 Professional/Accreditation or Other Organization Support
6.2.1 Current Professional/Accreditation or Other Requirements
Graduates from this program are well positioned to receive credential recognition from:
• Canadian Council of Technician and Technologists (CCTT)
• Ontario Association of Certified Engineering Technicians and Technologists (OACETT)
• Ontario Building Officials Association (OBOA)
The Canadian Engineering Accreditation Board (CEAB), the Accreditation Board of Engineering
and Technology (ABET), and the American Council for Construction Education (ACCE) will be
further consulted for credential recognition prior to the third year of delivery and as per their
individual guidelines. George Brown - Toronto City College is keenly aware of the need for
program accreditation and graduate recognition. Dialogue with various associations and
accrediting bodies will continue.
49
6.2.2.A Letters of Support: Professional/Accreditation or Other Requirements
The letters of support contained in this section were provided to George Brown - Toronto City
College when the idea of developing an applied degree directed at the construction sector was
in its conceptual stage. It provided the College and the Toronto Construction Association with
verifiable evidence that a need existed for this type of program.
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
Appendix 6.2.2.B Letters of Support – Professional/Accreditation or Other Requirements
The letters of support contained in this section further confirm the need for the Bachelor of
Applied Technology - Construction Science and Management and reference the company’s
ability and willingness to hire both co-op students and graduates. (See also Appendix 6.6.3.)
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
6.3 Program Level Learning Outcomes
1
2
3
4
5
6
7
8
9
10
11
12
13
Proposed Program Outcomes
Using relevant media communicate all manner of
information related to a construction project
Analyze past performance of projects to predict and
improve future projects
Manage projects in a compliant, safe, ethical and “green”
manner
Apply management tools and concepts in the execution of
construction projects
Recognize and value diversity of opinion, process and
approach
Incorporate effective leadership strategies to form
multidisciplinary and multicultural teams and work groups
Use the theories and practice of organizational behaviour
and human resources to manage and develop people.
Model and analyze technical problems by applying sound
engineering and building science principles
Assess and apply business, accounting and financial
principles
Assess and apply logistical concepts and practices in the
management of time, cost and quality performance
Evaluate risk potential and environmental impact of
projects and mitigate accordingly
Create technical documents such as tenders, RFPs,
records, etc.
Behave in a fair, ethical and responsible manner
consistent with the professional codes of conduct, laws,
policies, contracts, etc.
Courses
3, 5, 17, 27, 28, 31, 32, 33,
38, 49 and 50
2, 3, 4, 19 and 23
9, 10, 11, 13, 15, 20, 21,
26, 36, 40 and 45
27, 31, 32, 33, 34, 35, 38,
39 and 41
6, 12, 18, 24, 30, 37 and 44
5, 31, 33, 34, 38, 42, 48, 49
and 50
3, 5, 28, 31, 33, 34, 35, 49
and 50
1, 4, 2, 7, 9, 14, 15, 16, 19,
21, 22, 23 and 25
2, 8, 16, 19, 23, 27, 29, 43
and 46
23, 27, 31, 32, 33, 34, 35
38, 39, 41 and 43
19, 32, 33 and 43
5, 20, 23, 27, 29, 49 and 50
3, 26, 28, 33, 36, 45, 49
and 50
The above learning outcomes were used as the source for the development of the detailed
curriculum.
139
6.4 Academic Course Schedule Information
6.4.1 Program Hour/Credit Conversion Justification
1.
Does this program include laboratory components?
_____ No
__X__ Yes
2.
If “yes”, will the calculation of program breadth be based on a conversion of all program
hours into program credits?
_____ Yes
__X__ No
3.
If “yes”, Complete Table 6.4.1. If “no”, proceed to Appendix 6.4.2.
140
Semester 3
Year 2
Semester 2
Year 1
Semester 1
Year 1
Year and
Semester
Building Code Act & Regulations
Construction Science: Foundations
& Structures
Elective
10
11
12
Zoning & Site Engineering
Quantity Surveying
13
14
Optional Work Term
The Science of Architecture –
Theory of Structure
History of Architecture
6
9
Communications (PBL)
5
Micro Economics
Construction Technology 1 – Small
Buildings
4
8
Industry Practices
3
Construction Technology 2 –ICI
Macro Economics
2
7
Math - Tech
Course Title
1
No.
56
56
56
42
28
84
70
56
42
DW
Course
Sem
Hrs
6.4.2.A Academic Course Schedule – Full-Time Studies
141
42
42
42
DO
Course
Sem
Hrs
42
42
DL
Course
Sem
Hrs
9
4
11
2
4
3
5
Course
Pre-req
and
Co-req
Kissoon
Krantzberg
&/or Wills
pool
Krantzberg
To be recruited
Wills
Pool
Wills
Muller
Orman
Wills
Wills
Pool
Krantzberg
Proposed
Instructor or
indicate if faculty
to be recruited
PQS
Masters
Masters or above
Masters
Masters or above
Masters
Masters or above
Masters
Masters & Architect
PhD
Masters
Masters
Masters or above
Masters
Highest
Qualification
earned (or
required) and, only
where applicable,
highest
qualification
progress
324
326/
336
326
336
336
362
367
336
336
326
Page
Ref to
CV
Semester 6
Year 3
Semester 5
Year 3
Semester 4
Year 2
Year and
Semester
Structural Systems Analysis
Quality Assurance: Specifications
Elective
22
23
24
Planning & Scheduling
Health & Safety
Construction Estimating 2 – Pricing
Elective
27
28
29
30
Project Management Construction
Building Code Compliance
26
31
Construction Field Engineering
25
Optional Work Term
Mechanical & Electrical Systems
21
Elective
18
Construction Estimating 1 – Small
Buildings
Law & Construction Contracts
17
20
Applied Math - Statics
16
Probabilities & Statistics
Construction Science: Components
& Separators
15
19
Course Title
No.
56
56
28
56
42
56
42
42
56
56
42
28
42
56
DW
Course
Sem
Hrs
142
42
42
42
DO
Course
Sem
Hrs
DL
Course
Sem
Hrs
25, 32
20
25
10
15, 27
17
11
4, 14
9
11
Course
Pre-req
and
Co-req
Wills
Pool
Kissoon
To be recruited
To be recruited
To be recruited
To be recruited
Pool
To be recruited
Krantzberg
To be recruited
Kissoon
Litwin
Pool
To be recruited
Krantzberg
Krantzberg
Proposed
Instructor or
indicate if faculty
to be recruited
Masters
Masters or above
PQS
Masters or above
Masters or above
Masters or above
Masters or above
Masters or above
Masters or above
Masters
Masters or above
PQS
Masters
Masters or above
Masters or above
Masters
Masters
Highest
Qualification
earned (or
required) and, only
where applicable,
highest
qualification
progress
336
324
326
324
330
326
326
Page
Ref to
CV
Semester 8
Year 4
Semester 7
Year 4
Year and
Semester
Cost Control
Business Practices &
Communication
Labour Relations & HR
Management
Cost Planning
Construction Law – Case Studies
Elective
32
33
34
35
36
37
Leadership Development 2
48
Elective
44
Elective
Risk Management
43
47
Leadership Development 1
42
Mortgage Monitoring
Project Procurement
41
46
Innovation & Constructability
40
Professional Ethics
Development Economics
39
45
Project Administration
38
Optional Work Term
Course Title
No.
42
42
28
56
28
28
28
28
28
56
DW
Course
Sem
Hrs
42
42
28
42
42
42
143
DO
Course
Sem
Hrs
42
DL
Course
Sem
Hrs
36
29
31
35
17
17
31
Course
Pre-req
and
Co-req
Pool
To be recruited
To be recruited
To be recruited
To be recruited
Nicholls
Fukushima
Pool
Bobechko
Wills
To be recruited
To be recruited
To be recruited
Proposed
Instructor or
indicate if faculty
to be recruited
Masters or above
Masters or above
Masters or above
Masters or above
Masters or above
Masters
Architect
Masters or above
LLB
Masters
Highest
Qualification
earned (or
required) and, only
where applicable,
highest
qualification
progress
321
318
336
Page
Ref to
CV
56
28%
80%
20%
Calculate the percentage of the program offered in DO
and DL courses [(B+C)/(A+B+C)]*100
Calculate the percentage of the program offered in DO
courses [B/(B+C)]*100
Calculate the percentage of the program offered in DL
courses [C/(B+C)]*100
C=Sum
of DL
Hours
126
DL
Course
Sem
Hrs
144
Discipline within Main Field(s) of Study – DW
Discipline Outside the Main Field(s) of Study – DO
Discipline Outside the Main Field(s) of Study but Linked to the Main Field of Study – DL
2240
B=Sum
of DO
Hours
490
DO
Course
Sem
Hrs
Total Program Hours =A+B+C
A=Sum
of DW
Hours
Senior Independent Capstone
Industry Project
50
56
Average Contact Hrs. per semester including labs = 20
Project Management Practicum
– Studies Bid Competition
49
DW
Course
Sem
Hrs
1624
Course Title
No.
Subtotal Program Hours
Year and
Semester
Wills
Kissoon
Proposed
Instructor or
indicate if faculty
to be recruited
Masters
PQS
Highest
Qualification
earned (or
required) and, only
where applicable,
highest
qualification
progress
336
324
Page
Ref to
CV
Must not be greater than 25% of the total DO and DL courses
Must be at least 75% of the total DO and DL courses
Must be at least 20%
42
29
Course
Pre-req
and Coreq
6.4.2.B Table: Academic Course Schedule – Part-Time Studies
Not applicable to this proposed program.
145
Year &
Sem.
Course Title
Math - Tech
Ref #
1
146
This course provides the technical math
component as a lead-in to future courses in
this program. Technical math is applied to
general case study problems pertaining to
the other courses in this semester and
others.
Calendar Course Description
6.5.1 Course Descriptions and Learning Outcomes
6.5 Course Outlines and Other Graduation Requirements
Year 1, Semester 1
·
·
·
·
·
·
Apply the principles of mensuration
(length, areas, volumes) of geometric
figures, x-y coordinates, equations of
straight lines and other figures.
Convert units, unit systems of physical
measurements.
Solve mathematical right angle and
non right angle trigonometry, problems
relevant to the other courses within this
semester.
Solve algebraic equations including
quadratics.
Apply the principles of calculus, limits,
differentiation and integration
Apply mathematics to construction
science problems.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 1
Course Title
Macroeconomics:
Canada in the
Global Environment
Ref #
2
147
This introductory course gives students a
foundational understanding of scarcity and
the dynamics of supply and demand.
Various macroeconomic measurements
are studied, including inflation,
unemployment rates, gross domestic
product, economics multipliers and money
supply. Students learn the mechanics of
fiscal and monetary policy, including the
role of the banking system in an economy,
and how and why the Bank of Canada
plays a role in interest rate determination.
Calendar Course Description
·
·
·
·
·
·
Analyze the basic economic problem
faced by all societies.
Apply fundamental economic theory to
current events.
Analyze the factors which influence
rising, falling and stable prices.
Use various economic measurements
to determine which phase of the
business cycle an economy is in.
Analyze fiscal practices used by
governments to intervene in an
economy.
Analyze practices used by the Bank of
Canada.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 1
Course Title
Industry Practices
Ref #
3
148
This course introduces the students to the
practices within the construction industry,
and includes practices that are regulated.
Students become familiar with construction
terminology, codes and standards,
engineering and architectural design
documents, construction documents,
project development and the regulatory
agencies within the building and related
industries. This course includes a tutorial
on the interpretation of permit drawings and
other related documents as well as a
lecture/lab component of building science
materials. The science and application of
four major building materials: wood,
concrete, steel and masonry is studied. Soil
composition and classification is studied.
Methods of testing, analyzing, classifying
and applying materials are practiced in the
building science lab and in the field.
Calendar Course Description
·
·
·
·
·
·
·
·
·
·
·
Read and interpret architectural,
structural, mechanical and electrical
drawings.
Identify construction industry
standards, procedures, protocols,
codes, etc.
Research relevant industry data
online.
Classify the different types of business
entities used in the construction
industry.
Define the roles and occupations
performed in the construction industry.
Examine the role of various industry
and professional associations.
Assess professional construction and
architectural careers and
opportunities.
Describe the design and construction
process of a building project.
Interpret environmental and safety
issues
Communicate effectively with clients,
while understanding the key areas that
affect client relations with regard to a
building project.
Develop a network of contacts in the
construction industry to improve
personal employment and business
opportunities.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 1
Course Title
Construction
Technology 1 Housing and Small
Buildings
Ref #
4
149
This course introduces the building
technologies associated with housing and
small buildings. Wood frame construction
techniques are demonstrated and
discussed. A lab component consists of
sketching and building models of framing
details. Structure, framing grids,
connections, wall sections, engineered
wood and steel products, etc. will be
studied. This course analyzes selected
sections of Part 9 of the Ontario Building
Code for reference.
Calendar Course Description
·
·
·
·
·
·
·
·
Identify framing systems and details.
Describe methods and materials for
small building construction.
Diagram small building foundation and
superstructure methods.
Interpret and analyze appropriate
sections of Part 9 of the Ontario
Building Code.
Construct working models of
connections and systems determining
appropriate modes of construction and
materials that meet the Ontario
Building Code.
Assess standards and codes for small
building construction.
Analyze construction working drawings
and details.
Produce field sketches and reports for
the interpretation of small building
construction systems.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 1
Course Title
Communications
(PBL)
Ref #
5
150
This course is designed to develop the
skills necessary for small group, studentdirected, problem-based learning. Students
will interact in teams to solve problems
posed from real-life situations in a case
study format. Students will develop selfawareness, interpersonal skills and
strategies for working effectively with
groups. Student will learn how, within the
small group, to carry out the eight tasks of
problem-based learning. Through soliciting
peer feedback, the student will develop an
awareness of his/her skills in chairing
meetings and making an effective
contribution to the group tasks. Selfevaluation techniques will also be
mastered.
Calendar Course Description
·
·
·
·
·
Improve self-directed learning skills
and develop group-learning skills.
Analyze and solve case study
problems.
Demonstrate learned methods of self
and group assessment techniques.
Master problem based learning
techniques in a self and group setting.
Summarize learning progress by
carrying out critical analyses of self
and group learning bases on group
developed learning outcomes of each
subject matter.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 1
Course Title
History of
Architecture
Ref #
6
151
This course will introduce students to the
history of Western architecture by
concentrating on the most significant and
influential periods, styles, architects and
buildings. The roots of Toronto’s
architecture will be explored, and Toronto’s
architecture will be used as a case study
where applicable. Elements of architecture
will be analyzed.
Calendar Course Description
·
·
·
·
·
·
·
·
·
Summarize the characteristics of
Western architectural periods and
styles.
Analyze the elements of architecture.
Analyze the works of prominent
architects.
Describe historical buildings using
architectural language.
Research architectural periods, styles,
architects and buildings.
Produce reports and presentations on
a particular architectural period, style,
architect or building.
Sketch historical buildings and details
found in Toronto.
Prepare assignments demonstrating
good writing and graphic presentation
skills.
Demonstrate the origins of prominent
architectural styles seen in Toronto.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 2
Course Title
Construction
Technology 2 - ICI
Ref #
7
152
Industrial, Commercial and Institutional
(ICI) sector buildings are studied in this
course. Existing and emerging
technologies as applied to construction
technology including concrete, masonry,
steel, wood, cladding, roofing and other
building systems are examined. Building
enclosures for protection against the forces
of nature are examined from architectural,
structural and environmental disciplines.
Included in this course are the finishing
methods, conveying systems and special
equipment unique to ICI buildings. The
Construction Specifications Institute’s (CSI)
Master Format is used for classification of
the methods and materials.
Calendar Course Description
·
·
·
·
·
·
·
Evaluate various construction
methods, materials and appropriate
applications for work on ICI buildings
and civil engineering projects.
Analyze construction documents such
as working drawings, details, shop
drawings, specifications, etc. used for
the construction of larger buildings (ICI
sector).
Construct working models of
connections and systems determining
appropriate modes of construction and
materials, which meet the Ontario
Building Code.
Assess standards and codes for small
building construction.
Produce field sketches and reports for
the interpretation of ICI construction
systems.
Compile a solutions portfolio of
architectural case study problems that
have occurred on construction
projects.
Research and categorize data
pertaining to ICI sector buildings
according to the CSI Master Format,
the OBC and other standards and
reference documents.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 2
Course Title
Microeconomics:
Canada in the
Global Environment
Ref#
8
153
This introductory microeconomics course
covers elasticity, price determination, the
market system, government intervention in
the markets, forms of competition, and
distribution of income and wealth.
Calendar Course Description
·
·
·
·
·
·
Analyze the effects of elasticity on
prices.
Analyze the concepts of economic
efficiency and equity.
Evaluate the workings of the dynamic
market.
Evaluate the possibilities, preferences
and choices of households from an
economic perspective.
Analyze the various forms of market
systems and competition.
Analyze various market factors.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 2
Course Title
The Science of
Architecture
Ref #
9
154
This course explores the structure of
buildings in an architectural and
engineering science context. The effect of
forces on structures – such as tension and
compression – is demonstrated. Forces,
form, space and order are studied from an
architectural science and structural
engineering point of view. Structural
systems of buildings are analyzed from a
construction perspective.
Calendar Course Description
·
·
·
·
·
·
Describe the physical properties of
structural materials and their use in
structures and architecture.
Assemble, analyze and present
information relating to structure in
architecture.
Describe how the form, space and
order of architecture are generated by
structure.
Produce photographs, sketches and
drawings of existing buildings or
buildings under construction for use in
an electronic presentation of the
science of structure in architecture.
Analyze the structure and building
science of existing buildings.
Recognize the interdependence of
architectural and structural disciplines
relating to construction projects.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 2
Course Title
Building Code
Ref #
10
155
This course emphasizes the use of and
interpretation of the Ontario Building Code
(OBC) Act and Parts 1, 2, and 9 of the
Regulations. Students will apply sections of
the Building Code to projects. Standards
and reference documents will be identified.
Calendar Course Description
·
·
·
·
·
·
·
·
Apply relevant sections of the Building
Code to building projects.
Interpret selected sections of the
Ontario Building Act and Regulations.
Analyze climatic information contained
within the Regulations.
Select structural data from tables
found in the Regulations for given
applications.
Calculate limiting distance and spatial
separation using tables in the
Regulations.
Identify standards and documents
referenced in the Regulations.
Analyze OBC illustrations of selected
sections of the Code.
Inspect and identify non-compliance
with the OBC Regulations.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 2
Course Title
Construction
Science –
Foundations and
Structures
Ref #
11
156
This course explores the engineering and
architecture of building foundations and
structures. Selection of systems of earthworks, excavation, shoring, de-watering,
etc. is examined with emphasis on the
impact on the environment. Super-structure
systems, methods and materials are also
examined.
Calendar Course Description
·
·
·
·
·
·
Select appropriate shoring, tie-back
and sheet piling systems.
Determine the different kinds of
shallow and deep foundations, the
nature of foundation settlement and
probable causes of foundation failure.
Determine de-watering methods and
materials for the construction of
foundations.
Describe the physical properties of
structural materials and their use in the
construction of buildings and other
structures.
Compile photographs, sketches and edata of existing buildings or buildings
under construction for use in visual
comprehension and presentation of
structure, form, space and order in
building construction.
Participate in the selection of
appropriate methods and materials for
excavation, sub-structure and superstructure building systems for a variety
of building case studies.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1,
Semeste
r2
Course Title
Elective
Ref #
12
157
Calendar Course Description
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 2, Semester 3
Course Title
Zoning and Site
Engineering
Ref #
13
158
This course focuses on plot/site plan issues
including location, grades, contours,
elevations and setbacks, etc. Students gain
hands-on skills in the operation of field
measurement equipment. Computers are
used to download and analyze field data.
The Planning Act and its regulations as
well as official plans, zoning bylaws and
minor variances are examined and
interpreted. Land Registry and Land Titles
practices are examined. Site Engineering
design drawings are interpreted and
applied.
Calendar Course Description
·
·
·
·
·
·
·
Collect and analyze field data from
land survey and measurement
equipment.
Generate site plans via computer
plots.
Interpret and analyze site data from
engineering design drawings in order
to utilize site plans and plot plans.
Describe the processes involved for
acquiring approvals from the zoning
department, committee of adjustment,
building department, planning
department and the Ontario Municipal
Board.
Interpret the Planning Act,
Regulations, Official Plans and zoning
by-laws.
Evaluate and re-write zoning by-laws.
Describe the urban planning process,
the land registration and/or land titles
process in Ontario.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 2, Semester 3
Course Title
Quantity Surveying
Ref #
14
159
This course introduces the principles of
Quantity Surveying as a profession of the
Canadian Institute of Quantity surveyors
(CIQS). The course focuses on industry
terminology, types of estimates, the
estimating process, principles of
measurement and the critical role of the
quantity surveyor in the design and
construction process. Bidding procedures
for various project delivery systems are
analyzed and critiqued.
Calendar Course Description
·
·
·
·
·
·
·
·
Investigate areas in the construction
sector where knowledge of quantity
surveying is necessary.
Examine the attributes required to be a
successful professional quantity
surveyor (PQS).
Evaluate bidding practices and
procedures.
Organize documents required for bid
preparation.
Apply electronic tools and computers
to the measurement of construction
work.
Arrange construction information using
industry standards.
Analyze the types of estimates
required at each stage of project
development.
Measure building elements by length,
area and volume in accordance with
the first principles of quantity surveying
as stipulated by the CIQS Method of
Measurement.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 2
Course Title
Construction
Science –
Components and
Separators
Ref #
15
160
This course examines the building science
theory and principles applied to the control
of moisture, heat, air and solar radiation
flows across building separators. The fire
safety of separators is also examined.
Principles and analytical techniques are
reviewed within the context of existing and
emerging building technology. The course
also surveys the complexities and
relevance of science and systems to
environmental design. The sensitivities of
the ecological balances are discussed in
relation to the natural, controlled and built
environments. The concept of sustainability
is introduced, stressing energy as a central
issue that underlies design or management
of systems in the environment.
Calendar Course Description
·
·
·
·
·
Examine building and environmental
systems and establish their
relationship to the appropriate codes.
Appraise building separators for fire
safety using appropriate code.
Discuss the relevance of science and
systems to environmental design.
Analyze ecological balances of
natural, controlled and built
environments.
Justify the concept of sustainability as
related to code, systems and
separators.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 2
Course Title
Applied Math Statics & Strength
of Materials
Ref #
16
161
Statics and strength of materials as applied
to structural analysis and design of building
components, including properties of linear,
planar and composite structural systems,
will be covered in this course. Students will
apply the concepts of forces and principles
of mechanics, equilibrium, shear force and
bending moments to structural elements
and assemblies. Topics include the use of
conventional lumber, engineered wood
products, masonry, steel and reinforced
concrete.
Calendar Course Description
·
·
·
·
Analyze appropriate building materials
and systems for architectural and
structural design of buildings.
Calculate forces and loads applied to
buildings.
Determine bending moments,
reactions and shear forces for
structural members.
Analyze structural systems for
compliance to code requirements.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 1, Semester 1
Course Title
Law and
Construction
Contracts
Ref #
17
162
This course introduces Canadian law as it
relates to Construction Agreements and
Documentation. Types of law, law
formation, laws giving authority and law
enforcement are examined. The course
provides the student with the knowledge
and skills necessary to understand
Construction Law, Contracts,
Specifications and other documents used
in the design and construction of building
projects. Relevant Ontario Acts and
Regulations, including the Provincial
Offences Act, are discussed.
Calendar Course Description
·
·
·
·
·
·
·
·
·
·
Describe branches of law, structure
and procedures and contract law.
Contrast bills, acts, regulations and
policy and explain their relevance.
Identify and discuss Ontario Acts and
Regulations relevant to the program.
Summarize authority and enforcement
procedure in law.
Describe the process for formulating
and recommending new laws.
Explain rights and responsibilities of
the parties to a contract.
Examine standard forms of
construction contracts.
Prepare, interpret and/or adapt written
documents used in design, tendering
and construction.
Analyze specifications and/or other
written documents used in design,
tendering and construction.
Communicate construction project
information effectively and accurately
by analyzing and presenting data in
written format.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 2,
Semester
3
Course Title
Elective
Ref #
18
163
Calendar Course Description
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 2, Semester 4
Course Title
Probabilities &
Statistics
Ref #
19
164
This is a descriptive statistics course.
Topics covered are measures of central
tendency, measures of variation, frequency
distributions, linear regression and the
normal distribution. Computer spreadsheet
software will be used to generate statistical
reports and graphs.
Calendar Course Description
·
·
·
·
Interpret reports and statistics relevant
to Construction and Environmental
Law practice.
Conduct research to discover central
tendency, measures of variation,
frequency distributions, linear
regression and the normal distribution.
Validate results of statistical analysis.
Generate statistical reports and
graphs.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 2, Semester 4
Course Title
Construction
Estimating 1 Small Buildings
Ref #
20
165
This course emphasizes the principles of
estimating construction work for pricing
labour, materials and equipment. Work is
measured for quantification and pricing of
site work, concrete, masonry and wood
framing. Estimates are prepared for the
procurement and shipment of materials to
the construction site.
Calendar Course Description
·
·
·
·
·
·
Estimate quantities of work for small
buildings using sketches and working
drawings for Architectural and/or Civil
works in accordance with the
principles of measurement as
stipulated by the CIQS Method of
Measurement of Construction Works.
Arrange and classify data for bill of
materials, cost estimating and bidding.
Assess relevant data and methods for
lapping, wastage bulking and
consolidation of various building
materials.
Apply computerized construction
estimating software.
Compare the cost of alternate
assemblies for foundation works.
Generate estimates for small buildings
in a collaborative office environment.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 2, Semester 3
Course Title
Mechanical and
Electrical Systems
Ref #
21
166
In this environmental systems building
science course, students learn to assess
mechanical and electrical (M&E) systems
used in buildings. Heating, ventilation and
air conditioning (HVAC), plumbing and
drainage (P&D), fire protection, controls,
power distribution, secondary electrical
distribution, lighting and illumination,
alternative and cogeneration, and site
service connections are evaluated. The
course is designed for students to analyze
each system based on the requirements for
health, life safety and sanitation. Analysis
will include the range of systems available
for each discipline and their impact on and
integration with architectural design and
building construction.
Calendar Course Description
·
·
·
·
·
Compare and contrast the basic
principles of various mechanical and
electrical systems for buildings.
Analyze the function and application of
mechanical and electrical systems for
buildings.
Assess M&E engineering drawings to
communicate with clients, engineers,
contractors, subcontractors or trades.
Interpret Ontario Building Code (OBC)
sections for any M&E, HVAC, P&D or
conveying system.
Interpret the inter-dependency of M&E,
HVAC, P&D disciplines relating to
controls, architecture and construction.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 2, Semester 4
22
Ref #
Structural Systems
Analysis
Course Title
167
This course explores the architecture and
engineering of building structures. Woodframe, engineered-wood, masonry, steelframe and reinforced concrete structural
systems of buildings are analyzed from a
design and construction perspective.
Calendar Course Description
·
·
·
·
·
·
·
Apply engineering principles to
structural building systems of
construction projects.
Assist in the selection, design and
integration of a structural system in the
schematic design phase of a building,
using a framing system selection chart
and preliminary design charts.
Describe the physical properties of
structural materials and their use in
various structural systems.
Analyze and present information
relating to structural design.
Examine buildings and structures
under construction and present
information pertaining to the
construction methods and materials.
Examine, interpret and evaluate
placement drawings, shop drawings,
bar lists and other fabrication data of
various structural systems for design
compliance and for use on a
construction site.
Assess the structure of existing
buildings.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 4
Course Title
Quality Assurance Specifications
Ref #
23
168
The student will learn the application of the
Project Manual, Tender Documents,
Bidding Procedures, Canadian
Construction Documents Committee
(CCDC) Contracts, General Conditions,
Specifications (Outline, Prescription and
Performance) and the CSI Master Format
System as related to quality control.
Practice standards are examined in relation
to various fields pertaining to Construction
Science, Environmental Law, and
Construction Supervision and
Management.
Calendar Course Description
·
·
·
·
·
·
·
·
·
·
·
Identify the use of the Project Manual
with regard to concept, contents and
applications.
Research the CSI Master Format
system with regard to history,
formation (technical and non-technical
documents) with applications relative
to the control of Quality and Cost.
Explain the three-part sections in a
Specification.
Relate reference standards to NonPropriety Specifications.
Distinguish between Outline
Specifications and Open and Closed
Specifications.
Contrast Express Terms and Implied
Terms relative to Specifications.
Prepare Tender Documents (for a
small project) or Technical
Specifications (for a component of
work).
Prepare Bid Forms documents
including Bidding Procedures,
Invitation to Bid and Instructions to
Bidders.
Relate how quality assurance
practices are integral to specifications,
codes and standards interpretation.
Identify international competition
opportunities.
Assess quality assurance
requirements for implementation.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 2,
Semester 4
24
Ref #
Elective
Course Title
169
Calendar Course Description
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 5
25
Ref #
Construction Field
Engineering
Course Title
170
Students analyze the coordination and
supervision of projects. The management
of labour, materials and equipment on the
site is explored. Project start-up, jobsite
layout and trade inspection is practiced.
Calendar Course Description
·
·
·
·
·
·
·
·
·
Analyze construction jobsite
management Time, Quality and Cost
Control systems and practices.
Ensure that all construction work
adheres to contractual obligations,
project specifications and drawings.
Maintain systems for project
documents, records, logs and
inventories.
Evaluate the methods employed and
the use of equipment and materials for
completing construction projects.
Coordinate and facilitate the collecting,
processing, interpreting and use of
survey and layout information related
to construction sites.
Apply the principles of engineering and
building science to analyze and solve
technical problems related to
construction projects.
Coordinate, supervise, inspect and
assess quality of work of trades and
suppliers.
Coordinate and facilitate shop
drawings, submittals and samples.
Conduct construction filed layouts
using a variety of measurement
equipment.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 5
Course Title
Building Code
Compliance
Ref #
26
171
This course emphasizes the use and
interpretation of the Ontario Building Code
(OBC) Act and Parts 3, 10, and 11 of the
Regulations. Students will apply these
sections of the Building Code to projects.
Standards and reference documents will be
identified. Case study examples will be
used to help interpret regulatory response
to non-compliance of the Regulations.
Calendar Course Description
·
·
·
·
·
·
·
Apply relevant sections of the Building
Code to building projects.
Interpret selected sections of the
Ontario Building Act and Regulations.
Identify standards and documents
referenced in the Regulations.
Clarify by OBC illustrations selected
sections of the Code.
Inspect and identify non-compliance
with the OBC Regulations.
Identify Fire Safety, Occupant Load,
sanitary facilities, Fire Resistance
Ratings, fire separations, exits, egress,
barrier free access, renovations,
alternative measures and compliance
alternatives requirements of Parts 3,
10 and 11.
Review Plans Examination Checklists
for Building Permit.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 5
Course Title
Planning and
Scheduling
Ref #
27
172
The student develops the skills necessary
to plan and schedule a project. This course
uses computer software to assist in the
planning, organizing, leading and recording
of project data. The course focuses on the
sequencing of operations on a construction
project in order to meet deadlines, order
materials, specify and schedule activities,
and set up contingency plans. Students will
assemble data and apply network, bar
charts, line of balance and other methods
of multiple unit schedules to construction
projects.
Calendar Course Description
·
·
·
·
·
·
·
Document the theory and principles
associated with construction project
planning and scheduling.
Organize time, material and people to
achieve predefined objectives.
Analyze a project and break it down
into its basic work components.
Produce network diagrams, Gantt
charts, line of balance and multiple
unit construction schedules.
Measure, calculate and analyze
productivity for use in planning and
scheduling.
Predict potential problem areas when
assessing projects.
Apply computer software to plan and
schedule any given project.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 5
Course Title
Health and Safety
Ref #
28
173
Interpreting the importance of the key Acts,
Regulations and Policies that relate to
safety codes and issues will be studied in
this course. Examples of these documents
are: The Occupational Health and Safety
Act, Environmental Protection Act, Spills
Bill, Building Code Act, Part 4 – Fire Code,
Water Resources Act, the Flammable
Liquids Handling Act, etc. This course
covers the principles and practices of
administering safety, including producing
documentation according to the
Regulations and developing plans, policies
and procedures for accident prevention.
Participants will also be participating in
WHMIS and other safety and first aid
certificate training seminars.
Calendar Course Description
·
·
·
·
Interpret key Acts related to health and
safety and their Regulations.
Develop safety policies and
procedures.
Produce relevant documentation for
safety compliance or accident
reporting.
Solve prevention and occurrence
problems from case studies of
workplace accidents.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 5
Course Title
Construction
Estimating 2 Pricing
Ref #
29
174
The course examines the analysis and
application of unit prices for construction
works in case study/project data base
format. Labour productivity, equipment and
materials costs will be analyzed to produce
unit costs for construction activities. Pricing
subcontractor’s work, pricing general
expenses and closing the bid will be
analyzed.
Calendar Course Description
·
·
·
·
·
·
·
·
·
Research material, labour and
equipment productivity and unit prices.
Construct and maintain an electronic
database.
Compare unit prices from historical
data, cost indices and/or built-up
calculations.
Forecast labour and equipment
productivity and costs from historical
data.
Analyze relevant data and methods for
productivity, wastage, bulking,
consolidation, site overheads and
mark-up relating to risk, overhead and
profit.
Measure a building as stipulated by
the Canadian Institute of Quantity
Surveyors (CIQS) Method of
Measurement of Construction Works
in a project team environment.
Analyze estimating and bidding
functions with a construction
management team.
Measure and estimate alternate
assemblies for cost comparison.
Construct and organize data for cost
estimating and bidding using
computerized construction estimating
software.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3,
Semester
5
Course Title
Elective
Ref #
30
175
Calendar Course Description
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 6
Course Title
Project
Management Construction
Ref #
31
176
This course examines the theory and
practice of all aspects of construction
project management as practiced in
Ontario. Contracting, estimating, bidding,
procurement, scheduling, planning,
organizing, cash flow, marketing, time,
quality, quantity and cost control, reporting,
purchasing, cost planning, etc. will be
studied and practiced from a contractual
viewpoint. Extensive group participation is
demanded and evaluated.
Calendar Course Description
·
·
·
·
·
·
·
·
·
Analyze how the nature and content of
construction contracts determines how
construction work is managed.
Compare and contrast Construction
Project Management systems.
Define the fundamental functions of
management and construction
management.
Determine self-management strategies,
including attitude and behavioural
adjustment, in situational team
environments.
Practice leadership skills by
documenting, reporting and presenting
the project management of simulated
and real case study construction
projects.
Discuss the site (including sub-surface
conditions) and its effects on the costs
of the general requirements of a
contract.
Produce plans and monitor construction
projects for Time, Quantity and Quality,
Money (cost), People, and Safety
(TQQMPS).
Document the inspection and rejection
of construction work, including subcontractor punch lists.
Discuss the claims, disputes and
arbitration methods of dispute
resolution for construction projects.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 6
Course Title
Cost Control
Ref #
32
177
This course examines the theory and
practice of cost control of construction
projects as practiced in Ontario. Planning
budgets, organizing cash flow and
controlling construction costs are practiced.
Extensive group participation is demanded
and evaluated.
Calendar Course Description
·
·
·
·
·
·
·
Compare and contrast construction
cost control systems.
Produce a construction budget and
payment schedule.
Monitor and assess project progress
using productivity analysis for time and
cost control.
Analyze the importance of estimating
and cost accounting to construction
management.
Document and explain budgets, cash
flow, contract payments and cost
control.
Manage the direct costs of
construction materials, labour, tools,
plant, equipment, information and job
overhead.
Practice leadership skills by
documenting, reporting and presenting
the project management of simulated
and real case study construction
projects.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 6
Course Title
Business Practices
& Communication
Ref #
33
178
This course analyzes business
management principles and marketing
strategies. Business skills necessary to
establish, market and operate a successful
company will be developed.
Calendar Course Description
·
·
·
·
·
·
·
·
·
·
·
Produce a comprehensive business
plan detailing how the small business
will operate, grow and be monitored
for its success against pre-set goals.
Develop the necessary strategies to
set up a small business including
marketing, finances, operating plan,
human resources, etc.
Develop the necessary skills to identify
potential problems and remedies
related to the small business.
Produce financial records necessary
for the daily operations of a small
business.
Describe accounting principles.
Interpret financial statements.
Accurately analyze these records to
forecast trends or problems.
Utilize accounting documents to
establish procedures for project cost
control.
Identify computer applications for
small business record keeping.
Contribute to the human resource
management of construction projects.
Apply principles of business practices.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 6
Course Title
Labour Relations
and HR
Management
Ref #
34
179
The principles and procedures of labour
relations and human resource
management, as they apply to the
construction industry, are the focus of this
course. This course provides the student
with the procedures of collective
bargaining, human relations and conflict
resolution. Through the case study method,
students interpret employment and human
rights legislation and the major issues
involved in employment discrimination.
Students also develop negotiation skills
and formulate alternative dispute resolution
methods.
Calendar Course Description
·
·
·
·
·
·
Explain the theories of motivation,
leadership, communication, morale,
redesigning work and management by
objectives.
Examine the functions of personnel
management as practiced in a typical
human resource department.
Discuss the importance of employee
training, manager development and
staff evaluation and career
development.
Discuss the importance of employee
benefits, health and safety, promotion
potential, transfer within the corporate
structure, dismissal and retirement.
Explain the theory and practice of the
inter-relationship of contractors and
labour unions.
Describe the process of union
certification and collective bargaining.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 6
Course Title
Cost Planning
Ref #
35
180
The course examines the concept of
building economics as applied to cost
planning and cost control during the early
design phases of a developer’s or
design/build construction project. The
student will study the need for cost control
during the design program and design
schematics stages of development. Factors
influencing costs, conceptual and
preliminary estimating methods and
Elemental Cost Analysis (ECA) will be
reviewed and practiced.
Calendar Course Description
·
·
·
·
·
·
·
Describe the factors that affect design
and costs of building projects.
Estimate design elements as
stipulated by the Canadian Institute of
Quantity Surveyors (CIQS) for
Elemental Cost Analysis (ECA).
Research and specify alternate design
assemblies for cost comparison.
Estimate unit prices from quantities
and/or cost indices for ECA.
Analyze an outline specification using
the CIQS Elemental system.
Participate in the group dynamics
exercises with a design/build team.
Produce a cost plan report and
summary.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3, Semester 6
Course Title
Construction Law Case Studies
Ref #
36
181
This course uses the case study method to
anticipate the legal pitfalls associated with
managing a construction project. Students
develop strategies to prevent pitfalls and
organize plans to mitigate situations
presented in case studies. Due diligence in
construction project administration and
documentation is reinforced.
Calendar Course Description
·
·
·
·
·
·
·
Identify major cause and effect of poor
project management practices as
related to the construction law.
Research case law for studies in
construction project management
practice.
Describe in detail at least one case
related to the building industry.
Demonstrate a problem-solving
technique related to construction
contract law.
Describe giving evidence in court and
the documentation required for a
construction dispute.
Describe alternative dispute resolution
(ADR) methods.
Complete all work according to
contractual obligations; project
specifications and drawings; and
applicable law, standards, by-laws,
and codes.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 3,
Semester 6
37
Ref #
Elective
Course Title
182
Calendar Course Description
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 7
Course Title
Project
Administration
Ref #
38
183
This course uses the case study method to
apply the skills of project administration as
applied to construction projects by
architects. Applied project documentation,
including approvals, changes, shop
drawings, monitoring, field review,
inspection and certification, is emphasized
from a designer’s viewpoint.
Calendar Course Description
·
·
·
·
·
·
·
·
Describe the importance of
documentation.
Assist in the administration of a
construction project using standard
industry practice and forms related to
construction science and
management.
Prescribe procedures for dealing with
“authorities having jurisdiction” (AHJs).
Determine major cause and effect of
poor project administration practices
as related to the construction process.
Discuss a project administration case.
Demonstrate problem-solving
techniques related to project
administration.
Analyse the Agreement and the
General Conditions of CCDC-2, as it
relates to project administration.
Analyze progress draws, OGCA/OAA
close procedures, detailed meeting
formats and other documentation
expected of a project administrator for
a building project.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 7
Course Title
Development
Economics
Ref #
39
184
This course examines concepts of
development economics as practiced by a
construction/project manager, professional
quantity surveyor or architect. The student
will dissect outline specifications and
preliminary estimates and apply these to
feasibility studies, financing (mortgages
and the raising of capital) and life cycle
costing. Time and money, yield analysis
and elements of real estate will also be
covered.
Calendar Course Description
·
·
·
·
·
·
·
·
·
Prepare feasibility studies by using the
preliminary and elemental cost
analysis techniques.
Conduct research for architectural
feasibility studies: market approach,
cost approach and income approach.
Analyze mortgage and interim
financing for building projects.
Calculate Present Values for
investment purposes.
Calculate Yield for investment
purposes.
Explain elements of risk with regard to
real estate and building development.
Analyze building elements using life
cycle costing methods.
Produce a pro-forma for a building
development project.
Analyze the effects of taxation on
capital investment.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 7
Course Title
Innovation &
Constructability
Ref #
40
185
This course covers design and construction
innovation, constructability analysis and
value management, all of which are vital to
successful project delivery. In addition to
exploring the theoretical and practical
aspects of these topics, the course
emphasizes the integration of construction
processes and the use of electronic
communication and documentation in
project execution.
Calendar Course Description
·
·
·
·
·
Appraise a constructability analysis.
Develop design and construction
innovation theories.
Evaluate a value analysis using the
five step process.
Integrate electronic communication
and documentation in project
execution.
Present innovation and constructability
analyses for construction projects.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 7
Course Title
Project Procurement
Ref #
41
186
Using the case study method, this course
explores the project procurement and
project delivery systems (PDS) prevalent in
the construction industry. The PDS
determines the procedures, relationships
and responsibilities of the participants for
all project activities, including project
procurement. This course examines
alternative methods of PDS, including
public/private partnerships, design-build,
construction management, turnkey and
lease-to-own development agreements.
Calendar Course Description
·
·
·
·
·
·
Analyze contractual relations within
various project delivery systems.
Examine various forms of special
agreements for project procurement.
Analyze alternate methods of PDS.
Select the most appropriate PDS for
given case studies.
Analyze protection, indemnification,
bonds and insurance for constructors.
Compare and contrast lease and
property management systems.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 7
Course Title
Leadership
Development 1
Ref #
42
187
Leadership is discussed from a theoretical
and practical viewpoint using lectures,
discussions and group break-out sessions.
Topics covered include: self-management,
professional relationships, professional
conduct, personality inventories, time
management techniques, leadership as a
mindset, ethics, leadership inventory, team
building skills, practical case studies,
construction law and leadership issues.
Construction professionals will guest
lecture and participate in panel
discussions.
Calendar Course Description
·
·
·
·
Analyze personality profiles with
relation to team building.
Develop construction leadership skills
for time management, improving the
work ethic, human resource
management, etc.
Research and analyze industry
leadership practice.
Develop leadership vs. management
as a mindset.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 7
Course Title
Risk Management
Ref #
43
188
The need to assess risk, manage risk and
reduce liabilities is the main subject matter
of this course. Assessment of risk, the
management of liability, government and
societal public demand for an independent
third party to manage risk is also examined.
Insurance, indemnification, warranty,
bonding and surety are examined as risk
management strategies.
Calendar Course Description
·
·
·
·
Discuss risk management theory.
Provide reduction strategies for given
case study problems where risk is
measured.
Compare and contrast insurance,
indemnification, warranty, bonding and
surety.
Produce a Risk Management Matrix
tool for construction projects.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4,
Semester 7
44
Ref #
Elective
Course Title
189
Calendar Course Description
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 8
Course Title
Professional Ethics
Ref #
45
190
An examination of ethical issues arising in
the contemporary professional and
business setting. Emphasis is on the
mastery of representative ethical systems
and concepts and their application to actual
situations. Discussion will draw from such
topics as: the concept of a market society,
contract models of business ethics, profit
making and social responsibility, self
interest and altruism, the concept of
business as a practice, mechanistic and
organic conceptions of business, conflicts
of interest, and distinction between legal
and ethical concerns.
Calendar Course Description
·
·
·
·
·
·
Use an approach to decision-making
that identifies various codes of ethics
in applied fields of business, industry
and the public sector and that critically
evaluates and articulates the main
goals.
Identify various codes of ethics in
applied fields of business, industry and
public sector and critically evaluate
and articulate the main goals.
Be able to determine the nature of
ethical issues extant in a given
situation.
Develop a dynamic, workable personal
code of ethics upon which to depend
in all situations, professional and
personal.
Formulate an ethical position and
communicate it appropriately to others.
Demonstrate knowledge of the
development of ethical codes and
apply that knowledge to a variety of
hypothetical and actual situations.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 8
46
Ref #
Project Monitoring
Course Title
191
This course explores the concept of Project
Monitoring and Accounting with emphasis
on a Project Monitor's role during all
phases of a construction project. The
financial relationships of the parties
involved in each phase of a construction
project are analyzed. Students study the
role of the Project Monitor in the context of
Lender's vs. Borrower's interests.
Calendar Course Description
·
·
·
·
·
·
Evaluate the role of project monitoring
in the construction process.
Describe the Project Monitor's
functions at each stage of the
construction process.
Outline the Project Monitor's
relationships with each party involved
in the construction process.
Specify the Project Monitor's
obligations in Lender vs. Borrower
conflict of interests.
Compile project cost accounts and
other financial reports.
Prepare basic budget review and
progress draw reports, including cost
to date, cost to complete calculation,
source of funds and margin
calculation, holdback and contingency
analysis, geotechnical and insurance
analysis.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year4,
Semester 8
47
Ref #
Elective
Course Title
192
Calendar Course Description
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 8
Course Title
Leadership
Development 2
Ref #
48
193
Leadership is discussed from a theoretical
and practical viewpoint using lectures,
discussions and group break-out sessions.
Topics covered include: self-management,
professional relationships, professional
conduct, personality inventories, time
management techniques, leadership as a
mindset, ethics, leadership inventory, team
building skills, practical case studies,
construction law and leadership issues.
Professionals will guest lecture and
participate in panel discussions.
Calendar Course Description
·
·
·
·
·
Analyze case studies involving
construction law and leadership
issues.
Analyze the methods of proven
industry professionals and executives
committed to leadership.
Determine precise leadership skills
and inventory strengths and
weaknesses.
Develop a policy of professional
conduct.
Produce a personal portfolio of
leadership ethics and goals.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 8
Course Title
Project Management
- Practicum
Ref #
49
194
This course is composed of the
management of a practical project as a
class project. Students conduct an Ontariowide simulated construction bid competition
sponsored by the Ontario Institute of
Quantity Surveyors (OIQS) and the Ontario
General Contractors Association (OGCA).
The entire class is involved in the
management of the project, which includes
writing, issuing and administration of the
bid documents, answering bidder’s queries,
quantity surveying and estimating of the bid
documents for target amounts, pricing, subcontractor quotations, etc. The class
administers the competition. Teams of
students from colleges and universities
across Canada are the bidders. Students in
this course also manage the selection of
the winning bids in the following categories:
Closest to the Target, Best Professional
Conduct and Best Presentation of Bidder’s
Documentation. This competition will be
operated on a national level in conjunction
with the British Columbia Institute of
Technology’s (BCIT) fourth-year students.
Calendar Course Description
·
Participate in, and practice project
management, bidding and estimating
procedures for, the operation and
management of a provincial and
national simulated student
competition.
Course Learning Outcomes
(as identified in 6.5.2)
Year &
Sem.
Year 4, Semester 7
Course Title
Senior Independent
Capstone Industry
Project
Ref #
50
195
This course provides students the
opportunity to liaise with the industry
partners in order to conduct an
independent capstone project in
conjunction with one of those partners. This
course prepares students to accomplish
the capstone industry project successfully
through faculty guidance in developing a
subject of inquiry and extending scholarly
research techniques, documentation and
presentation skills. Capstone projects may
include experimental and/or analytical
investigative research of any aspect of the
science or management of construction.
Calendar Course Description
·
·
·
·
·
·
Compose and present a formal
proposal.
Conduct interviews and fact-finding
accurately and effectively.
Organize, outline, format and write a
professional report.
Present a capstone industry project
orally and visually in seminar format.
Apply individual and collaborative
strategies for critiquing course work.
Research and summarize information
accurately and effectively.
Course Learning Outcomes
(as identified in 6.5.2)
6.6 Work Experience Required for Degree Completion
6.6.1 Program Structure Requirements
Year 1
Year 2
Year 3
Year 4
September
On-campus studies 1
On-campus studies 3
On-campus studies 5
On-campus studies 7
January
On-campus studies 2
On-campus studies 4
On-campus studies 6
On-campus studies 8
April
Work Term Opportunity
Work Term Opportunity
Work Term Opportunity
Graduation
Paid full-time work term = 15 consecutive weeks and about 560 hours.
The students are required to complete one work term opportunity before graduation.
301
6.6.2 Work Experience Outcomes
As noted in Appendix 6.6.1, one work term is required. Work term outcomes are presented
below and they are correlated to the Program Learning Outcomes in Appendix 6.3.
Work Experience Outcomes
1. Understand and apply team building and basic
management techniques
2. Apply technical skills required on construction sites
including regulations, safety requirements and
codes, using appropriate resources
3. Support the analysis of project efficiencies
considering such variables as cost, time lines,
logistics, etc.
4. Support the preparation of RFPs, tenders or other
technical proposals/reports considering past
performs, risk, capacity, etc.
How work experience puts into
practice the program outcomes
1, 3, 4, 5, 7
1, 6, 7, 8, 10
1, 3, 6, 11
1, 2, 3, 6, 7, 8, 9, 10, 11
Additional work term outcomes may be established by the employer.
302
7. Program Delivery Standard
7.1 Quality Assurance Policies
7.1.1 Curriculum Development Delivery and Assessment
In order to ensure well-developed curriculum, all courses will be developed using the Worldwide
Instructional Design System (WIDS). WIDS is software designed to assist faculty in the
development of outcome-based curriculum, criterion-based assessment and lesson plans that
support a variety of learning styles. The College has been using this system for over two years
and currently there are over 250 faculty trained to use the software. All probationary faculty are
required to become proficient in using this software.
WIDS assists the course designer in determining what students must learn based on task
analysis and needs assessment. It emphasises the application of knowledge, skills and
attitudes. It assists the faculty in articulating measurable, observable instructional targets, which
are shared with students before the learning experience begins. WIDS utilizes Bloom’s
Taxonomy to assist the faculty in determining the appropriate complexity of the learning that
takes place. All course outcomes in the cognitive domain are written at the application level or
above.
Once the learning outcomes are established, the software prompts the faculty to design the
appropriate assessment strategies, which are valid, reliable and fair. Using WIDS encourages
faculty to use a variety of assessments. Assessments include on-demand tests and exams, as
well as cumulative assessment tools. The latter require students to perform more complex tasks
that demonstrate critical thinking and the ability to synthesize previously learned skills and
knowledge and apply it to problems. The goal is to design authentic assessment tools that will
prepare students for the types of problems that they will encounter in their careers. WIDS
assists the faculty in determining clear criteria and standards of performance for each
assignment.
WIDS also assists faculty in designing effective learning activities to support a variety of learning
styles. The faculty are encouraged to structure the learning activities so that students will be
able to determine the knowledge that they need and apply this knowledge to real life problems
or goals.
Once the faculty has designed a course, the WIDS program will analyze the course to ensure
the outcomes are written at the application level or above, that each outcome has a set of
learning objectives, and that the assessment strategies match the level of the outcome.
304
7.2.1 Student Feedback – College Policy
George Brown - Toronto City College
Maintaining Academic Relevancy and Responsiveness to Students
Title:
Board of Governors
Curriculum Policy
Authorizing Body:
Policy #:
6.1, 6.2
Director of Academic Approved by:
Vice-President
Contact:
Excellence
Academic Excellence
and Innovation
2002-02-13
Date Approved:
At the end of every course, students will be given the opportunity to complete a student
feedback questionnaire that provides feedback to the faculty member and program chair on
course content, teaching methodology, evaluation methods, classroom ambiance,
responsiveness of the faculty member and the overall learning experience. Students will also be
given the opportunity to give feedback on their field placement experience and co-op terms.
In order to ensure that programs are delivered in a method that supports student learning,
George Brown - Toronto City College has several methods of soliciting student feedback:
• Student Satisfaction Survey: This survey is a provincial Key Performance Indicator (KPI),
conducted once each year. It provides information about the overall satisfaction of each
student with the program, faculty, learning resources, services and facilities. The results
are distributed to the program faculty, who must develop a plan to respond to identified
student concerns. All service areas also receive the results and provide plans for
improvement. Where additional information is required, programs hold focus groups with
students.
• Graduate Satisfaction Survey: This survey is also a Key Performance Indicator,
conducted six months after graduation. It measures the graduate’s employment status
and satisfaction with his or her college program in the employment situation. The results
are distributed to the program faculty, who must develop a plan to respond to identified
graduate concerns.
• Course Evaluation: George Brown - Toronto City College has a long-standing practice of
administering a student survey at the end of every course. The results are tabulated by
Compustat Consultants, the same consultants used for the KPI survey, and returned to
George Brown - Toronto City College. The results are distributed to the faculty member
and his/her Chair. The results are used to inform faculty reviews.
• Program Advisory Committee: Each program has a program advisory committee, which
includes a student and a graduate.
• Work-Term Evaluation: George Brown - Toronto City College is in the process of
finalizing a student handbook that will be used for applied degree work-term placements.
The student surveys that will be administered for work-term evaluation will gather
information on several aspects of the experience, including:
·
Assessments on how well the work experience met the anticipated outcomes
outlined in Appendix 6.10.1 of this application
·
The skills that were used (e.g. self-management, technical, interpersonal)
·
How the work experience relates to the courses taken during academic
semesters
·
Opportunities to develop skills and which skills the student would like to continue
to develop
·
Feedback received from supervisors, co-workers and clients
305
·
·
•
Ratings of the relevance and value of the learning experience
Ratings on the support provided by George Brown - Toronto City College during
the work term
Withdrawal Survey: This survey is requested for students who leave the program prior to
graduation. It is conducted in a face-to-face environment so that the College, whenever
possible, can assist the student to stay in the program.
306
7.2.2 Student Feedback Criteria and Instruments
The following Student Feedback form is currently in place at George Brown - Toronto City
College and will be used for the applied degree program:
307
308
7.3 Academic Community
7.3.1 On-Line Learning Policies and Practices
Not applicable to this proposed program.
7.3.2 Academic Community Policies
Not applicable to this proposed program.
309
8. Capacity to Deliver Standard
8.1 Past Performance – College Key Performance Indicators
GEORGE BROWN - TORONTO CITY COLLEGE – KEY PERFORMANCE INDICATORS
Reporting
Year
2000-01
2001-02
2002-03
Graduate
Employment
Rate
89.6%
85.8%
86.4%
Graduate
Satisfaction
Employer
Satisfaction
Student
Satisfaction
Graduation
Rate
79.9%
79.7%
78.8%
89.3%
92.0%
89.5%
64.8%
63.8%
70.1%
61.3%
59.9%
54.5%
NOTES:
Graduate Employment and Graduate Satisfaction KPI data: is collected through a telephone
survey with graduates from each of the three academic terms/semesters (Summer/Fall/Winter)
six months after their graduation, e.g., for the reporting year of 2002-03, the Graduate
Employment and Graduate Satisfaction rates include data from the Summer 2001, Fall 2001
and Winter 2002 graduates.
Employer Satisfaction KPI data: is also collected through a telephone survey with employers
of the graduates who have consented to their employers being contacted. The employer
satisfaction survey is conducted two weeks after the completion of each graduate survey, e.g.,
for the reporting year of 2002-03, the Employer Satisfaction rate include employers of graduates
from the Summer 2001, Fall 2001 and Winter 2002.
Student Satisfaction KPI data: is collected through an in-class survey in February. Colleges
also have the option to survey students in advance, provided these students are in co-op,
clinical or field placement during the formal survey period in February, e.g., the 2002-03
reporting year includes students (2nd semester and above) surveyed in November 2002
(advanced survey) and in February 2003 (formal).
Graduation Rate: For the graduation rate calculation, the student’s completion time frame
equals approximately 200 per cent of the normal program duration, e.g., for the reporting year of
2002-03, the Graduation rates include those who started one-year programs in 2000-01, 2-year
programs in 1998-99, and 3-year programs in 1996-97, and who graduated by 2001-02.
310
8.2 Related Program Performance Indicators
RELATED PROGRAM PERFORMANCE INDICATORS:
THE CENTRE FOR ADVANCED BUILDING TECHNOLOGIES
Architectural Technician – T132
Reporting
Graduate
Graduate
Year
Employment Satisfaction
Rate
2000-01
100.0%
75.0%
2001-02
62.5%
50.0%
2002-03
100.0%
100.0%
Architectural Technology – T109
Reporting
Graduate
Graduate
Year
Employment Satisfaction
Rate
2000-01
84.6%
100.0%
2001-02
86.2%
75.8%
2002-03
90.0%
82.6%
Building Renovation Technician – T110
Reporting
Graduate
Graduate
Year
Employment Satisfaction
Rate
2000-01
85.7%
75.0%
2001-02
85.7%
85.7%
2002-03
60.0%
84.6%
Building Restoration Technician – T142
Reporting
Graduate
Graduate
Year
Employment Satisfaction
Rate
2000-01
--2001-02
--2002-03
---
Employer
Satisfaction
Student
Satisfaction
Graduation
Rate
100.0%
100.0%
100.0%
83.0%
62.5%
64.3%
20.6%
38.6%
25.0%
Employer
Satisfaction
Student
Satisfaction
Graduation
Rate
80.0%
100.0%
100.0%
75.0%
60.3%
54.7%
44.8%
43.0%
37.3%
Employer
Satisfaction
Student
Satisfaction
Graduation
Rate
100.0%
0.0%
50.0%
65.4%
64.0%
80.2%
47.1%
39.6%
39.6%
Employer
Satisfaction
Student
Satisfaction
Graduation
Rate
----
-68.2%
69.2%
----
Student
Satisfaction
Graduation
Rate
65.0%
71.4%
63.8%
42.4%
46.3%
40.9%
Construction Engineering Technician – T101
Reporting
Graduate
Graduate
Employer
Year
Employment Satisfaction Satisfaction
Rate
2000-01
100.0%
85.7%
100.0%
2001-02
50.0%
100.0%
-2002-03
100.0%
50.0%
100.0%
311
Construction Engineering Technology – T105
Reporting
Graduate
Graduate
Employer
Year
Employment Satisfaction Satisfaction
Rate
2000-01
100.0%
70.0%
100.0%
2001-02
100.0%
92.9%
100.0%
2002-03
96.0%
84.6%
100.0%
Heating/Refrigeration/AC Technician – T100
Reporting
Graduate
Graduate
Employer
Year
Employment Satisfaction Satisfaction
Rate
2000-01
100.0%
77.8%
100.0%
2001-02
66.7%
46.7%
100.0%
2002-03
91.7%
100.0%
50.0%
312
Student
Satisfaction
Graduation
Rate
70.6%
59.0%
60.5%
78.3%
65.7%
83.9%
Student
Satisfaction
Graduation
Rate
87.5%
77.0%
79.1%
40.0%
20.0%
32.4%
8.3 Program Strengths and Appropriateness to College Mission and Goals
George Brown - Toronto City College is a non-profit corporation established by the Government
of Ontario on November 22, 1967 to serve the City of Toronto as part of a province-wide system
of colleges. During its first six years of operation, the College incorporated two trade schools,
five nursing schools and four upgrading centres. The roots of the College reflect a strong
representation of diverse sectors of our economy and, in particular, construction and civil
industries.
The College’s vision – “George Brown - Toronto City College is woven into the economic and
social fabric of the city and recognized as a key resource in building its future” – is clearly
reflected in its mission statement below:
College Mission Statement
Working closely with partners from all sectors of our society, George Brown - Toronto City
College, will provide high-quality education that meets the evolving social and economic
development needs of the communities we serve, enabling students to succeed in achieving
individual career and life goals. To achieve our mission we will:
Responsiveness
Respond quickly and with flexibility to changes in the communities we serve, renewing
programming and delivery methods to meet emerging needs;
Quality
Ensure a high degree of satisfaction with the quality of our programs and services among
students, graduates, employers and other partners;
Access
Promote access to our programs and services;
Learning Culture
Foster a culture of continuous learning within the College for students, staff and community
partners;
Leadership
Evolve in areas where the College is, or can become, a recognized leader;
Diversity
Promote the positive value of diversity in the College community and in society;
Responsibility
Secure the future stability of the College through responsible strategic investment of resources
in innovative practices, programs and services.
The ongoing achievement of these goals will be realized through the continuing commitment
and creativity of College staff working with students and community partners.
The College has created the structure and environment needed to support the CABT in the
development and delivery of this program in the following ways:
313
a) Strong Financial Foundation: Over the past five years, George Brown - Toronto City
College has worked toward its mission and strategic direction by embarking on an
aggressive plan to improve the economy and efficiency of the core educational
programs and to eliminate peripheral programs and activities. Through decisive
leadership and sound financial management, the fiscal position of the College has gone
from an operating deficit and a negative cash flow to an accumulated surplus of $2.9
million, a capital reserve of $7.5 million and a $20 million positive cash flow. This has
been accomplished within a context of decreasing funding per capita from the operating
grant, increased enrolment and fewer faculty and staff.
b) Quality Policies and Support Structure: Program quality is assured through corporate
policies and structures established under the aegis of the office of the Vice-President,
Academic Excellence and Innovation. This office is unique to the Ontario colleges in that
it has no operational responsibilities and is fully focused on standards, best practices,
quality assurance and institutional research. Michael Cooke presently holds the VicePresident's position. In 1997, he received the College's Board of Governor's Award of
Excellence for Leadership. The Association of Community Colleges of Canada has
named him the recipient of the 2001 Leadership Award.
c) E-Learninq Expertise: E-learning technologies include the World Wide Web, e-mail, CDROM, video-conferencing and instructional software that complement more traditional
forms of distance education. George Brown - Toronto City College is already a leader in
the use of distributed learning with its award-winning electronics program, its Bell Centre
and a significant number of courses or course segments developed through its Centre
for Learning Innovations and Academic Development. Currently, the use of e-learning
technologies at George Brown - Toronto City College is at the high end of the national
estimate of five to ten percent of curriculum offerings. In 2004, the College will have
doubled that percentage.
The CABT, its programs, faculty and staff respond to and complement both the Vision and
Mission. The introduction of a Bachelor of Applied Technology Degree - Construction Science
and Management is ideally poised to add to this vision. The program:
• responds to an identified educational and industry need
• is fully supported by the construction sector
• conforms to the College’s business planning process
The CABT further confirms the following requirements in the development and delivery of this
program:
• Current and qualified (as defined by the PEQAB) full time faculty members, will develop
courses that fall within their area of expertise. For all other courses, qualified teachers
will be identified and hired to develop and deliver courses requiring the unique blend of
credentials and work experience to implement the program.
• All faculty members assigned to teach in the applied degree program will be reviewed in
accordance with the CAAT collective agreement.
• Opportunities for professional development will be made available to faculty members to
ensure program currency and relevancy. As noted earlier, the curriculum will be based
on the WIDS system and all full- and part-time faculty members will be fully compliant in
this method of course development.
• All faculty members will be requested to post schedules outside of regularly scheduled
314
•
•
•
•
•
•
class assignment time to provide access to students for feedback, assistance and other
forms of academic counselling.
All George Brown - Toronto City College students and staff have equal access to all
services and facilities (LRC, computer labs, specialized lab facilities as determined by
curriculum, etc.).
Consistent with the College’s strategic and business planning process, resources
required to meet the curriculum needs for this and all other programs will be maintained.
Students enrolled in the applied degree program will fully benefit from and have access
to all the services and privileges afforded all George Brown - Toronto City College
students. Please refer to Appendix 8.8 for description of the full range of support
services to students.
All college policies pertaining to FOI, hiring practices, equal opportunity, diversity,
access, confidentiality, etc. will be followed for this program.
Teaching assignment will be fully determined by faculty credentials, experience and selfselection to maintain standards at the degree level of this program.
Courses will be appropriately assigned to professors, inside or outside the main field of
study, who will hold a higher credential than the degree offered.
The introduction of this program in the CABT fully completes the suite of programs that respond
to the construction industry’s need for qualified employees. Designed with direction from the
industry, the curriculum is structured in a manner that builds attributes verified through a
comprehensive survey (see Appendix 14.1) and predicts success for its graduates.
Its curriculum is based on the Worldwide Instructional Development System (WIDS) and infuses
the right mix of applied, technical, team building, problem-solving and interpersonal skills. Work
experience components will be positioned within the academic semesters to ensure optimum
placement opportunities for the students while concurrently ensuring real world training
opportunities in the field. Courses will be delivered by qualified and current practitioners and
from an existing pool of professors that will continue to be expanded as the program matures.
315
8.5 Policies on Faculty
Policy Regarding Faculty Credentials
George Brown - Toronto City College
College Policy: Approved by the Board of Governors, June 11, 2003
Originator: Human Resources
Date: June 11, 2003
Policy: Credentials Required by Faculty to Teach Courses in a Degree Level Program
Introduction:
George Brown - Toronto City College is an educational and training institution of higher
education offering learning opportunities, education and training resulting in a range of
credentials from certificates, to diplomas, to applied degrees and collaborative degrees.
The Postsecondary Education Quality Assessment Board (PEQAB) that assesses and monitors
applied degrees in colleges in Ontario has mandated the credentials required for all faculty who
are assigned to teach in any applied degree program. In addition, our collaborative partners
may also determine the credential required to teach in a particular program or course. This
College policy is therefore introduced at George Brown - Toronto City College.
Policy:
1. Any faculty member assigned to teach courses in the degree programs at George Brown Toronto City College must possess an advanced academic credential, normally the terminal
credential in the field of study, but at a minimum at least one degree higher than a
baccalaureate in a field of study related to the subject being taught.
2. Faculty may also be required to possess particular professional credentials and/or related
work experience of a substantial depth and range.
3. In order to teach in a baccalaureate program, faculty must submit and update credential
evidence to the College, as required and outlined in the College’s Procedure Statement,
“Statement of Evidence of Faculty Credentials”.
4. Any exception to the above policy and practice must be:
a. Justified in writing;
b. Based upon the absence of a related program credential in a university, or other
exceptional circumstances;
c. Approved by the President in the spirit of not impeding the College’s ability to
deliver the standard as required by PEQAB.
Reference: letter from Donald N. Baker, Director, PEQAB to President Frank Sorochinsky,
dated November 29, 2002.
387
1. Evidence on file supplied directly to George Brown - Toronto City College from the granting
agency of the highest academic credential and any required professional credential claimed by
faculty members.
George Brown - Toronto City College currently requires written verification from the
granting institutions of academic and professional credentials.
2. Regular review of faculty performance, including student evaluation of teaching.
a. All probationary faculty members participate in an in-depth orientation program that
is concurrent with the probationary period. The program includes a week-long
residential retreat covering all aspects of their duties as a professor. During the first
year, they also complete a week-long instructional skills workshop and a week-long
program on instructional design and outcomes-based learning (See section 5.e). In
the second year, each professor completes an instructional design or teaching
project that is presented to the Vice-President, Academic Excellence and Innovation.
This intensive program was implemented in September 2001.
b. During the probationary period, faculty members are informed in writing of their
progress at intervals of four months continuous employment or four full months of
accumulated non-continuous employment. This policy is outlined in the Collective
Agreement, Article 27.02D, last ratified on September 26, 2001. To determine the
progress being made, the Chair will evaluate the faculty in the classroom. It is the
practice at George Brown - Toronto City College that each in-class observation is
also followed by an evaluation discussion with the Chair.
c. Depending on the faculty member's workload as defined in the Collective
Agreement, Article 11, all permanent faculty members meet with their Chair between
two and five times a year. Faculty members also meet with their Chair annually to
discuss their professional development plans and performance. The professional
development plan responds to student feedback, evolution of their teaching
responsibilities and changes in their profession or area of expertise. The practice of
having this meeting to discuss professional development plans is a long-time
standard practice. The commitment was formally established in September, 2000.
d. At the end of every course, students complete a student feedback questionnaire that
provides input to faculty members and Chairs on course content, teaching
methodology, evaluation methods, classroom ambiance, responsiveness of the
faculty member and overall learning experience. Chairs meet with faculty once or
twice a year to discuss the results of their student feedback questionnaires. The
practice has been formally in place since September, 1998.
3. Means for ensuring the currency of faculty knowledge in the field.
a. Each year, a number of faculty members are awarded full sabbaticals to pursue
major professional development projects related to their teaching duties. This policy,
and the formula to calculate the number of faculty members who will participate, are
outlined in the Collective Agreement, Article 20, which was last ratified on September
26, 2001. The faculty must submit a detailed plan for their sabbatical, which
describes how their work will support their own development, and support the
strategic direction of the College.
b. The Deans and Chairs work with the faculty members to establish business and
advisory committee connections. These connections and ongoing relationships
provide the faculty with opportunities to increase awareness on changes in industry
388
practice and needs. This approach to industry connections was originally legislated
by the Ministry of Colleges and Universities prior to 1990. George Brown - Toronto
City College has long adopted Program Advisory Committees as a standard practice
to provide the necessary link between the College, the faculty members and
communities being served.
c. In the case of the Bachelor of Applied Technology - Construction Science and
Management, faculty will be given paid professional leave to work in industry, on the
basis of one half-year leave for every five years. This paid leave program will ensure
that faculty are current in their profession and are focused on the application of the
curriculum in construction and environment law. It will also provide faculty with
relevant real-world experiences to share with students in the classroom, thereby
enriching the classroom experience.
4. The promotion of curricular and instructional innovation.
At George Brown - Toronto City College, the President has appointed a Vice-President,
Academic Excellence and Innovation whose primary mandate is to promote scholarship, applied research, teaching excellence and program innovation. The following are
some practices and initiatives that contribute to promotion of curricular and instructional
innovation:
a. The College has a Centre for Learning Innovation and Academic Development,
which operates under the aegis of the Office of the Vice-President, Academic
Excellence and Innovation. The Centre offers training and support for faculty
members who are developing innovative approaches to curriculum design and
program delivery. Each year, the College provides up to fifteen partial sabbaticals
for faculty members who want to do a major project through the Centre. This has
been the practice of George Brown - Toronto City College since 1995. These
sabbaticals are over and above those described in section b.
b. A Staff Resource Centre has been available to faculty members since George
Brown - Toronto City College was established. This Centre provides workshops,
resource materials and other professional development resources. The
development and delivery of new resources are closely linked to the College's
goals of academic excellence and strategic direction. Since 1999, George Brown Toronto City College has also provided easy accessibility to the Resource Centre
resources and activities through the website:
http://www.gbrownc.on.ca/Admin/hr/src/default.htm.
c. For four years, George Brown - Toronto City College has provided an Employee
Tuition Assistance Plan for personal, professional or institutional development. If
approved for the plan, the faculty member is entitled to a maximum of $5,000 over
the span of their career at George Brown - Toronto City College. This program is
unique in the Ontario college system.
d. Professional development subsidies for George Brown - Toronto City College have
been in place since prior to 1995. This program encourages life-long learning by
allowing faculty members to enrol in a College course for a nominal fee of $20.
e. In order to ensure well-developed curriculum, the College uses the Worldwide
Instructional Design System (WIDS). WIDS is software designed to assist faculty in
the development of outcome-based curriculum, criterion-based assessment, and
lesson plans that support a variety of learning styles. The college has been using
this system for over two years and currently there are over 250 faculty trained to
389
use the software. All probationary faculty are required to become proficient in using
this software.
WIDS assists the course designer in determining what students must learn based
on task analysis and needs assessment. It emphasizes the application of
knowledge, skills and attitudes. It assists the faculty in articulating measurable,
observable instructional targets, which are shared with students before the learning
experience. WIDS utilizes Bloom’s Taxonomy to assist the faculty in determining
the appropriate complexity of the learning that takes place. All course outcomes in
the cognitive domain are written at the application level or above.
Once the learning outcomes are established, the software prompts the faculty to
design appropriate assessment strategies, which are valid, reliable and fair. Using
WIDS encourages faculty to use a variety of assessments. Assessments include
on-demand tests and exams, as well as cumulative assessment tools. The latter
require students to perform more complex tasks that demonstrate critical thinking
and the ability to synthesize previously learned skills and knowledge, and to apply
that to problems. The goal is to design authentic assessment tools that will prepare
students for the types of problems that they will encounter in their careers. WIDS
assists the faculty in determining clear criteria and standards of performance for
each assignment.
WIDS also assists faculty in designing effective learning activities to support a
variety of learning styles. The faculty are encouraged to structure the learning
activities so that students will be able to determine the knowledge that they need
and apply it to real life problems or goals.
Once the faculty has designed a course, the WIDS program will analyze the course
to ensure that the outcomes are written at the application level or above, that each
outcome has a set of learning objectives, and that the assessment strategies match
the level of the outcome.
5. Faculty Workload
The Faculty work load is established using the workload formula in the Colleges of
Applied Arts and Technology Faculty Collective Agreement. The workload formula
includes time for class preparation, delivery, student evaluation and time with
students outside of class.
390
8.6 Enrolment Projections and Staffing Implications
Enrolment projections, based on an introduction of the program in September 2005, for all years
are as follows:
Cumulative
Enrolment
Full
Part
Time
Time
Year
1
Year
2
Year
3
Year
4
Staffing Requirements - Projected
Cumulative
Cumulative
Cumulative
Other
Full Time
Part Time
Teaching
Faculty
Faculty
Support
Equivalents
Equivalents
Equivalents
Ratio of Full
Time Students
/ Full time
Faculty
35
0
1
0.8
0
35 to 1
65
3
2
1.5
0.5
33 to 1
92
6
3
2.3
1
31 to 1
117
10
3
3.6
1
39 to 1
These projections are based on the introduction of one section. In the event the employment
demand exceeds substantially the potential graduate pool, the CABT will evaluate enrolment
targets, in concert with employers, and take necessary action. The overall retention for the first
intake over the four-year span is predicted at 68% with yearly retention predicted at the
following rates:
Year 1 to year 2
Year 2 to year 3
Year 3 to year 4
86%
90%
93%
The College endeavours to implement strategies such as student advising and tutoring to affect
these retention rates. The senior years may also reflect an increase in enrolment subject to
articulations, direct entries, bridging and PLAR. These senior level entries will be according to
the policies established by the PEQAB.
391
8.7 Resources
8.7.1 Library Resources
The George Brown - Toronto City College Library/Learning Resource Centre provides students
and faculty with the necessary resources to support study and teaching needs. Resources
include print and electronic collections of books, periodicals, indexes, and videotapes. See
Appendices 8.8.1.1-2 for a detailed assessment of current and proposed holdings supporting
the proposed Bachelor of Applied Technology – Construction Science and Management.
The development of the library collection is the responsibility of professional librarians working
in collaboration with teaching faculty. Sources for the identification of relevant materials to be
acquired include subject-specific reviewing media and industry-related association newsletters,
bibliographies of books for college libraries, lists of “Recommended Readings,” academic
publishers’ catalogues, and (for new programs) the catalogues of libraries with comparable
academic programs. The National Library’s online Forthcoming Books (a classified list of
cataloguing-in-publication titles) is systematically checked to ensure that all relevant Canadian
publications are considered for acquisition. Such online databases as Bowker’s Books in Print
Global (with its contents synopses and book reviews) and Ulrich’s Periodical Directory (with
indexing information and review) are useful selection tools. Strategic subject searches in online
indexes such as Applied Science and Technology Index Plus and ABI Inform are useful for
identifying the major journals relevant to the curriculum.
The Canadian Library Association’s AECT-ACRL Standards for Learning Resource Centres:
The Canadian Context (1994) recommends a minimum of 12 books per student (of which at
least 6 should be in the student’s major area of study). George Brown - Toronto City College,
with a total enrolment of 12,000 full- time students, has about 7 books per student. In areas of
the collection relating to the proposed BAT - CS&M degree (enrolment goal 600), the Casa
Loma library can currently provide 6 books per student. However, since over a third of the
collection was published prior to 1980, we can assume that only about 4 books per student are
relatively current and useful (see Appendix 8.8.1.2 for a publication date analysis). In order to
bring the library collection up to a minimum standard of support at the degree level, additional
books will be purchased in relevant subject areas, as indicated in Appendix 8.8.1.1, under the
heading “Recommended Additional Vols.”
The periodical collection is very good and the book collection is fairly adequate in areas which
overlap with collections supporting the recently approved Bachelor of Applied Technology in
Construction and Environment, specifically in the areas of Environmental Compliance, Building
Codes and Standards, and Health and Safety, but some additional volumes will be needed in
these subject areas to satisfy the anticipated increase in demand resulting from higher
enrolments.
Collection areas requiring upgrading to the Bachelor’s degree level include: the History of Major
Construction Projects, Human Resources and Personnel Management, Project Management,
Risk Management, Cost Estimating and Bidding, Information Systems for Construction
Management, Business Principles and Ethics and Stakeholder Communications.
392
Table I: Summary of Current and Proposed Additional Resources
Material Type
Books
Periodicals
Videotapes
Electronic Databases
Current Holdings
3,612 print, 33 electronic
19 print, 39 electronic
8
13
If Program Approved
5,142 print, 63 electronic
19 print, 40 electronic
28
15
Other Resources: Students and faculty at the Casa Loma campus are able to use (but not
borrow from) the Ontario Institute for Quantity Surveyor’s Collection of 341 volumes, which is on
loan to the campus library. The George Brown - Toronto City College Library also has reciprocal
borrowing agreements with other Ontario college libraries, and ad-hoc interlibrary loan
arrangements. Students and faculty also benefit from walk-in access to the many university and
large public libraries in the City of Toronto.
Information Literacy: Professional librarians and staff at George Brown - Toronto City College
are committed to ensuring that students will graduate with a high degree of information literacy,
equipped with the knowledge and life-long-learning skills that will help them to find the practical
information they need to be successful in their jobs. To achieve this goal, library staff provide
informal one-to-one instruction at the Reference Desk, as well as more formal, scheduled
classes in subject-specific research methods and the effective use of reference materials and
electronic databases, in addition to sessions on the best strategies for searching and evaluating
information on the World Wide Web. The library is equipped with a special library instruction
room that has multiple workstations for presenting instruction session to classes. Instruction and
assistance with using the catalogue and databases is also available through VAL (the Virtual
Academic Librarian), a real-time online chat-style reference service accessible via the library’s
website.
393
8.7.2 Computer Access
The Casa Loma Campus Library and Information Commons, open 7 days per week, is equipped
with 208 computer workstations, which provide access to the library catalogue and databases,
the Internet, and a full range of word-processing, design and information management software.
Students also have remote access to the online catalogue and the majority of the networked
and online databases from smart classrooms and computer labs, from home and from other
remote locations.
The number of computers currently available (in 2003) in the Casa Loma Campus Library and
Learning Commons is considered adequate to serve projected student needs over the next 5
years.
Summary of computer workstations in the Casa Loma Library and Learning Commons:
Year
Number of
Students
Cumulative
Number of
Computers
1
2
3
4
35
65
92
117
208
208
208
208
Number of
Computers
with Internet
Access
208
208
208
208
Location On
Site
Location Off
Site
208
208
208
208
N/A
N/A
N/A
N/A
Location On
Site
Location Off
Site
All
All
All
All
N/A
N/A
N/A
N/A
Summary of computer workstations in the CABT:
Year
Number of
Students
Cumulative
Number of
Computers
1
2
3
4
35
65
92
117
140
140
140
140
Number of
Computers
with Internet
Access
120
120
120
120
394
8.7.3 Classroom Space
Year
Number of
Students
Cumulative
Number of
Classrooms
Location On
Site
Location Off
Site
1
2
3
4
35
65
92
117
1
2
3
3
All
All
All
All
N/A
N/A
N/A
N/A
395
8.7.4 Laboratories/Equipment
Year
1
2
3
4
Number of
Students
(cumulative)
35
65
92
117
Type and
Number of
Labs
Chemistry
Chemistry
Chemistry
Chemistry
Specifically Equipped
Workstations/Labs
Ratio of
Students to
Number Equipment
40
4 to 1
40
4 to 1
40
4 to 1
40
4 to 1
396
Location of
Laboratories/Equipment
On Site
X
X
X
X
Other
N/A
N/A
N/A
N/A
8.7.5 Resource Renewal and Upgrading
The book collection will be upgraded to the Bachelor’s degree level with the acquisition of new
titles in target areas, as noted below. Two new databases are recommended for purchase, with
networked access for at least three simultaneous users:
• Means Building Professionals CostWorks CD-ROM Package ($704 US annually
networked for one user at a time)
• Means CostWorks Estimator ($284 US annually networked for one user at a time)
Total cost networked for 3 simultaneous users : $704 + 284 x 3 = $2964 US or $3,885.00 Can.
est.
Two new subscriptions to journals are recommended, based on the large number of hits
resulting from strategic subject searches in program-relevant online databases:
• Construction Management and Economics ($1,460 US, or $1,912 Can.)
• International Journal of Project Management ($1,005 US or $1316 Can.)
Table I: Summary of Initial Cost Estimates for Proposed Additional Resources
Material Type
Books
Journal Subscriptions
Databases
Videotapes
Volumes /
Subscriptions
1530 vols
2
2
20
Unit Cost*
Total
$61.50
$400
$94,095
$3,228
$3,885
$108
$2,160
$103,368 Total Initial
*Unit costs were calculated on the basis of relevant materials identified in Books in Print Global
and Ulrich’s Periodical Directory online, and with Can/US dollar exchange rates for October
2003.
Table II: Summary of Projected Annual Costs for Maintaining Degree-Level Resource
Support
Material Type
Books
Journal Subscriptions
Databases
Videotapes
Volumes /
Subscriptions
400 vols
6
2
10
Unit Cost**
$61.50
$400
Total
$24,600
$3,228
$3,885
$108
$1,080
$32,793 Total
Ongoing
**The continuing costs (in 2003 dollars) do not take into account inevitable inflationary increases
and changes in exchange rates (which should be factored into future budget plans).
397
Current Book Holdings, with Recommended Additions
Following is a summary of Library of Congress Classification categories with volumes held and
volumes recommended for addition to the collection supporting a proposed degree in
Construction Science and Management.
Current
Recommended Minimum
LC Classification Class Description
Vols.
Additional Vols Target Vols.
.
Management
HD 1 – 50
General Management
81
81
HD 51- 62
Organizational Behaviour
78
10
88
Project planning, Time
HD 66-69
23
25
48
Management
HD 9715
Construction Industry Materials 37
20
57
HF 5387
Business Ethics
2
35
37
Personnel & Employee
HF 5548-5549
158
25
183
Management
HF 5691-5716
Business Mathematics
47
30
77
HF 5717-5746
Business Communication
74
20
94
Law
K890
KD
KF 5600-4
International Construction Law
Law of Contracts
Canadian Building & Plumbing
Law
Occupational Health and Safety
Ontario Building Code, Standards
Ontario Construction law
Environmental Law & compliance
Construction practice, solar
access
Architecture
NA 190-1614
NA 740-749
NA 750-1614
NA 1995-2590
NA 2600-2793
NA 2835-4050
NA 4100-8480
Technology
T 10-11.9
T 55.3
T 56-7
T 58.4
KE 5268-5281
KEO 670-684
KEO 700-900
KF 900
KF 3775
8
16
20
8
36
10
13
49
4
19
20
20
20
20
10
30
33
69
24
29
6
20
26
History -- General
Canadian Architecture--History
Architecture Hist.-Other countries
Modern Architecture
Architectural Design and Drawing
Architectural Details
Special Classes of Buildings
115
56
45
66
161
43
106
10
25
10
25
30
20
25
125
81
55
91
191
63
131
Communication of technical Info.
Industrial Safety, Accident Prev.
Quantitative methods
Managerial Control Systems
97
21
58
0
40
25
20
10
137
46
78
10
398
Current
LC Classification Class Description
Vols.
T 60
Work Measurement / Project mgt. 17
TA 15-26
Engineering History & Achieve. 14
Engineering Economy (bidding
TA 177-185
12
etc.)
Management of Engineering
TA 190 – 194
8
Works
TA 329- 348
Engineering Mathematics
67
TA 401 – 492
Materials of Eng. & Construction 283
TA 501 – 625
Surveying
28
TA 630-695
Structural Engineering
255
Eng. Geology, Underground
TA 703-712
27
Constr.
TA 715 – 787
Foundations, Earthwork
42
TE 1-450
Highway Engineering
36
TG 1-470
Bridge Engineering
37
Buildings
TH 1—166
TH 226
TH 375-85
TH 425
TH 431
TH 435
TH 437
TH 438
TH 439
TH 441
TH 443
TH 845-895
TH 900-915
TH 1000-1100
TH 1101-1111
TH 1199-1501
TH 1611-1621
TH 1700
TH 2000
TH 2391-2450
TH 2521
TH 3000-3411
TH 4021-4977
TH 5011-5701
TH 6101-6887
Building Principles and Practices 110
Canadian Building Code
8
Site Planning
3
Contracting, Bidding (incl.
Writing)
23
Blueprints & Plan Reading
20
Costing & Estimating
78
Computers and Systems
4
Construction Project
Management
40
Building Inspection
3
Construction Failure, Problems
6
Construction Safety
4
Architectural & Structural Eng.
12
Construction Equipment
1
Systems of Bldg. Construction
6
Wood and Frame Construction
7
Masonry & Concrete Construction 20
Steel Construction
23
Weatherproofing, Insulation
25
Exterior & Interior Finishes
64
Roof Systems
39
Interior flooring
12
Maintenance & Repair
16
Buildings and Dwellings-Gen.
188
Trades: masonry, carpentry, etc. 156
Plumbing & Pipe-fitting
142
399
Recommended
Additional Vols
75
100
Minimum
Target Vols.
92
114
30
42
25
25
20
20
20
33
92
303
48
275
35
25
62
67
36
37
20
10
15
130
18
18
35
35
20
15
58
55
98
19
45
10
40
35
25
35
20
35
30
30
20
20
25
10
85
13
46
39
37
36
26
42
50
53
45
84
64
22
16
208
156
142
20
Current
Vols.
Recommended Minimum
Additional Vols Target Vols.
LC Classification Class Description
Heating, Ventilation, and AirTH 7005-7699
Conditioning.
TH 7700-7975
Lighting
TH 8001-8581
Decorative Finishes, Furnishings
TH 9025-9745
Protection -- Fire, Flood, Burglary
318
8
18
39
15
10
45
318
23
28
84
TOTALS
3612
1530
5142
Summary of Publication Dates of Current Book Collections
The following is a summary of the percentages of books published during specific time periods.
Of the 3612 volumes held, 1120 have been published since 1990.
Total Vols
LC Class
All Years 2000-03 1990-99 1980-89 1970-79 Pre-1970
HD, HF Management, Bus.
500
6%
42%
35%
12%
5%
K
Law
125
6%
23%
40%
25%
6%
NA Architecture
592
3%
22.50% 45%
18.00% 11%
T
Technology
1002
5.50% 28.00% 42%
16.50% 8.00%
TH Building
1393
5.60% 14.50% 24%
32.50% 23.40%
Total Vols and % by Period
3612
5%
26.00% 37.14% 20.80% 10.68%
Total Vols & No. by Time Period 3612
181
939
400
1341
751
386
Electronic Databases, Periodicals and Websites
The following is a list of electronic databases and networked CD-ROMS for Construction
Science and Management available at the Casa Loma Campus Library:
ABI Inform
Academic Search Premier
Applied Science and Technology Plus
Architectural Index for Ontario
The Building Code
CBCA Full-Text Business and Reference
CCOH Academic Support Program
Career and Technical Education
Electric Library Canada
LexisNexis Canadian Academic Universe
National Building Code
National Fire Code
National Plumbing Code
The following is a list of print periodicals on building and construction available at the Casa
Loma Campus LRC /Library:
American Professional Constructor 1994-96, 2000Builder [Washington] 1985Building [Toronto] 1991CAD Systems 1998-2000.
Construction Canada 1989Construction Manager 2000Construction Specifier 2000Construction Technology Updates 2000Consulting-Specifying Engineer 1987Contracting Business 1981Custom Home 2000Design Engineering 1981EC & M (Electrical Design Construction & Maintenance) 1980Electronic House 1994
Taunton’s Fine Homebuilding 1981GTA Construction Report 2001Heavy Construction News 1991Industry Week 2001Pre-stressed Concrete Institute Journal 1985-
401
The following is a list of electronic periodicals relating to building, construction, and
management available at the Casa Loma Campus Library:
Periodical Titles and Years Available
Online Databases
Builders Merchants Journal 1997LexisNexis
Building 1996CBCA Fulltext Business
Building Design 1997LexisNexis
Building Design & Construction 1996Abi / Inform Global
Building Operating Management 1998Career & Technical Education
Buildings 1997Abi / Inform Global
Cad/Cam Update 1999Electric Library Canada
Cadalyst 1998Career & Technical Education
California Construction Link 2000- Jan. 2003
LexisNexis
Canadian Journal of Civil Engineering 1997Applied Science & Technology Plus
Canadian Manager 1992ABI Inform
Civil Engineering 1996-2002
Applied Science & Technology Plus
Colorado Construction 2000 – Jan. 2003
LexisNexis
Concrete Construction 2000Applied Science & Technology Plus
Concrete Products 1998Career & Technical Education
Construction Accounting & Taxation 2002ABI Inform
Construction Equipment 1996Career & Technical Education
Construction Review [Washington] 1991Electric Library Canada
Contractor 1996ABI Inform
Cost Engineering 1992ABI Inform
Daily Commercial News And Construction
CBCA Fulltext Business
Record 1997Electrical Construction & Maintenance 1997LexisNexis
ENR 1996Applied Science & Technology Plus
Heavy Construction News: Canada's
Electric Library Canada
Construction Magazine 1996Human Organization
ABI / Inform Global
International Construction Review 2002LexisNexis
Journal of Construction Accounting & Taxation
ABI Inform Global
1995Journal of Construction Engineering &
Academic Search Premier
Management 1995Midwest Construction 1998LexisNexis
New York Construction 1998LexisNexis
Professional Builder 1996ABI / Inform Global
Project Management Journal 1999ABI / Inform Global
Professional Safety 1996ABI / Inform Global
Public Works 1997Applied Science & Technology Plus
Texas Construction 2000-Jan. 2003
LexisNexis
Training 1991ABI / Inform Global
Water Power And Dam Construction 1998LexisNexis
What's New In Building 1997LexisNexis
402
Selected Internet Sites
Advanced Buildings: Technologies & Practices (http://www.advancedbuildings.org/ ) Guide to
more than 90 environmentally appropriate building technologies and practices that can be
utilized in the construction of commercial, industrial and multi-unit residential buildings.
American Society for Testing and Materials (http://www.astm.org/cgibin/SoftCart.exe/index.shtml?E+mystore ) ASTM publishes standard test methods,
specifications, practices, guides, classifications, and terminology.
American Society of Civil Engineers (http://www.asce.org/ ) ASCE represents more than
120,000 civil engineers worldwide, and is America's oldest national engineering society.
Builder Online (http://www.builderonline.com/ )
Canadian Architect and Builder Historical full text images of actual journal from 1888 1908.(http://digital.library.mcgill.ca/cab/ )
Center of Excellence for Sustainable Development (http://www.sustainable.doe.gov/ ) Provides
information on how a community can adopt sustainable development as a strategy for wellbeing. Includes the Green Building Technical Manual. U.S. Department of Energy.
Galaxy Index, Civil & Construction Engineering (http://www.einet.net/galaxy/Engineering-andTechnology/Civil-and-Construction-Engineering.html) Web resources for civil engineering:
Academic Organizations, Collections, Directories, Organizations and Software.
Great Buildings Collection (http://www.greatbuildings.com/gbc.html)
Institute for Research in Construction (http://irc.nrc-cnrc.gc.ca/irccontents.html) Canada's
construction technology centre provides research, building code development, and materials
evaluation services.
The Institution of Civil Engineers (http://www.ice.org.uk/index.asp?bhcp=1) A UK
Professional Engineers of Ontario (http://www.peo.on.ca/) Includes the results of a survey on
Engineers' salaries.
This Old House: Expert advice on Improving your home (http://www.thisoldhouse.com)
TOXNET (http://toxnet.nlm.nih.gov/) Provides access to databases and websites on toxicology,
hazardous chemicals, and related areas
World Intellectual Property Organization (http://www.wipo.org/index.html.en) This UN agency
promotes the protection of intellectual property for its 171 member states. The site includes
worldwide statistics & treaties on industrial property & copyright.
403
World-Wide Web Virtual Library: Civil Engineering (http://www.ce.gatech.edu/WWWCE/home.html ) This site is to provides a comprehensive information about Civil Engineering.
This list includes universities, organizations, government agencies, and commercial sites from
around the world.
404
8.8 Support Services
Support Service
Career Counselling
Brief Description of Service
Career & Employment Services - Assists students in defining and
accomplishing their career and employment goals by offering a
number of services and programs. Career and Employment
counsellors are available for one-on-one and group counselling
and career assessment sessions. Counselling sessions are free.
Appointments can be booked at the campus Counselling Office or
by e-mail at lets_talk@gbrownc.on.ca
Quick Tip Sessions and Workshops - To help students prepare for
their search for work, workshops are offered on such topics as:
• Résumé and cover letter preparation
• Résumé clinics to critique the student’s résumé
• Interviewing skills
• Mock interview practice
• Job interview practice
These workshops can be presented in class, if requested. The
workshop schedule can be found on the GBC website (click on
Student Affairs, then Career & Employment Services). Students
register for a workshop by visiting or phoning the Counselling
Office or contacting the office by e-mail at
lets_talk@gbrownc.on.ca
Career Fairs - Career & Employment Services has created a
template for organizing Career Fairs to assist the Technology
Division in planning Career Fairs. Résumé workshops and clinics
are also scheduled to ensure that students are prepared.
Workopolis Campus - WorkopolisCampus.com is an Internet job
posting, recruitment and résumé database service for job seekers
and employers alike. This site has been designed to help
companies target the students and graduates. Employers looking
to recruit students and graduates from George Brown - Toronto
City College have posted their jobs on WorkopolisCampus.com,
which can be accessed 24 hours a day, seven days a week from
any computer that has an Internet connection. Last year (20022003) there were 6,830 job postings listed on the site. To date
there have been almost 4,000 students and recent graduates
registered as job seekers who have accessed the site over 9,000
times during the last academic year.
Passport To Employment - Career & Employment Services has
arranged with several programs to give partial credit towards
courses and job search readiness workshops attended by their
students. Faculty in each program decide how many and which
workshops they want their students to attend, or they invite the
counsellor into their classrooms to deliver the workshops. A
student receives a stamp in his/her “passport” every time he/she
405
attends a workshop.
Résumé Assistance - “Craft Your Draft” is a very easy to follow
form obtained from the Career Employment Services, Office or on
the Student Affairs/Career Services web site. It takes the student
through a step-by-step process of writing an up-to-date résumé.
Graduate Employment Data - Graduates are surveyed annually, 6
months after graduation. The data is posted on the College’s web
site at www.gbrownc.on.ca. Click on Student Affairs, then
Graduate Employment Report.
Personal Counselling
Counselling Services assist students to define and accomplish
their personal, academic and career goals. This involves:
• Individual and group counselling services for students
• Programming focused on the developmental needs of
college students to maximize their potential to benefit from
the academic environment and experience
• Career counseling and assessment
• Consultative services to the college
Counsellors Help Students:
• Assist student with personal problem solving
• Offer specialized workshops or individual coaching
• Facilitate support groups
• Provide referrals for community support and problems that
are beyond the scope of college counselling (e.g. addiction
counseling, marital and family therapy,
• Psychiatric assessment and psychiatric assessment and
psychotherapy)
• Arrange peer tutoring or study skills assistance
• Provide testing and other assessment techniques when
appropriate to foster self-understanding and personal and
career decision-making.
Counsellors Help Faculty:
• Partnering in delivery of curriculum.
• Advising on managing classroom difficulties related to
student behavior.
• Providing consultation on assisting individual students who
are struggling with various issues that interfere with their
ability to function effectively in the classroom.
• Designing customized workshops to address the needs of
classes (for example, working in teams).
• Meeting with students who are in distress and in need of
immediate support.
Counselling Services Online - The GBC web site offers many
resources for students who are unable to visit the offices or attend
workshops in person. The “Mastering Blue Moods” booklet is
available for free and is available on the web site. Other resources
include the “Learning Styles Inventory” and links to many useful
web sites for students. Further services are listed at
www.gbrownc.on.ca/saffairs/counseling/counseling.html.
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Services for Students
with Disabilities
George Brown - Toronto City College is committed to providing
equal access to education for students with disabilities. The
Disability Services Office serves over 700 clients yearly. Staff
members are trained to provide assistance and arrange any
accommodations that may be required because of physical,
emotional or leaning disability. Types of assistance include shortterm wheelchair loans, large print, taped or Braille materials, test
proctoring, tape recorders, adaptive computer devices and
software including alternative pointing devices, screen
magnification, word prediction, voice output and voice dictation,
portable spell-checkers, note-takers, peer assistance, extended
programs to suit students’ needs and accommodations for tests
and exams.
Learning Opportunities Trust Fund (LOTF Program) - The LOTF
program provides enhanced services for George Brown - Toronto
City College students with learning disabilities. The Learning
Strategists and Assistive Technologists provide specialized
services and technologies at each of the main campuses to help
students succeed in their academic program. One-on-one
assistance is provided with a learning strategist to understand the
psychoeducational report, improve time management, writing and
study skills as well as reading comprehension, and more. The
Technologists will complete an Adaptive Technology Assessment
with the student to find out what software and/or hardware works
best for him/her. The student participates in an orientation to
familiarize him/herself with the Assistive Technology (AT) Room
and all the technologies that are available for him/her. Students
are free to use software in the AT Room to assist them with their
essays and homework or to study and better prepare themselves
for their exams. There is open access to the labs during the day,
in the evening and on weekends during the fall and winter
semesters and limited hours during the summer semester.
Learning Strategists are trained counsellors and learning
disabilities specialist, who can assist students in the following
areas:
• Help students understand their psychoeducational reports.
The Learning Strategist will meet with the student and
explain his/her report in easy-to-understand language. This
will help the student comprehend what he/she learning
disability is all about, and help the student understand why
he/she requires certain accommodations in classes and for
tests.
• Help students develop higher-level thinking skills. This can
mean getting assistance with: time management,
organizational skills, problem solving, memory, and
planning and editing your essays. These skills can also be
helpful in other aspects of their personal lives. These are
407
known as their metacognitive skills.
• Help students improve their: reading comprehension,
writing, spelling, vocabulary, note-taking, study skills, testtaking skills, and researching skills.
The work that students do with the Learning Strategist is not
additional schoolwork. Students bring in their own schoolwork,
and they and the Learning Strategist will work together to show
them how to get their work done more efficiently.
Adaptive Technologists provide one-on-one demonstrations and
training sessions of Adaptive Technology software for students
with learning disabilities. Some examples of the many software
programs available are:
• Kurzweil 3000, which is a text to voice program that lets
students listen to the text being read out loud.
• Dragon Naturally Speaking, which allows students to talk
to their computer through a microphone.
• Text Help, which assists in reading and writing difficulties.
It reads text out loud and helps students to construct words
and sentences through word prediction.
Deaf Services - Educational Support Services are available for
deaf, deafened and hard of hearing students to access full-time
post-secondary programs. A range of services is offered including
educational interpreting, computerized note-taking, scribing, peer
note-taking, peer tutoring, professional tutoring, modified course
load, test proctoring, technical devices and counselling. These
services are free of charge.
Tutoring
Peer Tutoring is a free service for all full-time, post-secondary
students of George Brown - Toronto City College. The Peer
Tutoring program is dedicated to assisting students to reach their
academic goals. In addition to tutoring, students are also
encouraged to take workshops provided through the Counselling
Office, which provide help with issues such as Study Skills, Test
Anxiety, and Time Management. Peer Tutor sessions are not
intended as 'cramming' for exams. They are to help build overall
strength in the course area. Prior to accessing tutoring, students
are required to take the Peer Tutoring Program Orientation.
Students are then allowed unlimited access to Peer Tutoring
options include English, Math, English as a Second Language,
Programming, AUTOCAD, and Pro Engineering. Tutoring is
offered in any core subject area upon request of the department.
Peer Tutoring is offered on a convenient, drop-in basis.
Depending on traffic, labs may consist of small group sessions.
These group sessions have been found to be very helpful for
learning material. A Peer Tutor is a student who has achieved
above average marks in the course area and has a desire to help
fellow students. The role of a Peer Tutor is to assist the student in
learning how to perform independently; this means the tutor is
408
there to help the tutee, not do the work for them nor to teach new
material. Last year:
• Tutoring took place in 13 different tutoring labs
• 1,260 tutees went through tutee orientation
• 130 tutors were trained
• 14,716 tutees visited tutoring labs
• 508 sessions happened in the technology labs
• 1,185 visits were made to the English lab by nursing
students.
Writing and Math Support - The Peer Tutoring for Math and
English is done in partnership with the Access Centre of
Excellence in the Tutoring and Learning.
Others
Housing - Although GBC does not have a residence, we do
purchase the U of T housing registry. This list of housing is
available to students for a fee of $5.00 to help cover the cost of
the purchase of the list. This lists about 1,000 wide range of
accommodation options within the Greater Toronto Area to
include: rooms, shared accommodation, bachelor apartments,
basement apartments, apartment of various sizes and full houses.
Students also have access to two residences, the Neil Wycik
Residence at Jarvis and Gerrard Streets and the recently opened
U of T residence in the building previously operating as the Colony
Hotel. The rooms are double occupancy, shared bath, common
room and study room on each floor, a pool and gym available and
several meal plans. The college has a registry of very reasonably
priced temporary accommodations available that students can use
while they are finding full time accommodation.
Athletics - A large variety of lunchtime intramurals sports are
offered including Ball Hockey (Non-Contact), Volleyball,
Basketball, Indoor Soccer, Badminton, 3 on 3 Basketball. The
College also participates in a number of extramural tournaments
such as Outdoor Cricket, Ball Hockey, Basketball, Women’s Ice
Hockey, Co-ed Volleyball, Table Tennis, Golf. Varsity programs
include Men’s Outdoor Soccer, Baseball, Cross Country,
Women’s Basketball, Men’s Basketball, Men’s Volleyball,
Badminton, Alpine Skiing, Men’s Indoor Soccer, Women’s Indoor
Soccer, Golf.
Financial Assistance and Awards - The following financial
assistance programs are available to all students:
• Ontario Student Assistance Program (OSAP) - Provides
major funding for most full-time, postsecondary programs.
A student must be taking at least 60% of a full-time
program.
• Child Care Bursary - Provides funding for a student with
more than two children who require public or private
daycare. The student must qualify for OSAP.
409
•
Bursary for Students with Disabilities - Provides funding for
students who require special equipment or services
because of a disability. The student must be assessed for
the need and qualify for OSAP.
• Canada Part-Time Student Loan and/or Special
Opportunity Grant - Funds part-time postsecondary
studies. A Student must be registered in at least 20% and
up to 59% of a full time course load.
• Ontario Work Study Program - For OSAP-eligible students
provides funds for part-time employment at the college.
The student must find his/her own employment through the
many divisions or departments at the college. Apply early
in the college year.
• Work Study Program for non-eligible OSAP students - Is
basically the same program as the above but funds come
from the George Brown - Toronto City College Student
Assistance Fund.
• The George Brown - Toronto City College Bursary Fund Provides assistance for students in good academic
standing who are in danger of not completing their studies
due to inadequate finances.
• The George Brown - Toronto City College Emergency
Fund - Provides immediate financial assistance in
unforeseen situations caused by theft, fire, illness or
accident that put students at financial risk of leaving
college.
Details can be found on the George Brown - Toronto City College
website at
http://www.gbrownc.on..ca/saffairs/financial/06awards.html.
410
9. Credential Recognition Standard
9.1 Program Design and Credential Recognition
As discussed previously in this submission, there are no similar types of programs offered in
Canada that have an integrated management focus related to the broad construction sector.
However, there are degree programs within Ontario and elsewhere in Canada that have
segments of courses that are related. These have been identified and reciprocal agreements
will be discussed for student/graduate transfer in both directions. Programs that fall within this
category include civil engineering and architectural science.
On the international scene, there are at least two universities (Bath University, UK and Michigan
State University in the USA) that offer degrees beyond the bachelor level. Negotiations with
these universities will be established to identify transfer recognition into their masters level
programs.
Based on the manner in which the curriculum for this program was developed, in the final year
of the program’s delivery, American Board of Engineering Technology (ABET) and American
Council for Construction Education (ACCE) may be requested to start the process for
accrediting this program.
Self evaluations are appended here in relation to the requirements established by ACCE and
ABET. The following chart demonstrates that the proposed program meets or exceeds the
requirements in all of the categories for the ACCE model.
411
2 Mathematics and Science
2.1 Physical or Environmental science [analytical]
2.1
Selection Options: Physics; Chemistry; Geology;
Environmental Science;
2.2
Statistics and/or Mathematics
2.2
Selection Options: Analytic geometry; Pre-calculus;
Calculus; Linear Algebra; Statistics; Other Sciences;
Computer science.
3 Business and Management
3.1 Economics
3.2 Accounting
3.3 Principles of Management
3.4 Business Law
1 General Education
1.1 Communication [Oral and Written]
1.2 Ethics
Selection Options: Human relations; Psychology; Sociology;
Social Science; Literature; History; Philosophy; Art;
Language; Political science
*Must be integrated throughout construction-specific curriculum
Course # 1
x
Course # 2
x
x
Course # 3
x
Course # 5
x
x
Course # 6
412
x
Course # 8
x
Course # 9
x
x
Course # 12
x
Course # 14
x
Course # 15
x
x
Course # 16
x
Course # 17
x
Course # 18
x
x
x
x
x
Course # 19
Course # 13
Year 2
Course # 11
Course # 10
Course # 7
Course # 4
NOTE: INCLUDE ALL REQUIRED COURSES IN THE PROGRAM BY NUMBER
Course # 20
Explanation of tier layout
Course # 23
x
Course # 24
x
Course # 25
Course # 22
Course # 21
Year 1
Accreditation requires documentation of and location for Core Subject Matter and Topical Content. Samples of student work (tests, papers, reports, projects, etc.) used as
documentation should include representation from all grade (A through F) categories. Collection should begin one year prior to a site visit. If the documentation is not available,
the Visiting Team will assume that Core Subject Matter and/or Topical Content are not satisfied.
NOTES:
The minimum aggregate of both Construction Science and Construction combined requirement is 50 semester (75 quarter) hours of academic credit.
Instructions: Each segment of the Curriculum Standard-Curriculum Categories, Core Subject Matter, and Curriculum Topical Content - must be addressed by each program. This
matrix is designed to provide a uniform and consistent method of identifying the location of the requirements within each program. Minimum semester/quarter hour requirements
should indicate the extent to which each course contributes to this minimum (one semester hour equals 15 instructional hours; one quarter hour equals 10 instructional hours). The
requirement of inclusion in the curriculum should be noted by (X) under specific courses. Tier one row shows the number of hours each course contributes to the required
instructional hours for that curriculum category. Tier two row shows the number of hours each course contributes to the required instructional hours for each Core Subject Matter.
Tier three can be marked with an (X) or assigned the actual instructional time the Topical Content requirement contributes to the Core Subject Matter instructional hours.
Course # 26
4 Construction Science
4.1 Design Theory
4.1
Select one or more of the following options: Structural
Mechanics; Electricity; Thermodynamics; Soil Mechanics.
4.2 Analysis and Design of Construction Systems
4.2 Civil
4.2 Electrical
4.2 Mechanical
4.2 Structural
4.3 Construction Methods and Materials
4.3
Composition and properties
4.3
Terminology & Units of measure
4.3
Standard designations, sizes, and graduations
4.3
Conformance references and testing techniques
4.4
Products, systems and interface issues
4.4
Equipment applications and utilization
4.4
Comparative cost analysis
4.4
Assembly techniques & equipment selection
4.4
Building Codes and Standards
4.4 Construction Graphics
4.4
Basic sketching and drawing techniques
4.4
Graphic vocabulary
4.4
Detail hierarchies, scale, content
4.4
Notes and specifications, reference conventions
4.5
Computer applications
4.5 Construction Surveying
4.5
Survey, layout, and alignment control
4.5
Site organization and development
5 Construction
5.1 Estimating
5.1
Types of estimates and uses
5.1
Quantity takeoff
5.1
Labor and equipment productivity factors
5.1
Pricing and price data bases
5.2
Job direct and indirect costs
5.2
Bid preparations and bid submission
5.2
Computer applications
Course # 3
x
413
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Course # 4
x
Course # 5
x
Course # 6
x
Course # 7
x
x
x
x
x
x
x
x
x
x
Course # 9
x
Course # 10
x
Course # 11
x
Course # 13
x
Course # 14
x
x
x
x
x
x
x
Course # 15
x
Course # 20
x
Course # 21
x
x
x
Course # 22
x
Course # 23
x
Course # 24
x
x
Course # 26
Course # 25
Course # 19
Course # 18
Course # 17
Course # 16
Year 2
Course # 12
Course # 8
Course # 2
Course # 1
Year 1
5.6
5.6
5.6
5.7
5.7
5.7
5.5
5.6
Course # 17
x
x
x
x
x
x
Course # 25
Course # 24
Course # 23
Course # 22
Course # 21
Course # 20
Course # 19
Course # 18
Course # 16
Course # 15
Course # 14
Course # 13
Year 2
Course # 12
Course # 11
Course # 10
Course # 9
Course # 8
Course # 7
Course # 6
Course # 5
Course # 4
Course # 3
Course # 2
Course # 1
Year 1
414
ACCE minimum program requirements (120 semester hours or 180 quarter hours) - 1800 instructional hours. Proposed program hours exceed the requirements.
Compliance, inspection, and penalties
Project Management
Concepts, roles, and responsibilities
Labor relations
Administrative systems and procedures
Cost control data and procedures
Documentation at job site and office
Quality control philosophies and techniques
Computer applications
The regulatory environment and licensing
Lien laws and the contractor's rights
National and local labor law
Administrative procedures to avoid disputes
Safety
Safe practices
Mandatory procedures, training, records, and maintenance
5.4
5.4
5.4
5.5
5.5
5.5
5.5
5.3
5.3
5.4
5.4
5.4
5.4
5.4
Planning and Scheduling
Parameters affecting project planning
Schedule information presentation
Network diagramming and calculations with CPM
Resource allocation and management
Impact of changes
Computer applications
Construction Accounting and Finance
Cost accounting and industry formats
Fixed and variable costs: insurance, bonding, marketing,
general and administrative expenses
Bidding and procurement practices
Record and report practices
Capital equipment, depreciation, and expensing
Forecasting costs, cash flow requirements
Payment processes and time value of money
Construction Law
Construction contracts, roles & responsibilities of parties
5.2
5.2
5.2
5.2
5.2
5.3
5.3
5.3
5.3
5.3
Course # 26
1 General Education
1.1 Communication [Oral and Written]
1.2 Ethics
Selection Options: Human relations; Psychology; Sociology;
Social Science; Literature; History; Philosophy; Art;
Language; Political science
2 Mathematics and Science
2.1 Physical or Environmental science [analytical]
2.1
Selection Options: Physics; Chemistry; Geology;
Environmental Science;
2.2
Statistics and/or Mathematics
2.2
Selection Options: Analytic geometry; Pre-calculus;
Calculus; Linear Algebra; Statistics; Other Sciences;
Computer science.
3 Business and Management
3.1 Economics
3.2 Accounting
3.3 Principles of Management
3.4 Business Law
Course # 25
x
x
x
Course # 29
Course # 28
415
x
Course # 30
x
Course # 32
x
Course # 33
x
x
x
x
x
x
Course # 36
x
Course # 37
x
Course # 39
x
x
x
x
Course # 41
x
Course # 42
x
x
x
Course # 43
Course # 40
Course # 38
Year 4
Course # 35
Course # 34
Course # 31
Course # 27
Course # 26
NOTE: INCLUDE ALL REQUIRED COURSES IN THE PROGRAM BY NUMBER
x
x
Course # 44
Explanation of tier layout
Course # 45
x
Course # 46
x
x
Course # 47
x
Course # 48
x
Course # 49
Year 3
Accreditation requires documentation of and location for Core Subject Matter and Topical Content. Samples of student work (tests, papers, reports, projects, etc.) used as
documentation should include representation from all grade (A through F) categories. Collection should begin one year prior to a site visit. If the documentation is not available,
the Visiting Team will assume that Core Subject Matter and/or Topical Content are not satisfied.
NOTES:
The minimum aggregate of both Construction Science and Construction combined requirement is 50 semester (75 quarter) hours of academic credit.
Instructions: Each segment of the Curriculum Standard-Curriculum Categories, Core Subject Matter, and Curriculum Topical Content - must be addressed by each program. This
matrix is designed to provide a uniform and consistent method of identifying the location of the requirements within each program. Minimum semester/quarter hour requirements
should indicate the extent to which each course contributes to this minimum (one semester hour equals 15 instructional hours; one quarter hour equals 10 instructional hours). The
requirement of inclusion in the curriculum should be noted by (X) under specific courses. Tier one row shows the number of hours each course contributes to the required
instructional hours for that curriculum category. Tier two row shows the number of hours each course contributes to the required instructional hours for each Core Subject Matter.
Tier three can be marked with an (X) or assigned the actual instructional time the Topical Content requirement contributes to the Core Subject Matter instructional hours.
Course # 50
4 Construction Science
4.1 Design Theory
4.1
Select one or more of the following options: Structural
Mechanics; Electricity; Thermodynamics; Soil Mechanics.
4.2 Analysis and Design of Construction Systems
4.2 Civil
4.2 Electrical
4.2 Mechanical
4.2 Structural
4.3 Construction Methods and Materials
4.3
Composition and properties
4.3
Terminology & Units of measure
4.3
Standard designations, sizes, and graduations
4.3
Conformance references and testing techniques
4.4
Products, systems and interface issues
4.4
Equipment applications and utilization
4.4
Comparative cost analysis
4.4
Assembly techniques & equipment selection
4.4
Building Codes and Standards
4.4 Construction Graphics
4.4
Basic sketching and drawing techniques
4.4
Graphic vocabulary
4.4
Detail hierarchies, scale, content
4.4
Notes and specifications, reference conventions
4.5
Computer applications
4.5 Construction Surveying
4.5
Survey, layout, and alignment control
4.5
Site organization and development
5 Construction
5.1 Estimating
5.1
Types of estimates and uses
5.1
Quantity takeoff
5.1
Labor and equipment productivity factors
5.1
Pricing and price data bases
5.2
Job direct and indirect costs
5.2
Bid preparations and bid submission
5.2
Computer applications
Course # 29
Course # 28
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x
x
x
x
x
x
x
x
Course # 39
x
Course # 40
x
x
x
Course # 50
Course # 49
Course # 48
Course # 47
Course # 46
Course # 45
Course # 44
Course # 43
Course # 42
Course # 41
Course # 38
Year 4
Course # 37
Course # 36
Course # 35
Course # 34
Course # 33
Course # 32
Course # 31
Course # 30
Course # 27
Course # 26
Course # 25
Year 3
5.6
5.6
5.6
5.7
5.7
5.7
5.5
5.6
Course # 26
x
x
x
x
x
x
Course # 27
x
x
x
x
x
x
x
Course # 28
x
x
x
x
Course # 31
x
x
x
Course # 32
x
x
Course # 34
x
x
Course # 35
x
x
x
x
Course # 36
x
x
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x
x
x
Course # 38
x
x
x
x
x
Course # 41
x
x
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x
Course # 42
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Year 4
Course # 37
Course # 33
Course # 30
Course # 29
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Year 3
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ACCE minimum program requirements (120 semester hours or 180 quarter hours) - 1800 instructional hours
Compliance, inspection, and penalties
Project Management
Concepts, roles, and responsibilities
Labor relations
Administrative systems and procedures
Cost control data and procedures
Documentation at job site and office
Quality control philosophies and techniques
Computer applications
The regulatory environment and licensing
Lien laws and the contractor's rights
National and local labor law
Administrative procedures to avoid disputes
Safety
Safe practices
Mandatory procedures, training, records, and maintenance
5.4
5.4
5.4
5.5
5.5
5.5
5.5
5.3
5.3
5.4
5.4
5.4
5.4
5.4
Planning and Scheduling
Parameters affecting project planning
Schedule information presentation
Network diagramming and calculations with CPM
Resource allocation and management
Impact of changes
Computer applications
Construction Accounting and Finance
Cost accounting and industry formats
Fixed and variable costs: insurance, bonding, marketing,
general and administrative expenses
Bidding and procurement practices
Record and report practices
Capital equipment, depreciation, and expensing
Forecasting costs, cash flow requirements
Payment processes and time value of money
Construction Law
Construction contracts, roles & responsibilities of parties
5.2
5.2
5.2
5.2
5.2
5.3
5.3
5.3
5.3
5.3
Course # 49
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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x
Course # 50
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Course # 45
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Course # 43
ABET has developed an accreditation model around applied degree programs. This model is
time tested in the United States. Through bilateral and International agreements, the Canadian
Engineering Accreditation Board (CEAB) may be encouraged to work in the same format.
Currently CEAB does not have documents and/or a process for the applied degree level.
ABET has defined applied degree levels in two broad categories, Associate and Baccalaureate.
In addition to this, ABET also reviews program-related standards while providing accreditation.
Following is a self assessment of the proposed program against ABET criteria at the Applied
Baccalaureate Technology level. The assessment demonstrates that the program meets the
criteria.
I. GENERAL CRITERIA
I.A.
APPENDIX
Program Content and Orientation
I.A.1.
I.A.2.
I.A.3.
Programs must have written goals
Programs must have plans
for continuous improvement.
The program content should
be applied in nature
3.1and 6.3
11.1
6.5.1
I.B. Program Level and Course Requirements
I.B.1.
I.B.2.
Accreditable associate degree programs
Accreditable baccalaureate programs
n/a
ABET REQUIRMENTS
PROGRAM CONTENT
1.B.2.a. Minimum Semester Hour
Credits
1.B.2.b. Minimum Technological
Courses
1.B.2.c. Minimum Basic Sciences
and Mathematics
Basic Science included in 1.B.2.c
124
141.5
72
78
24
24
8
10
Mathematics included in 1.B.2.c
1.B.2.d. Social Sciences and
Humanities and includes Electives
Communication included in 1.B.2.d
Social Sciences and/or Humanities
included in 1.B.2.d.
1.B.2.e. Co-op minimum part of
total credit
1.B.3 Non traditional program
12
12
24
35
9
9
8
11
8
Appendix 6
n/a
418
I.C. CURRICULUM ELEMENTS
APPENDIX
I.C.1. Technical Sciences
I.C.2. Technical Specialties
I.C.2.a. Technical Skills and Techniques
I.C.2.b. Technical Design Courses
I.C.3. Technical Electives
I.C.4. Basic Sciences and Mathematics
I.C.4.a. Allocations within the group above
I.C.4.b. Basic Sciences
I.C.4.c. Mathematics
I.C.4.c.(1). College algebra
I.C.4.c.(2). Calculus In baccalaureate programs
I.C.4.c.(3). Study of the concepts of calculus
in associate degree programs
I.C.5. Communications, Humanities,
and Social Sciences
I.C.5.a. Communications
I.C.5.b. Social Sciences/Humanities
I.C.6. Computer Competency
I.C.7. Cooperative Education Experience
I.C.8. Remedial Work
I.D. TECHNICAL CURRENCY
6
6
6
6
6
6
6
6
6
6
6
n/a
6
6
6
6
6
8
APPENDIX
competent and inquisitive faculty
an active industrial advisory committee
an adequately funded faculty development budget
modern library collection
procedures established and closely monitored
to safeguard against technical obsolescence
I.E. ARRANGEMENT OF BACCALAUREATE PROGRAMS
I.E.1. “two plus two” or a “three plus one”
I.E.2. Upper-division program transfer
I.E.3. For those upper-division programs that
continue the technical specialty
I.E.4. “Interdisciplinary” upper-division program
I.E.5. Management Type Program
I.F. FACULTY
8.4
6.1
7
8.7.1
7&8
APPENDIX
n/a
Future Articulation
Future Articulation
n/a
n/a
APPENDIX
I.F.1. Basic credentials consist of three years of
relevant industrial experience and one of the
following:
419
8
I.F.1.a. A master's degree in engineering or engineering
technology, which is considered as the appropriate
terminal degree.
I.F.1.b. A master's degree in a closely related field
if the degree is primarily analytical and the subject
clearly appropriate, e.g., a degree in physics for
certain areas of electronics.
I.F.1.c. Professional registration and a master's degree.
I.F.1.d. For associate degree programs only, professional
registration.
I.F.2.
Exceptional cases
I.F.3.
Technical faculty members not satisfying paragraph 1
I.F.4.
The number of faculty members
I.F.4.a. Number of Faculty - associate degree program
I.F.4.b. Number of Faculty - baccalaureate degree program
I.F.4.c. Number of Faculty - upper-division only
baccalaureate degree program
I.F.4.d. Closely related programs sharing faculty members,
facilities, and courses
I.F.4.e. General
I.F.5. Faculty Composition
I.F.6. Faculty Lab Environment
I.F.7. Department head/Faculty
I.F.8. The overall competence and effectiveness of faculty
I.F.9. Faculty currency
I.F.10. Other
I.G. STUDENT BODY
8
8
8
n/a
n/a
n/a
n/a
n/a
2
2
2
n/a
yes
yes
yes
yes
yes
n/a
APPENDIX
I.G.1. Entrance requirements
I.G.2. Institutional policies and procedures on credit
for scholastic work (including transfer credit),
retention, probation, and graduation
I.G.3. Proper academic advising
I.G.4. Up-to-date admissions and academic records
I.G.5. Adequate placement services
I.H. ADMINISTRATION
5.1.1
5.1.3
7 and 8
College Infrastructure
College Infrastructure
APPENDIX
I.H.1. Faculty admin relationship
I.H.2. Administration roles:
I.H.3. Consultative process
I.H.4. Program Coordinator/curriculum
I.I. Satisfactory Employment: employer satisfaction
with recent graduates, graduate satisfaction with
employment, career mobility opportunities,
appropriate starting salaries, and appropriate
job titles
420
Collective Agreement
n/a
yes
yes
8.1
I.J. INDUSTRIAL ADVISORY COMMITTEE
APPENDIX
I.J.1
6.1
I.J.1.a. An effective industrial advisory committee should:
I.J.1.a.(1). Be broad-based
I.J.1.a.(2). Meet regularly
I.J.1.a.(3). Periodically review program offerings
I.J.1.b. Industrial advisory committees should also be encouraged to:
I.J.1.b.(1). Assist in the recruitment of a competent faculty and of
potentially capable students.
I.J.1.b.(2). Assist in the placement of graduates.
I.J.1.b.(3). Assist in obtaining financial aid and part-time employment for
needy students.
I.J.1.b.(4). Assist in obtaining financial and material
I.J.2.
To be effective, advisory committees must be
properly supported
I.K. FINANCIAL SUPPORT AND FACILITIES
I.K.1. Adequate financial and facility provisions
I.K.2. Adequate facilities in classrooms and laboratories
I.K.3. Applied Labs
I.K.4. Laboratory equipment and computers
I.K.5. Equipment catalogues, professional magazines,
journals, and manuals of industrial
processes and practices.
I.K.6. Satisfactory secretarial/clerical support
I.K.7. Personnel for repair and maintenance of laboratory
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6.1, 6.2
APPENDIX
8
8
8
8
8
8
8
9.2 Consultation
As noted in Appendix 9.1, no similar program exists that permits the recognition by other
institutions of this credential. However, extensive research was conducted in concert with the
Toronto Construction Association (TCA) to verify the absolute need for this degree program.
The TCA is the largest association in Canada representing the construction sector. The
instrument is contained in Appendix 14.1 – Evidence of Economic Need.
Highlights of the survey that address the consultation with industry are below:
• Over 1600 companies were sent the survey and 147 (8%) responded.
• Fully all respondents indicated a need for this type of program based on factors such as:
• Technology changes in the industry
• No pool of qualified professionals exist with the range of academic preparation offered
by this program
• Training to meet internal company requirements is either done in house, through
consultants or by the creation of specialized courses using college or university
resources
• The demand for qualified and “construction engineering/management” professionals is
increasing in Canada and is evident in other off shore jurisdictions
• Advancement opportunities for employees are limited and require extensive training
The TCA will continue supporting this application by offering tangible evidence from its
membership of student and graduate work placements.
422
10. Regulation and Accreditation Standard
10.1 Regulatory/Licensing Requirements
10.1.1 Current Regulatory or Licensing Requirements
Not applicable to this proposed program.
423
10.1.2 Letters of Support From Regulatory/Licensing Bodies
Not applicable to this proposed program.
424
11. Program Evaluation Standard
11.1 Periodic Review Policy and Schedule
The program review process for George Brown - Toronto City College’s degree level programs,
including the Bachelor of Applied Technology - Construction Science and Management (BAT CS&M), will have two levels of review. The first is an ongoing internally-focused process within
the College, which will be carried out annually or as needed. The second is the formal review
process that is consistent with the guidelines established by the Council of Ontario Universities
(COU) through the Undergraduate Program Review Audit Committee (UPRAC) of the Ontario
Council of Academic Vice-Presidents (OCAV).
Ongoing Review and Evaluation
The strength of the Colleges of Applied Arts and Technology is their close ties to the community
and the program-related industries. It is of paramount importance that the BAT - CS&M
maintains relevant content and modes of curriculum delivery and assessment that exemplify
best practice. The programs will carry out on-going review of the content and delivery. Under
the direction of the Vice-President, Academic Excellence and Innovation, the program faculty
and administration will meet annually or as needed to review relevant feedback, which includes
the provincial KPI and course evaluations, in addition to consultations with the industry.
Recommended changes will be presented to the Vice-President, Academic Excellence and
Innovation and the program advisory committees.
Formal Evaluation
The College’s Board of Governors is the body responsible for ensuring that all programs are of
high quality and deliver current and relevant content using the best pedagogical practices. To
ensure the programs meet the College’s standards, all programs will be formally reviewed every
five years. The Vice-President, Academic Excellence and Innovation has operational
responsibility for program review and will report the findings of the review to the Board of
Governors through the Academic and Student Affairs Committee.
Basic Principles
The internal academic review process is based on the principles that:
• provision of academic program of the highest quality is an important goal;
• academic endeavours should be consistent with the equity goals of the college;
• academic programs should make the best use of the resources available to them;
• empirical evidence is a necessary precursor to informed judgement;
• informed judgements of academic quality are a reasonable basis for meaningful
decisions, including decisions about resource issues.
General Outline
Each program will be subject to an academic review on a periodic basis such that all programs
will be reviewed over a period of seven years. The aim of this review will be to evaluate program
initiatives in the context of the College’s institutional plans, to maintain and enhance academic
standards, and to assess the resource implications of all current and future initiatives. The
review will examine all academic and resource dimensions of the program with a particular
focus on relevancy of program content, the quality of the teaching and the connection of the
program to its related industry.
425
A.
Reviews
The Vice-President, Academic Excellence and Innovation in consultation with the Dean(s) of the
respective Faculties will determine the order in which programs are reviewed. Under certain
circumstances, a program may request a review of its operations.
B.
Reviewers
The review group should normally consist of three reviewers external to the College, and a third
who is a George Brown - Toronto City College faculty member from outside the Faculty and two
members from the program advisory committee. This faculty member should be someone
familiar with the operation of the program under review. Programs should submit a list of at least
four potential external reviewers and two potential internal reviewers to Dean who will make the
selection in consultation with the Vice-President, Academic Excellence and Innovation. The
internal reviewer is expected to participate fully in the review.
C.
Self-Study Document
While the program concerned will determine the contents of the self-study document, it must
include all pertinent aspects of the program's activities. The document should be divided into
two parts. One would be purely factual and could include the following:
• program background and history,
• program organization/structure,
• service offerings,
• student outcomes (measured by graduation rates and employment rates 6 months, and
student, graduate and employer satisfaction,
• research/scholarship/creative activity,
• publications relating to research/scholarship/creative activity,
• resources (i.e., faculty, staff, financial, space, library, etc.),
• external funding (industry support, other sources),
• interaction with other units (departments, centres, programs, administration, etc.),
• interaction with related industries,
• enrolment and other relevant data (to be provided by Director of Academic Excellence
and Innovation and/or the Office of the Registrar),
• teaching activities (teaching loads)
The major aim of the self-study process is to stimulate the program to reflect upon its objectives
and its ability to meet these objectives; and to examine problems, including available resources.
The second part of the report should address the following issues:
• priorities,
• long and short term goals,
• resources requirements,
• strengths and weaknesses,
• faculty renewal,
• other issues
D.
Student Opinion, Program Advisory Committee and Industry Partners
The program should seek feedback regarding the program from past and present students,
members of the program advisory committee and industry partners.
E.
Review Reports
Three documents will be produced from the review. The first is the self-study document
developed by the program. It will provide background and information for the reviewers. The
426
second document will be the Reviewers' Report. The third document will be the program
response to the Reviewers' Report. Upon conclusion of the review process, these three reports
will be made available to the Dean and to the Academic Review Committee.
F.
Review Sequence
The Vice-President, Academic Excellence and Innovation, in consultation with the Deans, shall
determine a seven-year schedule for the review of all programs.
1. The Vice-President, Academic Excellence and Innovation, in consultation with the Dean
of the respective Faculty shall confirm by March 1 annually the program to be reviewed
in the following year. The Dean shall then inform the program that will be reviewed
during the following year.
2. The Dean shall meet with the program to outline the review process.
3. The program shall establish a committee to develop its self-study proposal.
4. The program shall prepare a self-study document in consultation with the Dean.
5. At the same time as step 5., the program shall develop a list of potential external and
internal reviewers from which the Dean, in consultation with the Vice-President,
Academic Excellence and Innovation, shall make the final selection.
6. The program then shall submit the self-study document and a list of proposed
interviewees to the Academic Review Committee for approval. Interviewees shall
normally include faculty and students associated with the program, faculty from
interdisciplinary disciplines and others as appropriate program.
7. The Dean shall forward the approved self-study document and related materials to the
reviewers.
• The Dean, in consultation with the program, shall establish timelines for the
reviewers.
• The reviewers shall conduct on-site visits, preferably at the same time. The length of
the on-site visit normally will be two days, with an additional day allocated to
preparation of their report.
• The reviewers shall submit their report to the Dean, normally within four weeks of
the site visit. The Dean shall forward it to the Department/Centre. The full reviewers'
report is confidential to the Dean, Department/Centre and the Academic Review
Committee.
• The Department/Centre shall develop its response, normally within three weeks of
receiving the reviewers' report, and shall submit it to the Dean.
• After consultation with the Vice-President, Academic Excellence and Innovation and
the Department/Centre, the Dean shall submit to the Academic Review Committee
a) the self-study document; b) the reviewers’ report; c) the Department’s/Centre’s
response, and d) his/her Executive Summary report. The Dean’s Executive
Summary shall comment on the outcomes, findings and conclusions of the review,
and shall include a statement on the strengths and weaknesses of the
Department/Centre and his/her recommendations on actions to be taken arising
from the review.
• The Academic Review Committee shall review all materials submitted by the Dean
and shall examine the process used. The Academic Review Committee shall
prepare a report to Senate, with the Dean’s Executive Summary attached, either
confirming that all procedures have been followed or identifying where they have
not. The Academic Review Committee shall recommend to Senate either that a) the
academic review of the Department/Centre be accepted; b) that the review be
accepted conditional on recommendations regarding procedures made by the
Academic Review Committee or c) that the review or part of the review be redone. If
427
•
•
•
•
•
the Committee recommends either b) or c), reasons are to be provided.
The Department/Centre, in consultation with the Dean, shall determine a time frame for
the development of an Action Plan to implement recommendations coming out of the
review. Normally, the Action Plan shall be completed within eight weeks of Senate’s
acceptance of the report of the Academic Review Committee.
The Dean shall submit the Action to the Vice-President, Academic Excellence and
Innovation for approval. The Vice-President, Academic Excellence and Innovation shall
submit the approved Action Plan to the Academic Review Committee and to Senate for
information.
Within one year of submitting its Action Plan, the Department/Centre shall report to the
Academic Review Committee on the progress made in achieving the goals of the Action
Plan.
The Academic Review Committee shall report to the Senate on the final outcomes of the
review process and the implementation of the Action Plan.
The Vice-President, Academic Excellence and Innovation shall report annually to the
Board of Trustees on the results of all Department/Centre reviews.
G.
Budget
A budget for Academic Reviews will reside in the Office of the Vice-President, Academic
Excellence and Innovation. Each year, after the departments/centres to be reviewed are
determined, the Vice-President, Academic Excellence and Innovation will transfer funds to cover
the costs of the reviews to respective Deans.
428
12. Academic Freedom and Integrity Standard
12.1 Policy on Academic Freedom and Honesty
12.1.1 Policy on Academic Freedom
Academic staff are entitled to the exercise of academic freedom. Academic freedom includes
the right, without constriction, to:
• freedom of expression in the learning environment,
• freedom in carrying out research and disseminating and publishing the results thereof,
• freedom in producing and performing creative works,
• freedom to engage in service to the college and the community, freedom to express their
opinion about the college, its administration, or the system in which they work,
• freedom from institutional censorship and
• freedom to participate in professional or representative academic bodies.
In exercising such freedom, there is a responsibility to adhere to the law as it pertains to Human
Rights and Hate Propaganda as defined under the Criminal Code of Canada, to the Code of
Conduct for Academic Faculty, and to respect the academic freedom of all others.
429
12.1.2 Policy on Academic Honesty
Researchers are expected to maintain the highest standards of honesty and integrity. Any form
of academic dishonesty, including but not limited to the following, is considered a serious
offence:
Falsifying Data
The gathering of data and research materials must be conducted with honesty and integrity.
Researchers should never publish data they know to be false or the result of deliberate acts of
falsification.
Plagiarism
Researchers should not knowingly represent the published or unpublished work of another
person as their own or assist anyone else in doing so. Rather, researchers must appropriately
and adequately acknowledge the use of work completed by other individuals. Plagiarism is an
act of academic dishonesty.
When plagiarism occurs, it shall be presumed that the researcher did so knowingly and the
researcher shall bear the burden of rebutting the presumption by evidence satisfying the person
or body hearing the case that no such knowledge existed.
Conflict of Interest
A conflict of interest arises when the researcher has a material interest of any nature – personal,
financial, career or otherwise – that may conflict with the researcher's duty of honesty and
integrity. When there is conflict of interest, the researcher must immediately disclose it in writing
to his/her superior and to all other persons to whom it should be disclosed, in accordance with
the context and with the highest standards of honesty and integrity.
Misuse of Research Funds
Researchers and directors of research projects must follow the guidelines provided by the
granting agency verbatim as well as all college guidelines on the management and
disbursement of funds. Regardless of the source of research funding, it is not permitted to divert
any of the research resources for personal or any other use, except in cases where the grant or
contract specifically provides otherwise.
This policy does not intend to blame the actions of a person who has made an honest error or
who exercises judgement or interprets data or designs experiments in a way which may
reasonably be the subject of honest differences of opinion.
430
12.1.3 Policy on Compliance with Policies Pertaining to Academic Honesty
Communication of the Standards
Faculty and students will be informed through initial orientation and the availability of polices on
the College Web site. Also, each course outline must have the statement below regarding
student responsibilities.
Student Responsibilities
Students should obtain a copy of the Student Handbook or view to the College’s web site and
refer to it for additional information regarding the grading system, withdrawals, exemptions,
class assignments, missed tests and exams, supplemental privileges and academic dishonesty.
Students are required to apply themselves diligently to the course of study, and to prepare class
and homework assignments as given. Regular attendance, though not a requirement, is strongly
advised. Past student performance shows a strong relationship between regular attendance and
success.
Compliance
Students who do not comply will be subjected to academic disciple as per college policy. Please
see Student Code of Conduct Section 9 and Student Discipline Section 7 of the Academic
Polices.
Faculty will be subjected to the progressive disciplinary policies of the College.
431
12.2 Policy on Intellectual Products
A. Introduction
George Brown - Toronto City College seeks to encourage creativity and invention among its
faculty, students and staff. The College invests in this endeavour by making available its own
facilities, equipment, personnel and information resources. The College also actively seeks
specific support for creative activity from external sources, both public and private.
Frequently, inventions, discoveries and creative works that are developed by individuals at the
College will have commercial as well as scientific and scholarly value. The intent of this policy is
to provide for incentives that foster creative activity, and to help assure that any intellectual
property produced will be exploited for the benefit of the creators, the College research
enterprise and the public7. To help meet these policy objectives, the College makes available
(from the Office of Academic Excellence) technical and legal assistance in procedures
necessary to protect ownership of intellectual property and to aid in its commercial
development.
The rights and responsibilities of intellectual property are covered in this policy.
Goals of Policy
The specific aims of this policy include the following:
• encourage creativity among the faculty, students and staff;
• increase the likelihood that ideas, inventions and creative works produced at the College
are used to benefit the public;
• protect the traditional rights of scholars with respect to owning the products of their
intellectual endeavors;
• assure compliance with the provisions of contracts with external sponsors; and
• provide that, when intellectual property is introduced for commercial development, the
creator(s) and the College share any net profits.
Changes to this Policy
The College reserves the right to change this policy from time to time. Proposed changes
normally will be developed by the Office of Academic Excellence, in consultation with
appropriate representatives or committees of the College.
George Brown - Toronto City College’s policy on Rights and Responsibilities Regarding
Intellectual Property was adapted from material prepared by Tufts Computing and
Communication Services Department, Tufts University and from material prepared by Steven J.
McDonald, Associate Legal Counsel for Ohio State University. We wish to thank them for
permission to use the material.
B. Who is Covered: College Personnel
For purposes of this policy, College personnel refers to College faculty, administrators, office
and technical staff, students, visitors, contractors, consultants and all others whose primary
work affiliation is with the College, whether compensated by the College or not.
7
This is in contrast to normal practice in the business world, where works created by employees are usually owned
by the employer under work-for-hire rules.
432
Scope of Coverage
College personnel are covered to the extent that their creative work involves the use of College
resources such as space, facilities, equipment, staff or funds, as stipulated for the particular
circumstances described in the sections below "Determination of Rights...." for both patentable
and copyrightable material8.
C. What is Covered: Intellectual Property
All intellectual property produced at the College by personnel (defined above) is covered by this
policy.
Definition
Intellectual property shall consist of, for example and without limitation:
• Inventions;
• creative works;
• patentable subject matter;
• copyrightable materials;
• know-how, electronic or paper documents;
• software (including source code and object code);
• multimedia or audiovisual materials; and
• photographs.
For purposes of this policy, intellectual property is divided into two categories.
Patentable Intellectual Property
This includes, without limitation, all inventions, discoveries, know-how (despite the fact that
these may not benefit from patent protection) and discoveries or other material that is
patentable under Canadian law (whether or not produced in the Canada), as well as all software
that is excluded from "copyrightable material" (whether or not patentable under Canadian law).
Copyrightable Intellectual Property
This includes, without limitation, all creative works, electronic or paper documents, software
(including source code and object code), multimedia or audiovisual materials, photographs and
any other materials that may be copyrightable under Canadian law (whether or not produced in
the Canada). Copyrightable material shall include educational or research software, but shall
not include software other than educational or research software.
D. Patentable Intellectual Property
Responsibility for Disclosure of Patentable Intellectual Property
College personnel who alone or in association with others create patentable subject matter with
any use of College resources are responsible for disclosing the patentable subject matter to the
College. Disclosure must be made when it can be reasonably concluded that a patentable
subject matter has been created, and sufficiently in advance of any publications, presentation or
other public disclosure to allow time for possible action that protects rights to the intellectual
property for the creator and the College. Creators are encouraged to seek the advice of the
Office of Academic Excellence in determining whether the subject matter is patentable.
8
As a condition of affiliation with the College, members of the College community are bound by all College
policies, including this one.
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Determination of Rights to Patentable Subject Matter
Except as outlined below, the creator of patentable intellectual property retains his/her rights,
and the College shall not assert ownership rights.
The College will assert ownership rights to patentable intellectual property developed under any
of the following circumstances:
• Development was funded by an externally sponsored research program or by any
agreement which allocates rights to the College;
• Development required use of College resources (e.g. facilities, equipment, funding) or
more than minimal use of College personnel; 9
• The creator was assigned, directed, or specifically funded by the College to develop the
material;
• Material was developed by administrators or staff in the course of employment duties
and constitutes work for hire under Canadian law.
E. Copyrightable Intellectual Property
Responsibility for Disclosure of Copyrightable Intellectual Property
In contrast to historical business practice, the tradition of academic institutions is to give staff the
right to retain ownership of their copyrightable products. This policy protects that traditional right
and staff are not obligated to disclose the creation of copyrightable material, even when the
product might have commercial value, unless the material was developed under one of the
qualifying conditions listed in the next section. In this case, the creator is responsible for timely
disclosure. However, staff are encouraged to disclose any copyrightable material that has
commercial value to the extent that they may wish assistance in copyright protection and
marketing in exchange for profit sharing with the College.
All disclosures should be made to the Office of Academic Excellence.
Determination of Rights to Copyrightable Intellectual Property
Except as outlined below, the creator of copyrightable intellectual property will retain his/her
rights, and the College shall not assert ownership rights. However, creators will be expected to
grant non-exclusive, royalty-free, perpetual licenses to the College for copyrightable material
that is developed for College courses or curriculum, so that the College's continued use of such
material for educational purposes would not be jeopardized.
The College will assert ownership rights to copyrightable intellectual property developed under
any of the following circumstances:
• development was funded as part of an externally sponsored research program under an
agreement which allocates rights to the College;
• a staff member was assigned, directed or specifically funded by the College to develop
the material, and the College has negotiated an understanding or formal contract with
the creator;
• material was developed by administrators or other non-faculty employees in the course
of employment duties and constitutes work as a condition of employment under
Canadian law;
• the material was developed with extraordinary or substantially more use of College
9
The College has rights to patentable material derived from research carried out with any use of George Brown's resources. However, patentable
material developed independently by the creator outside of normal duties associated with the creator's position and with no use of College
resources is vested with the creator and/or with the organization whose resources were used, such as a hospital.
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resources than would normally be provided for the creator's employment duties. This
might occur as disproportionate use of staff time, networks, equipment or direct funding.
F. Intellectual Property Developed Under Sponsored Research Agreements
Ownership of copyrightable and patentable intellectual property developed pursuant to an
agreement with any sponsor will be governed by the provisions of that agreement.
Sponsored research programs funded by private sponsors will generally provide for the College
to retain title to all intellectual property that arises in the course of the research program with the
sponsor retaining an option to acquire commercialization rights through a separate license
agreement. Government and non-profit sponsors generally allow rights to intellectual property
that arises from the research program to vest with the College, subject to certain retained rights
held by the sponsoring agency.
G. Special Agreements
Since the College aims to encourage creativity, it reserves the right to allow some flexibility in
applying this policy on a case by case basis. In such cases, ownership of materials developed
pursuant to a special agreement between the College and the creator will be governed by the
provisions of any such agreement.
H. Waiver or Return of Rights
The College may in its sole discretion waive, transfer or license to the creator its rights in any
intellectual property when such action does not conflict with obligations to other interested
parties. This could occur, for instance, if the costs for protecting and developing the intellectual
property are not likely to be matched by anticipated income. If at any time the College shall
terminate its effort to seek protection of intellectual property, or to discontinue commercial
development, the inventor shall, upon filing a request with the College and completing
appropriate transfer of rights, be free at his or her expense to seek a patent or copyright, and/or
develop, license and otherwise use the material, subject to the College's rights to
reimbursement of incurred costs and sharing of future royalties, in amounts to be negotiated
between the College and the creator on a case by case basis.
I. Administration of Intellectual Property
The Office of Academic Excellence will be responsible for day-to-day management of all
College intellectual property issues, and shall be empowered to negotiate the College's rights
under these policies.
Disclosure
Intellectual property disclosable hereunder shall be disclosed to the Office of Academic
Excellence, which will be responsible for timely review of all disclosures.
This Office will:
• complete a review of the patentability and marketability of the intellectual property and
prepare a recommendation for the Vice-President, Academic Excellence and Innovation
regarding the protection and the commercialization of the intellectual property;
• be responsible, working with creators, for obtaining patent, copyright or other protection
of intellectual property owned by the College hereunder, and for marketing and licensing
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•
of all such intellectual property rights;
set up and manage individual expense and income accounts for intellectual property that
is vested in the College under this policy.
College personnel who wish to pursue the commercialization of their independently developed
and owned intellectual property through the College may offer such intellectual property to the
College by disclosing the intellectual property to the Office of Academic Excellence. The Office
will evaluate the commercial potential of the intellectual property and make a recommendation
to the Vice-President, Academic Excellence and Innovation regarding the acceptance of the
intellectual property. Acceptance of such intellectual property by the College will be made at the
sole discretion of the College and will require creator(s) to accept all provisions of this policy,
including the assignment of rights and income distributions.
J. Income Distribution
Costs and Net Royalty Income
Unless otherwise agreed, Net Royalty Income shall mean gross royalties in the form of cash or
cash proceeds whether from the sale of equity or obtained in licensing transactions, less
commercialization costs, including but not limited to billed costs for protection of intellectual
property, marketing, legal fees and other licensing costs, as well as a share of royalties for nonreimbursed costs as follows: 10% of Net Royalties up to the first $150,000 and 2% of Net
Royalties over $150,000.
Distribution of Net Royalty Income
With respect to intellectual property owned by the College hereunder, Net Royalty Income shall
be distributed (usually annually) as follows:
• 40% Creator(s) (personal)
• 20% Creator's Department or equivalent unit (for support of research and other creative
activity)
• 20% Creator's School (Dean's fund for support of research and other creative activity)
• 20% College (Office of Academic Excellence funds for discretionary support of research
and other creative activity)
In the event of joint creators, the payments made to the inventor under the above schedule shall
be divided equally among the creators, except as may be otherwise agreed to by the creators
and approved by the Office of Academic Excellence.
In the event the College receives other than monetary consideration in connection with any
license, such as equity, such consideration shall be considered Gross Royalties and shall be
apportioned according to the above schedule. Any equity received by the College may be held
by the College until such time that the College decides to liquidate such equity. The College has
the sole right to determine the disposition of intellectual property in which it has equity.
Payments for research or contributions of equipment shall not be considered Gross Royalty
Income but shall be the sole property of the College.
The College may postpone the distribution of Net Royalty Income when future expenses relating
to the applicable technology, such as patent prosecution costs, or an infringement suit, are
reasonably anticipated.
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Creator Equity Participation
College policy on conflict of interest does allow creators to receive equity in return for their
contributions to companies as founders or consultants, as long as the creator discloses his/her
equity position and is otherwise in compliance with the College Conflict of Interest Policy. In the
event the creator receives equity from the company, and the College has negotiated as licensor
a royalty bearing license, or an option for such a license, with respect to intellectual property,
the creator shall agree to waive his or her share of Net Royalty Income received by the College
and the College shall retain it.
College personnel who are planning to direct or participate in a research program sponsored by
a company in which they hold equity must disclose their equity position, and agree to periodic
review of their participation in the project, by the Director of Academic Excellence and
Innovation or her/his designee. The purpose of such review is to assess potential conflicts
between company-sponsored research and other research programs in the creator's laboratory
and to monitor compliance with College policies.
Conflict Resolution
The Director of Academic Excellence and Innovation is responsible for the administration of this
policy.
The Office of Academic Excellence will handle questions regarding the application,
interpretation or implementation of the policy, or regarding disagreement among creators
concerning assignment of rights or sharing of royalties.
Disagreement with any determination made by that Office may be directed to the VicePresident Academic Excellence and Innovation or his/her designee for a final determination.
K. Use of George Brown - Toronto City College Name, Mark or Insignia
The George Brown - Toronto City College name, seal and logo may not be used:
• in conjunction with any private or commercial enterprise;
• in tandem with the advertisement of any product; or
• by any individual or group promoting itself.
Use of the College name, seal or logo on letterhead and business cards is standardized and
regulated by the Communications and Marketing Department.
Any questions regarding the use of the College name, seal, or logo in circumstances other that
the ones listed above should be referred to the Director of Communications.
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12.3 Policy on Ethical Research Practices
It is the policy of George Brown - Toronto City College to ensure that all research (defined as a
systematic investigation of an issue, topic, group of individuals, etc. that uncovers new
information or interprets existing data) is carried out in an ethical fashion and is consistent with
the principles of George Brown - Toronto City College policies, procedures and values.
The Research Ethics Policy is designed to minimize the College’s liabilities associated with
research at the institution or research undertaken by members of the College community who
may use the College name to gain access to other settings. These liabilities include, but are not
limited to, guarding against ill effects to participants.
Research Ethics is defined as a set of moral principles that researchers use when researching a
topic. These principles encompass all areas of the research project especially those related to
participants in the study.
This policy covers all research activities connected with George Brown - Toronto City College.
The Research Ethics policy is not concerned with evaluating the research design. The policy is
concerned that research conducted should conform to George Brown - Toronto City College
policies and procedures listed here.
A. Requests for Review
Researchers will submit their research proposal on the Application for Research Ethics Review
(Appendix D) to the Vice-President, Academic Excellence and Innovation, who will serve as the
Chair of the Research Ethics Committee. This form is also available on diskette.
If applicable, researchers will be required to:
• complete the Freedom of Information and Protection of Privacy Agreement (Appendix E)
(when personal information must be collected;
• advise the Committee of any changes in protocol after the proposal has been approved.
Within six months of completion of the project and preparation of a research report, a full copy
of the report should be forwarded to the Chair of the Research Ethics Committee.
B. Procedures for Research Ethics Review
Research Ethics Committee
This policy will be administered by the Research Ethics Committee. The Committee is
responsible for reviewing research projects as outlined in the procedures section and ensuring
that a complete review of the application has been conducted. The day-to-day operation of the
Committee will be managed by the Director of Academic Excellence and Innovation.
Committee Members
The members will be selected through consultation with interested members of George Brown Toronto City College. A quorum shall be met with five members in attendance. The Committee
will consist of the following:
• one student;
• two support staff (names to be provided by union);
• three faculty (names to be provided by union);
• two administrators, one of whom should be a Dean or Chair;
438
•
•
•
one Student Services representative;
the Director of Academic Excellence and Innovation; and
the Vice-President, Academic Excellence and Innovation, who will chair the committee.
Terms of office will be two years, with the exception of the student representative, who will serve
a one-year term. Members of the Committee will be trained in using the standards of the
Committee when reviewing proposals. The Committee will evaluate its membership every year.
The evaluation processes will be determined by the first Research Ethics Committee to be
created.
C. Projects Requiring Review
All research projects that are in any way connected with George Brown - Toronto City College
should be reviewed by the Research Ethics Committee. These projects would include those
where:
• the College name or affiliation is used in a proposal or contract bid to an outside
research supporting agency, in a proposed partnership or alliance, or in the research
activity;
• the College participates as a sponsor financially or through provision of release time,
study leave, use of facilities, use of College personnel, administration of a grant from an
outside agency, or other College resources; or College employees or students are
participants or subjects for whom the College has responsibilities to regulate legal or
ethical aspects of the research or where databases will be used that contain information
about the aforementioned groups.
Who must Apply for an Ethics Review
George Brown - Toronto City College employees (e.g., part of academic studies) and requests
to do research within the College community received from persons or organizations external to
George Brown - Toronto City College must both undergo an ethics review process. In the case
where a particular course or program requires a student to conduct research involving human or
animal subjects, the course professor will submit a research proposal to the Research Ethics
Committee for approval.
Preliminary Approval
In the case of tight timelines for grant applications, one member of the Committee will review the
document and determine if preliminary approval can be given only to allow the grant to be sent
for funding review. Evaluation of the proposal will continue to focus on the attached procedures
and evaluation process, but in a less in-depth process. When the study is funded, the full
proposal shall go through the in-depth Committee review; only when it has passed will the study
begin.
Ongoing Research Projects
Ongoing information gathering activities that are part of normal College operations do not
necessarily fall within the mandate of the Research Ethics Committee (e.g., First Year Student
Survey, Student Success Survey, curriculum development, data collection to support College
direction, course evaluation). There is an understanding that the research should follow
minimum ethical standards such that if it were submitted to the Research Ethics Committee for
review, it would be acceptable. The Committee may be asked to periodically review ongoing
research projects and provide guidance on their ethical implications.
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External Proposals
Research proposals that name George Brown - Toronto City College employees who conduct
research external to the College and who use their status at the College to gain entry to the
research site and/or participants must be submitted to the Research Ethics Committee for
approval.
D. Reviewing Requests
The Ethics Committee assesses each application using the following standards. The following
guidelines are set out with the understanding that in all cases the true representation of the
study be evident in the proposal.
Identification
• Is it clear who will carry out the research and who will be responsible for its supervision
and the conduct of the research team?
Purpose
• Are the purpose(s) and justification clearly stated?
• Is the research proposal related to the College’s mission?
Risk/Benefit
• Are all the risks and benefits clearly stated and dealt with appropriately?
• Will there be any direct benefits to the participants? If not, will this be clearly
understood?
• Given consent, where there are risks, are these outweighed by the potential benefit(s)?
• Is there a need for monitoring this study?
• Are there any risks/benefits to the College that should be reviewed with people outside
the Committee?
Procedures
• Is the research design outlined clearly?
• Are the procedures clearly outlined and described in layperson’s language?
• Is the timeline clearly outlined?
Population
• Is the nature and manner of obtaining the participants’ consent clearly stated?
• Are special populations involved, such as minors? Is a cogent justification for this
provided?
Relationship
• Is it clear who will actually contact participants?
• Does any prior relationship exist between participant and researcher, such as
teacher/student? Are special procedures for obtaining free consent required? Are
adequate special procedures proposed?
Informed Consent
• Is it clear what information will be given to participants?
• Is the information adequate as to the purpose, risks/benefits and procedures of the
research?
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•
•
•
•
•
•
•
Is it expressed in lay terms?
Is there any deception involved in the information given to participants? If so, why is
such deception felt to be necessary? Is it justified?
Will the participants be under any kind of pressure to consent?
Are appropriate procedures for consent of special populations described?
Are the participants made aware they are free to withdraw or discontinue participation?
If verbal and not written consent is proposed, is adequate justification given for this?
Will participants be given a written information sheet to retain?
Use of Existing Records
• Is the nature of any data, their source and the method whereby they are obtained
stated?
Confidentiality of Data
• Are there adequate safeguards to obtain the consent of both participants and/or others
having authority over the data and to maintain the confidentiality of the data?
Compensation
• If there is any compensation, is it used in such a way or is the amount such that it can be
construed as inducement of participants?
E. Decision Making
Consensus
Every effort will be made to reach decisions by consensus. If a conflict of interest arises, then
the Committee member(s) will be asked to leave the room and/or abstain from the Committee’s
discussion of and decision on the project.
College staff, faculty and external experts may be consulted on an ad hoc basis.
Voting
Voting will be in person, in writing, or by voice or electronic mail on or before the meeting date.
In the event consensus cannot be reached, a majority vote will be sufficient. If there is no
consensus and no majority vote is reached with the Committee’s decision, the College
President will be consulted for resolution. The President’s decision will be conveyed in written
form to all concerned. If the researchers receive a “permission is denied” response, they will
have the option of re-submitting their proposal. Their re-submission should include a letter
outlining how the issues that were stated in the letter of denial from the President are addressed
in the revised proposal.
Review Outcomes
Possible outcomes from a review include the following:
• accepted without revisions;
• accepted with revisions noted; or
• permission denied with reasons outlined (e.g., student survey fatigue)
In the last scenario, an opportunity for re-submission is possible. The re-submission should
include a letter outlining how the issues that were stated in the letter from the committee or
Vice-President, Academic Excellence and Innovation are addressed in the revised proposal.
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Meetings
Meetings will be held within four weeks of receiving a request for reviewing a research project.
F. Academic Honesty
Researchers are expected to maintain the highest standards of honesty and integrity. Any form
of academic dishonesty, including but not limited to the following, is considered a serious
offence:
Falsifying Data
The gathering of data and research materials must conducted with honesty and integrity.
Researchers should never publish data they know to be false or the result of deliberate acts of
falsification.
Plagiarism
Researchers should not knowingly represent the published or unpublished work of another
person as their own or assist anyone else in doing so. Rather, researchers must appropriately
and adequately acknowledge the use of work completed by other individuals. Plagiarism is an
act of academic dishonesty.
When plagiarism occurs, it shall be presumed that the researcher did so knowingly and the
researcher shall bear the burden of rebutting the presumption by evidence satisfying the person
or body hearing the case that no such knowledge existed.
Conflict of Interest
A conflict of interest arises when the researcher has a material interest of any nature – personal,
financial, career or otherwise – that may conflict with the researcher's duty of honesty and
integrity. When there is conflict of interest, the researcher must immediately disclose it in writing
to his/her superior and to all other persons to whom it should be disclosed, in accordance with
the context and with the highest standards of honesty and integrity.
Misuse of Research Funds
Researchers and directors of research projects must follow the guidelines provided by the
granting agency verbatim as well as all College guidelines on the management and
disbursement of funds. Regardless of the source of research funding, it is not permitted to divert
any of the research resources for personal or any other use, except in cases where the grant or
contract specifically provides otherwise.
This policy does not intend to blame the actions of a person who has made an honest error or
who exercises judgement or interprets data or designs experiments in a way which may
reasonably be the subject of honest differences of opinion.
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13. Student Protection Standard
13.1 Academic Calendar Information
Current Academic
Calendar Page Number
210
221
46, 66, 180
N/A
Refer to Appendix 6.1.1
and 8.4 through 8.4.5
Refer to Appendix 6.4.2A
Information
The organization’s mission and goal
A history of the organization and its governance and academic
structure
If the organization currently offers degree programs, a general
description (e.g. purpose, outcomes, length) of each degree
program
If the organization does not currently offers degree programs, a
general description (e.g. purpose, outcomes, length) of each
diploma program
The academic credentials of faculty and senior administrators
(dean and above)
Individual description of all subjects in these programs, and their
credit value
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13.2 Student Protection Policies
Student protection policies are located in the College’s Academic Policies. (Please refer to
Appendix A, beginning on page 456 of this submission.)
a)
Academic Appeals – Please see Academic Appeals Chapter 6 of the Academic
Polices
b)
Payment Schedules of Fees and Charges – Please see Tuition Chapter 3 of the
Academic Polices
c)
Student Dismissal – Please see Office of the Registrar Polices Chapter 1 of the
Academic Polices
d)
Withdrawals and Refunds – Please see Office of the Registrar Polices Chapter 1 of
the Academic Polices
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13.3 Student Protection Information
Prior to registration students will be provided with the information required by referring them to
the appropriate College websites, which appear on all promotional material, including the
College calendar. They will confirm their awareness by a check-off box in the web-based
registration process, which will also include links to the pertinent information.
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14. Economic Need
14.1 Evidence of Economic Need
Construction Survey Results - Key Findings
George Brown - Toronto City College approaches new degree proposals by partnering with
industry sectors and/or associations. The college also conducts a needs analysis through these
various industrial level collaborations. In the context of this proposal, the Toronto Construction
Association (TCA) has acted as the industry sector champion. The TCA represents the voice of
the broad landscape of the construction industry in Ontario and is the largest of its kind in
Canada. In a true spirit of collaboration and as a full partner in the development process, the
TCA offered facilities, human resources and significant volunteer time.
The TCA has a membership pool of 1,800 which represents small, medium and large
contractors, suppliers, architects, engineers, consultants, financial institutions and insurance
companies. The College’s Department of Academic Excellence and Innovation developed a
survey instrument in full collaboration with the TCA and executed it through the offices of the
TCA. The key finding of this survey are reflected in the following statements.
•
•
•
•
•
•
•
•
•
147 survey respondents (8% response rate)
144 firms currently employ 34,530 people, with 133 of these firms employing 2,257
CAMs* (6.5% of total employment in the survey sample).
Over the past 3 years, employment growth has been positive, increasing from 1,607
CAMs in 2000 to 2,257 in 2003 (up by 40%). In comparison to the average employee,
CAMs are more likely to work full-time (81% vs. 63%) and on contract (17% vs. 3%), and
are less likely to work part-time (2% vs. 34%).
Close to 2 out of 3 respondents (N=123) reported having difficulties hiring CAMs during
the past 3 years. Lack of work related experience (86%) and formal training or
education (64%) were the two most common reasons cited by 73 respondents.
The employment outlook for CAMs to 2006 is positive, as employment is expected to
increase at an annual average rate of 9.6% (respondents estimated that their firms will
hire over 1,100 CAMs by 2006).
Almost one-tenth of these new hires will be as a result of retirement (121 CAMs are
expected to retire by 2007).Firms cited college education (71% of respondents) as the
most common educational requirement when hiring CAMs, followed by certification
(35%), and apprenticeship training (32%).
Once CAMs are hired, they are encouraged to continue to upgrade their skills. In fact,
76% of firms (N=126) offer some kind of training/learning opportunities to their CAMs.
The top 3 training/learning opportunities currently being offered by 98 firms include
workshop/seminars (86%), continuing education at colleges/universities and/or other
educational institutions (51%), and vendor training courses (42%).
The top 5 skills/knowledge rated by 133 respondents as “High Priority” when designing a
curriculum for a four-year degree program in Construction Technology and Management
include: communications-oral/written (89%), plans interpretation (78%), planning and
scheduling (77%), client relationship management (76%), and project administration
management (68%).
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•
The top 5 skills/knowledge rated by 118 respondents as “Low Priority” include:
construction surveying (54%), mechanical and electrical design (46%), human resources
mgmt. (42%), environmental mgmt. (38%), finance and economics (32%).
Construction Survey Results Key Findings
(see table on next page)
447
% of Respondents Who Rated Skills/Knowledge as "HIGH Priority" (N=133)
d) Communications (oral/written)
t) Plans Interpretation
s) Planning & scheduling
c) Client Relationship Mgmt
u) Project Administration Mgmt.
aa) Safety and Compliance
j) Cost Control and Budget Mgmt
i) Coordination of Consultants & Trades
l) Ethical Practice
x) Quantity Surveying & Estimating
m) Evaluation of Methods, Materials, &
Equipment
f) Constructability
w) Quality Assurance Systems
z) Risk Mgmt.
y) Records Mgmt.
a) Business & Contract Law
h) Contract Delivery Method
v) Project Data Analysis
p) Information Technology
o) Human Resources Mgmt
ab) Site Development
q) Logistics (transport., storage,
procurement, material mgmt.)
n) Finance & Economics
e) Construction Eng. (finishes, static load,
material sciences)
b) Civil and/or Structural Design
k) Environmental Mgmt
r) Mechanical and Electrical Design
g) Construction Surveying
0
10
20
30
40
50
60
70
80
90
100
Overall, there seems to be a general consensus that a four-year degree program, which
combines management skills, construction technology and hands-on experience through co-op
education would be beneficial. This is also reinforced by the fact that respondents (N=133)
believe that there are education (64%) and experience (72%) shortfalls with current CM hires.
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Agree* Neutral Disagree*
(%)
(%)
(%)
a. A four-year degree program will better serve the skills and
knowledge of CMs (N=131)
82.4
17.6
--
b. Co-op education for CMs is important (N=134)
97.0
3.0
--
c. It is important to have more people who are 'job-ready' (N=135)
d. The industry will be better served by a degree program, which
combines both management skills and construction technology
(N=135)
94.1
5.9
--
92.6
6.7
0.7
e. There are educational shortfalls with current CM hires (N=133)
f. There are experience shortfalls with current CM hires (N=133)
g. The industry should be a major stakeholder in the design and the
education process of programs producing CMs into the industry
(N=135)
h. The industry will introduce more and higher technology in the future
(N=135)
i. Graduates of a Construction Management degree program should
be able to adapt to the continuing development of newer and higher
advancements of technology (N=136)
j. Graduates of a Construction Management degree program should
have the capabilities to become effective leaders (N=135)
63.9
72.2
34.6
24.1
1.5
3.8
90.4
8.1
1.5
87.4
10.4
2.2
96.3
3.7
--
92.6
7.4
--
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CONSTRUCTION INDUSTRY SURVEY
The objective of this survey is to assess the current and future demand for individuals with the necessary
skills and knowledge to work as construction managers or related occupations.
Information provided by your organization will be kept strictly confidential and will only be used by
George Brown - Toronto City College and the Toronto Construction Association to determine the
feasibility of offering a Bachelor of Applied Construction Technology and Management program.
Note: “CM’ in this survey refers to individuals working as Construction Managers, Estimators, Site
Administrators, Site Superintendents, Project Managers, Project Coordinators, Project Estimators,
Supply, Sales, Technical Representatives, and other related occupations.
A.
COMPANY INFORMATION
Name
Title:
Company Name
Telephone
1.
E-mail
Which of the following classifications best describes your organization? (Please select ONE)
Architecture………………..
Manufacturing……….
Consulting…………………
Trade Contracting…...
Engineering………………..
Supply/Service………
General Contracting……….
Other (specify)………
2. How many employees are currently employed by your organization?
Full-time……………………....
Part-time………………..……..
Other (e.g., contract, seasonal)..
3. How many of these employees work as CMs?
4.
Full-time…………………….
Part-time………………………
Other (e.g., contract, seasonal)..
How many CMs, if any, were employed by your organization during the past 3 years?
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CMs
Full-time…………………..…….
Part-time…….…………………..
Other (contract/seasonal)……….
5.
2000
2001
2002
During these past 3 years, did you have any difficulties hiring CMs?
Yes
No
If yes, what were the main reasons? (Please check more than one item if applicable)
6.
a.
Lack of formal training or education………….....
b.
Lack of work related experience.…………..……
c.
Lack of specialization …………………………..
d.
Unable to provide in-house training…………….
e.
Unable to promote from
within…..
f. Unable to hire from external
sources …………………………...
g. Other (please specify):
Based on your company’s plans for future growth and anticipated human resources needs, do you plan to
hire CMs within the next 3 to 5 years?
Yes
No
If yes, please indicate the approximate number of CMs your organization is planning to hire:
CMs
Full-time…………………..…….
Part-time…….…………………..
Other (contract/seasonal)……….
7.
2004
2005
2006
Will any of these CMs be hired to replace those who are expected to retire in the next 3 to 5 years?
Yes
No
If yes, how many CMs currently working for your organization are expected to retire by 2007?
8.
If you were to hire a CM today, what type of educational qualifications/training will you require him/her
to have? (Please check more than one item if applicable)
e. Graduate
degree…………..
f. Don’t
know/NA…………..
g. Other (please specify):
a. Apprenticeship training………………...
b. Certification (e.g., Gold Seal)….….…...
c. College education (certificate/diploma)..
d. Undergraduate degree………………….
9.
Does your organization provide learning/training opportunities to new or existing CMs currently working
for your organization? Yes
No
If yes, please indicate which type of learning/training opportunities your organization provides:
a.
Continuing education at colleges, universities
and/or other educational institutions…………..
b. Distance learning………………………………
c. Gold Seal Certification……………..
d. Vendor training courses………….
451
e. Workshops/seminars…
f. Don’t know/NA………
g. Other (please specify):
B.
CM GRADUATES – SKILLS/KNOWLEDGE
10.
In order to design a comprehensive curriculum for a four-year degree program in Construction
Technology and Management, we would like your assistance with identifying the subject areas, which are
most relevant to the industry.
a.
Based on the following table, please indicate the level of priority we should give to each of the following
skills/knowledge when designing such a curriculum.
LEVEL OF PRIORITY for CURRICULUM DESIGN
(Please choose ONE)
Skill/Knowledge
Don’t Know/
NA
a) Business & Contract Law…………………………………..
b) Civil and/or Structural Design……………………………...
c) Client Relationship Mgmt…………………………………..
d) Communications (oral/written)……………………………..
e) Construction Eng. (finishes, static load, material sciences)...
f) Constructability……………………………………………..
g) Construction Surveying……………………………………..
h) Contract Delivery Method…………………………………
i) Coordination of Consultants & Trades……………………...
j) Cost Control and Budget Mgmt……………………………..
k) Environmental Mgmt……………………………………….
l) Ethical Practice……………………………………………...
m) Evaluation of Methods, Materials, & Equipment……….…
n) Finance & Economics………………………..………….….
o) Human Resources Mgmt…………………………………....
p) Information Technology…………………………………….
q) Logistics (transport., storage, procurement, material mgmt.)
r) Mechanical and Electrical Design…………………………..
s) Planning & scheduling……………………………………...
t) Plans Interpretation………………………………………….
u) Project Administration Mgmt………………………………
v) Project Data Analysis……………………………………….
w) Quality Assurance Systems………………………………...
x) Quantity Surveying & Estimating…………………………..
y) Records Mgmt……………………………………………....
z) Risk Mgmt………………………………………………….
aa) Safety and Compliance…………………………………….
ab) Site Development……………………………………….…
ac) Other ‘HIGH’ priority (specify)…………………………..
452
Low
Medium
High
11.
Please indicate your level of agreement with the following statements:
Strongly
Agree
a.
A four-year degree program will better serve the skills
and knowledge of
CMs………………………………….……..
b.
Co-op education for CMs is
important…………………….
c.
It is important to have more people who are ‘jobready’..….
d.
The industry will be better served by a degree program,
which combines both management skills and construction
technology………………………………………………….
e.
There are educational shortfalls with current CM
hires….…
f.
There are experience shortfalls with current CM
hires……..
Agree
Neutral
g.
The industry should be a major stakeholder in the design
and the education process of programs producing CMs into
the industry…………………….……………………………
h.
The industry will introduce more and higher technology
in the
future………………………………………….………...
i.
Graduates of a Construction Management degree
program should be able to adapt to the continuing
development of newer and higher advancements of
technology….….……...
j.
Graduates of a Construction Management degree
program should have the capabilities to become effective
leaders…..
Thank you for your time and cooperation
Please return the completed questionnaire by e-mail or fax to:
Erin Vanderham
Toronto Construction Association
Telephone: 416-499-4000
Fax: 416-499-8752
E-mail: evanderham@tcanetworks.com
453
Disagree
Strongly
Disagree
14.2 Employer Support
Employers represented through the TCA have shown universal support for the program. A large
and diverse group of employers has participated on the Program Advisory Committee and
attended a number of meetings. Employers have also participated in the curriculum
development process. This participation is demonstrated in Appendices 6.1.1 and 6.1.2.
Supporting letters from the employers are included previously in this proposal.
454
14.3 Student Interest
The CABT has experienced a consistent and dramatic growth pattern. This reflects growth of
the sector and the excellence of the Centre. The CABT has grown by over 10 percent annually
over the last two years. The CABT’s visibility, support of the Toronto District School Board, and
the grass-root support of the TCA membership will ensure full subscription of the program.
455
15. Non-Duplication of Programs
15.1 Similar/Related College Programs
Research confirms that none of the Colleges of Applied Arts and Technology (CAAT) offers a
program such as this at the three-year diploma level. Initial search of CAAT programs through
OCAS showed no program listed in the Construction Science and Management field. The
OCAS site was also searched for allied programs in the construction and architecture
disciplines. There were no comparable programs found during this research. A number of
colleges offer traditional Construction Technology and Architectural Technology programs,
however there is a complete vacuum of programs in the field covered by the proposed program.
The College has on file and available upon request the research undertaken to complete
Appendix 15.1.
456
1.
Institution: Conestoga College
Program Name & Credential:
Architecture – Project and Facility Management
BAT
Program Description:
Graduates of this program will be educated and trained specifically to supervise and manage
projects and facilities for the built environment. Students will graduate with strong foundations
in architecture, construction, basic engineering and business, comprehensive insight into
facility management, and exposure to both liberal arts disciplines and practical applications
for the business enterprise. All dimensions will involve creativity, leadership training,
teamwork and individual initiative, emphasising the practical application of classroom studies.
This program also provides a solid foundation for further studies in the field of architecture,
construction and management.
Analysis of Similarities and Differences:
Similarities
• Both programs are four years in duration and they are co-op programs.
• Programs include studies of architecture and building systems.
Differences
• Conestoga’s program focuses on Facilities Management and is based on the
International Facility Management Institute standards.
• Conestoga’s program works with the management of already existing buildings, as
compared to the proposed program, which covers a full range of management of
construction and building activities.
• The proposed program is a construction management program based on the ACCE
standards and fully validated by the Toronto Construction Association (TCA).
• The involvement of and sponsoring by the TCA plays a major role in the proposed
program.
• The proposed program engages Industrial, Commercial and Institutional (ICI) sectors
in addition to non-ICI construction sectors, such as Residential and Civil.
457
2.
Institution: George Brown - Toronto City College
Program Name & Credential:
Construction Engineering Technology- Management
Three year Diploma
Program Description:
The construction industry is Canada's largest employer and the demand for professional
construction managers continues to grow. This three-year program, which is unique in the
Greater Toronto Area, will provide you with the technical, business and interpersonal skills
required to effectively manage construction projects of varying size and complexity.
Learning in the new Centre for Advanced Building Technologies, you will gain an in-depth
knowledge of construction industry management practices, including contracts and
specifications, bidding and estimating, quantity surveying (estimating the labour, materials
and equipment required for a project), construction law and managing schedules and cash
flow.
Throughout the program, you will also gain extensive computer experience working with
general business software, as well as specialized project management, bidding and
estimating software that is used by the industry.
Analysis of Similarities and Differences:
Similarities
• Both programs have some studies of construction industry practices, however the
depth is at significantly different levels.
Differences
• This is a three-year diploma level program with a different graduation level focus.
• The program has college level entrance requirements as compared to the proposed
program, which has university level entrance requirements.
• The programs have a different mix of theory and practical.
• The diploma program provides entry level positions in building departments,
construction sites and or design/drafting offices.
• The proposed program offers wider choice for advancement and career options.
• The proposed program has a significant proportion of ethics and senior level
management training and education in the curriculum.
• The proposed program is a co-op program with industry-driven practicum and a
capstone industry project.
458
3.
Institution: Fanshawe College
Program Name & Credential:
Construction Engineering Technology (Management)
Three year co-op diploma
Program Description:
CONSTRUCTION OF INDUSTRIAL, COMMERCIAL, INSTITUTIONAL BUILDINGS: The
program includes activities from planning to design to actual construction. Studies include
construction methods, equipment, surveying, planning, scheduling, estimating, building
economics, contracts and building law. The program interacts closely with the construction
industry. Twelve months co-op work experience is part of this program.
Graduates of this program have direct transferability of 60 credits to the Bachelor of Science
Post-Diploma program at Athabasca University.
Analysis of Similarities and Differences:
Similarities
• Both programs have some studies of construction industry practices, however the
depth is at a significantly different level.
Differences
• This is a three-year diploma level program with a different graduation level focus.
• The program has college level entrance requirements as compared to the proposed
program, which has university level requirements.
• The programs have a different mix of theory and practical.
• The diploma program provides entry level positions in building departments,
construction sites and or design/drafting offices.
• The proposed program offers wider choice for advancement and career options.
• The proposed program has a significant proportion of ethics and senior level
management training and education in the curriculum.
• The proposed program is a co-op program with industry driven practicum and a
capstone industry project.
459
15.2 Similar/Related University Programs
The research of university programs in this field had a two-fold purpose. One, there was a need
for assurance about non-duplication and second, there was a desire to learn from the university
experiences in this field. During the program development process, university programs were
reviewed and research was conducted through web sites. Some models in the United States
were discovered, and the American Council for Construction Education (ACCE) was also
researched. The standards established by the ACCE have been used for benchmarking
purposes in this proposal.
A number of universities in Ontario are offering an architecture program but none are offering a
program with the explicit purpose and outcomes of the BAT – CS&M proposed herein.
University architecture programs remain, as they should, at a professional bachelor level and
added master level for accreditation purposes. The proposed program is not specific in the field
of architecture and it does not include any studio training as prescribed for the architecture
programs. The conclusion, therefore, was that there is no university level program in this field.
The Ryerson University bachelor level architecture program contains different options, one of
which is in the management field. For study purposes, the analysis is provided below.
The following is a summary of the university comparison based on research, both in-person and
via the Internet. Information on the program descriptions were drawn and quoted from Internet
sources.
460
1.
Institution: Ryerson University
Program Name & Credential:
Architectural Science
Bachelor of Architectural Science
Program Description:
Architecture is the art of building — one that relies on a combination of design and
technological know-how to create total environments. Architects deliver the design creativity,
technical understanding, and project management skills required to guide an entire design
and construction process from start to finish.
No other Canadian pre-professional architectural program more closely links design to
building technology than Ryerson’s program. It offers uniquely balanced and robust learning
and career-preparation.
The program explores fundamentals of design and invention, the place of history,
contemporary issues — elements that nurture architectural creativity. The focus extends to
include a thorough understanding of the principles of construction and building science — a
distinguishing feature of the program.
Studies during the first two foundation years include design principles, modeling and
representation of space, selection and evaluation of building sites, structural principles,
materials selection, architectural history and theory, good business and management
practice, project development, building industry regulations and economics. Safety, energy
efficiency and building performance considerations are also studied.
Beginning in third year, you major in one of the following three options:
Architecture - Design principles are studied along with related social, technical and physical
factors.
Building Science - Proficiency is gained in complexities/ technical aspects of building design.
Project Management - High-level skills are gained to guide the building construction process
from the initial architectural concept through to occupancy and hand over to the client.
Analysis of Similarities and Differences:
Similarities
• Both programs are four years in duration and the programs include studies of the built
environment.
Differences
• The proposed program is a co-op program while the Ryerson program is a non co-op
model.
• Ryerson program has an option of Project Management in the third and fourth years of
the offering and has a common base in the first two years.
• George Brown program has a sustained construction management theme throughout
the program and it is fully integrated within the offering.
• The proposed program is a highly focused program while the Ryerson program is at a
more general level.
• The proposed program has a unique capstone project and industry practicum.
• Ryerson program graduates find employment in the traditional
architectural/engineering companies while the proposed program mainly addresses
the need of the construction industry through construction and building firms.
• The involvement and sponsoring by the Toronto Construction Association plays a
major role in the proposed program.
• The proposed program engages Industrial, Commercial and Institutional (ICI) sectors
in addition to non-ICI construction sectors such as Residential and Civil.
461
16. Optional Material
16.1 Internal Committee Minutes - Approval Process
Minutes - Academic and Student Affairs Committee
March 17, 2004
290 Adelaide St East, Room 113
5:30 – 7:30 pm
Present:
Irene Chu
Ita Ferdinand-Grant
Marjorie McColm
Anne Sado
Michael Cooke
Geri Markvoort (Chair)
Michael Palmer
Susan Stylianos
Guests:
Michael Garreau
Brenda Pipitone
Michael Ludolph
Wayne Poirier
Regrets:
Peter Barnes
Eugene Harrigan
Gordon Gow
1. Minutes of February 18, 2004
The minutes of January 19, 2004 were approved at the Board of Governors meeting on March
10, 2004.
2. Early Leavers Initiatives
Anne Sado reported that, following recent discussions at the Board and the Academic and
Student Affairs Committee, staff have been researching current initiatives and exploring
potential roles for the College. There is a wide range of initiatives in progress and we need to
give careful consideration to the most appropriate and high impact role(s) for the College. She
will report to the Board at the May or June meeting.
3. Student Life Cycle Initiative
Brenda Pipitone and Wayne Poirier, members of the project team, gave a detailed presentation
of the status of the project and of progress since its last report to the ASA Committee. They
outlined plans for the next phase of implementation in 2004-05. This will include the launch of
two prototype centres, the upgrading of Banner (the central database system) and further
development of the Common Information Repository. The projected investment for this phase is
$2.8M.
The Committee provided positive feedback on the progress to date and expressed support for
the strategies the team is using to address challenges and minimize risk. It was agreed that Geri
Markvoort will organize a small group of Board members to meet with the team and provide
further advice on strategies for success.
462
4. Proposed Bachelor of Technology in Construction Management
Michael Ludolph presented a detailed review of the proposed program compared against the
benchmarks set by the Postsecondary Education Quality Assessment Board and updated the
Committee on the development of the proposal since the last presentation. The Committee
agreed that the proposal is consistent with the College’s strategic positioning, that there is good
evidence of due diligence in preparing the proposal and that the appropriate processes have
been followed.
Moved by Michael Palmer and seconded by Irene Chu that the Committee forward the proposal
to the Board of Governors with a recommendation for approval by the Board.
5. Program Development Planning
Geri Markvoort requested that staff prepare a tracking document to show the status of recent
and upcoming program proposals. This will provide the Committee with an easy-to-use tool in
assessing the status of the College’s program development work. Marjorie McColm will prepare
a template for the April meeting.
6. Next Meeting
The next meeting will take place on Wednesday April 21, 2004 from 5:30 to 7:30 pm. The
agenda will include a preliminary report on the development of new post-diploma offerings in
Digital Media, a discussion of the policies for the Notebook Computing program and a progress
report on the 2003-04 program review cycle.
463
Minutes - Program Planning and Review Committee
March 25, 2004
Present:
Michael Cooke
John Hardy
Lilly Wang
Suzanne Kavanagh
Doug Stulla
Marjorie McColm
Regrets:
Mary Raspor
Cal Shaw
Luigi Ferrara
John Wills
Neil McGillivray
Rez Davoodi
Barry Hemmerling
Surinder Kumar
Guests:
Tom Stephenson, Rivie Seaberg, Michael Ludolph
1. Agenda reviewed and accepted.
2. Notes reviewed and accepted.
3. Michael Ludolph gave a presentation of the proposed new Bachelor of Applied Technology
Degree in Construction Science and Management. Michael reviewed how the proposal
complied with the 12 benchmarks set by the Postsecondary Quality Assessment Board.
The committee was satisfied that the proposal was consistent with the benchmarks with the
exception of the admission requirement of physics. It was the committee’s concern that if the
OAC or U level physics was not required for admission, the program curriculum must prepare
the students’ skill in physics to enable them to complete the construction science portion of the
program. Michael Ludolph was to report back to the Committee Chair on the final disposition of
the proposal regarding admission requirements.
Motion: It was moved by Barry Hemmerling and seconded by Suzanne Kavanagh that the
proposal be forwarded the Board of Governors recommending that the Board submit the
proposal to the Minister requesting her approval for George Brown - Toronto City College to
grant a Bachelor of Applied Technology Degree in Construction Science and Management.
Passed.
4. Next meeting April 23, 2:30 , 400 King St 487 F
464
The George Brown College of Applied Arts and Technology
Board of Governors Public Session Minutes
April 14, 2004, 290 Adelaide St. E., Toronto, 5:30 p.m.
Present:
Peter Barnes
Christopher Boyle
Irene Chu
Gordon Gow
Mary Lawson
Cynthia McDonagh
Randy McLean
Noella Milne (via phone)
Guests
Michael Cooke
Eugene Harrigan
R. Ho
Regrets:
Bob Crawford
Ita Ferdinand-Grant
Geri Markvoort
Michael Palmer
Minutes:
Diane Fantinato
Asha Mohamed
Shirlee Sharkey (via phone)
Anne Sado
Note: Items do not necessarily appear in the order they were discussed.
Item
4.0
Discussion
Action
Program Approvals
Michael Cooke and Michael Ludolph presented the proposed Bachelor of
Applied Technology Construction Science and Management program.
Michael Cooke explained that this was a major undertaking for the College.
It is a four year applied degree at the bachelor level and it will be the fourth
applied degree and sixth bachelor level program offered at the College.
Michael Ludolph continued that the program was developed in cooperation
with the Toronto Construction Association. He noted that the program’s
curriculum emphasizes managerial, HR, interpersonal, team building,
leadership, problem solving, and budgetary attributes required of the
construction professional. Technical and liberal studies courses and
engineering/science principles complement the curriculum. The proposal,
prepared for the Ministry of Training, Colleges and University’s
Postsecondary Education Quality Assessment Board (PEQAB) conforms
fully to prescribed guidelines. Also to ensure the quality and accuracy of
the proposal's content, the College’s service areas such as Learning
Resource Centre, Marketing, Student Services, Registrar's Office,
Counselling, and Disabilities were consulted and contributed to the
preparation of the proposal. The program meets the aspects of industry
requirements and answers the need for higher managerial skills. The BAT
is offered in addition to the existing diploma programs at the College. Upon
Board approval, the application will be sent to PEQAB for review. Once
accepted the program must meet the enrolment targets. It will be offered in
collaboration with the other BAT in Construction and Environment Regulations & Compliance.
MOTION: That the Board of Governors approve the Bachelor of
Applied Technology Construction Science and Management program
as presented. Moved: C. Boyle Seconded: M. Lawson CARRIED
465
MOTION
03-07-03
16.2 Honorary Bachelor of Applied Studies
466
16.3 The Economic and Social Impact of Residential Construction
in the Greater Toronto Area
467
468
469
470
471
472
Appendix A
Approval for Elective Liberal Studies Courses at University Level
477
Appendix B
George Brown - Toronto City College Academic Policies, Guidelines and Codes of
Conduct 2003-04
478
George Brown College
ACADEMIC POLICIES, GUIDELINES
AND CODES OF CONDUCT
2003-04
Approved by College Council
11 February 2004 and
Approved by the Board of Governors
Board Motion #03-05-04
31 March 2004
THE CITY
COLLEGE
GEORGE BROWN
George Brown College – Academic Policies, Guidelines & Codes of Conduct – 2004-03 – Page 2
TABLE OF CONTENTS
Table of Contents.......................................................................................................................................... 2
Introduction
............................................................................................................................................ 6
Chapter I:
Office of Registrar ............................................................................................................... 7
1
2
3
4
5
6
7
8
9
10
11
12
General Regulations.............................................................................................. 7
Attendance And Participation .............................................................................. 12
Transfers And Withdrawals ................................................................................. 12
Adding and Dropping Courses ............................................................................ 14
Promotion ............................................................................................................ 15
Failed Courses .................................................................................................... 16
Conditions Imposed By Promotions Committee .................................................. 17
Transcripts And Grade Points ............................................................................. 17
Special Grading Symbols and Their Use............................................................. 19
Academic Forgiveness ........................................................................................ 22
Graduation........................................................................................................... 22
Diplomas/Certificates And Other Achievements.................................................. 24
Chapter II: Admissions Policy .................................................................................................................... 26
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Procedures .......................................................................................................... 26
Admissions Procedures – Eligibility..................................................................... 27
Probationary Acceptance .................................................................................... 29
Conditional Acceptance....................................................................................... 30
Re-Admission – Full-Time Studies ...................................................................... 30
Re-Admission Following Academic Failure ......................................................... 31
Re-Admission To A New Program of Study ........................................................ 32
Testing Of Applicants .......................................................................................... 32
Equivalent Admission Requirements................................................................... 35
International VISA Students ................................................................................ 37
Admission Into A College Preparaory or Foundations Program.......................... 38
Admission Procedures – Program Eligibility........................................................ 38
Applicant Selection .............................................................................................. 40
Application Processing Procedures..................................................................... 40
Waiting Lists ........................................................................................................ 41
Closing of Program.............................................................................................. 41
Amendments To Applications.............................................................................. 41
Admission Decision Review ................................................................................ 41
Advanced Standing, Transfer of Academic Credits, and Prior
Learning Assessment .......................................................................................... 42
Registration And Enrolment ................................................................................ 45
Approved by Board of Governors Motion #03–05–04, 11 February 2004,
Publication 2004 – 03 – 31
George Brown College – Academic Policies, Guidelines & Codes of Conduct – 2004-03 – Page 3
Chapter III: Tuition...................................................................................................................................... 46
1
2
3
4
5
6
7
Tuition and Other Compulsory Fees.................................................................... 46
Deferral of Fees................................................................................................... 46
Students in Default .............................................................................................. 47
Refund of Fees .................................................................................................... 47
Withdrawal Service Charge ................................................................................. 47
Fee Refund Schedule.......................................................................................... 47
Modified Fees Policy ........................................................................................... 48
Chapter IV: Curriculum Pattern.................................................................................................................. 49
1
2
3
4
5
6
7
8
9
Curriculum Pattern .............................................................................................. 49
Diploma, Certificate and Degree Programs......................................................... 49
Diploma, Certificate and Degree Courses ........................................................... 50
Residency Requirements .................................................................................... 50
Course Outlines................................................................................................... 50
Program Electives ............................................................................................... 51
General Education/Liberal Studies ...................................................................... 52
General Education Exemptions ........................................................................... 53
Accommodation for Religious Observance ......................................................... 54
Chapter V: Educational Complaint Resolution Policy ................................................................................. 55
1
2
3
4
Introduction.......................................................................................................... 55
Procedures For Investigating A Complaint .......................................................... 55
Procedures To Resolve The Complaint............................................................... 57
Disagreement About The Validity Of A Complaint............................................... 58
Chapter VI: Appeals Policy ........................................................................................................................ 59
1
2
3
4
5
6
7
8
9
College Policy...................................................................................................... 59
Step One – Formal Request for Review.............................................................. 61
Procedure for Review Meeting ............................................................................ 62
Final Review Before A Formal Appeals Hearing ................................................. 63
Step Two: Formal Appeals Hearing For Failing Grades Or
Promotions Committee Decisions ....................................................................... 64
Appeals Committee ............................................................................................. 65
Procedural Review .............................................................................................. 66
Appeals Procedure: Disciplinary Decision........................................................... 67
Appeals Procedures Relating to Discrimination or Harassment.......................... 70
Chapter VII: Student Discipline .................................................................................................................. 72
1
2
3
Policy................................................................................................................... 73
Minor Infractions .................................................................................................. 73
Major Infractions .................................................................................................. 75
Chapter VIII: Non-Academic Policies and Complaint Resolution .............................................................. 79
1
2
3
Locker Assignment .............................................................................................. 79
Extracurricular Activities ...................................................................................... 80
Non-Academic Policy Complaints Resolution ..................................................... 82
Approved by Board of Governors Motion #03–05–04, 11 February 2004,
Publication 2004 – 03 – 31
George Brown College – Academic Policies, Guidelines & Codes of Conduct – 2004-03 – Page 4
Chapter IX: Code of Student Conduct: Academic ..................................................................................... 83
1
2
3
4
5
6
7
8
Benchmark Statement ......................................................................................... 83
Standards of Classroom Conduct ....................................................................... 84
Conduct Relating To Academic Performance ..................................................... 85
Relationships Outside The Classroom ................................................................ 85
Relationships With Faculty And Staff Outside The Classroom............................ 86
Policy Governing Non-Conforming Student Behaviours...................................... 87
Academic Dishonesty .......................................................................................... 87
Assessment of Academic Dishonesty ................................................................. 89
Chapter X: Code of Conduct: Academic Employees ................................................................................. 90
1
2
3
4
5
6
Chapter XI:
1
2
3
4
5
Chapter XII:
1
2
3
4
5
6
Chapter XIII:
1
2
3
4
Chapter XIV:
1
2
3
4
5
6
Professionalism and Professional Conduct ......................................................... 90
Academic Preparation ......................................................................................... 92
Classroom Conduct ............................................................................................. 92
Relationships With Students Outside The Classroom......................................... 94
Relationships With Other Faculty And Staff ........................................................ 95
Academic Freedom ............................................................................................. 97
Code of Conduct: Support Staff ........................................................................................ 98
Professionalism and Professional Conduct ......................................................... 98
Job Performance ............................................................................................... 100
Workplace Conduct ........................................................................................... 100
Relationships With Students ............................................................................. 101
Relationships With Faculty, Colleagues, Administrative Staff And The
General Public ................................................................................................... 102
Code of Conduct: Administrative Staff ............................................................................ 103
Professionalism and Professional Conduct ....................................................... 103
Management ..................................................................................................... 105
Conflict Resolution ............................................................................................ 107
Enactment of College Priorities ......................................................................... 107
Collective Agreements ...................................................................................... 107
Public Relations................................................................................................. 108
Learning Resource Centre.............................................................................................. 109
General Policies ................................................................................................ 109
Fines Schedule.................................................................................................. 110
Loan Periods ..................................................................................................... 111
Computer Use Policy......................................................................................... 111
Research Ethics Policy ................................................................................................... 112
Requests for Review ......................................................................................... 112
Procedures for Research Ethics Review ........................................................... 112
Projects Requiring Review ................................................................................ 113
Reviewing Requests.......................................................................................... 114
Decision Making ................................................................................................ 115
Honesty and Integrity ........................................................................................ 116
Approved by Board of Governors Motion #03–05–04, 11 February 2004,
Publication 2004 – 03 – 31
George Brown College – Academic Policies, Guidelines & Codes of Conduct – 2004-03 – Page 5
Chapter XV: Intellectual Property............................................................................................................. 118
1
2
3
4
5
6
7
8
9
10
11
Introduction........................................................................................................ 118
Who Is Covered: College Personnel ................................................................. 119
What Is Covered: Intellectual Property .............................................................. 119
Patentable Intellectual Property ........................................................................ 120
Copyrightable Intellectual Property.................................................................... 120
Intellectual Property Developed Under Sponsored Research Agreements....... 121
Special Agreements .......................................................................................... 121
Waiver or Return of Rights ................................................................................ 122
Administration of Intellectual Property ............................................................... 122
Income Distribution............................................................................................ 123
Use of George Brown Name, Mark, or Insignia................................................. 124
Glossary of Terms..................................................................................................................................... 125
Appendices
-
........................................................................................................................................ 135
Appendix A – Prior Learning Assessment and Recognition (PLAR) Procedures ............... 135
Appendix B – Freedom of Information and Protection of Privacy Agreement..................... 137
Appendix C - Schedule of Related College Policies and Other Pertinent Documents........ 138
Appendix D – Ontario Human Rights Code – Relevant Provisions..................................... 139
Appendix E – Academic Discipline Report.......................................................................... 142
Appendix F – Request For Appeals Hearing Form ............................................................ 143
Appendix G – Procedures and Protocols for Appeal Proceedings..................................... 146
Appendix H - Application for Research Ethics Review at George Brown College .............. 150
Appendix I – Instructions for Preparation of Consent Form Research Ethics Committee
at George Brown College.............................................................................. 153
Appendix J – Notice of Collection of Personal Information ................................................. 154
Appendix K – Retention and Disposal Schedules............................................................... 155
Appendix L – Academic Accommodation Agreement ......................................................... 157
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INTRODUCTION
George Brown College is one of the most diverse colleges in Canada, and is committed to
promoting and providing an equitable environment for students and employees, and
opportunities for members of the community to have access to and participate in all aspects of
college life.
Our policies articulate these commitments and identify rights and responsibilities for all
members of our community.
An Overview
These policies, in particular the Code of Student Conduct, Student Discipline Policy, the
Appeals Policy and Educational Complaint Resolution Policy are a series of policies that
collectively define the institution's value system. Also contained in the main document are Office
of the Registrar, Admission and Tuition Fees policies, the Codes of Conduct for support staff, for
academic employees, and for managers in the College. This combined series of statements will
give you a sense of the values that we all share and are committed to uphold.
These policies are the result of a complex process of consultation and revision that has taken
place over the past year and which have built on policies already approved. They represent the
results of continuous refinement as various groups in the College - students, faculty, staff and
managers - have had an opportunity to read and comment on them.
Your Student Association, your Student Representatives on the Board of Governors and on
College Council have played an active and constructive role in the development and ongoing
review of these policies. They have also provided us with valuable suggestions on statements of
College policy on student discipline in non-academic matters, emergencies, and persons posing
risk of harm. These statements of College policy are available to you in any College Learning
Resource Centre, Student Association Office, academic division office, Counselling Centre or
on the College website.
If you have any questions or concerns about these policies or any of the other College policies
and procedures, please contact your Student Association, any faculty member or the office of
the Vice-President, Academic Excellence and Student Success. We will be pleased to respond
to them.
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CHAPTER 1 – THE OFFICE OF REGISTRAR POLICIES
These policies apply to all full-time, part-time, and Continuing Education students engaged in
study at George Brown College.
Amendments to these policies must be endorsed by the College Council. The Vice President,
Academic Excellence and Innovation, and the Registrar are the final signing authority.
1
GENERAL REGULATIONS
The Faculties and Centres are responsible for informing all students of these policies and any
related policies regarding promotion or continuation in a program, in writing, at the beginning of
the academic year. In addition they are also required to inform students about the grading
scheme used in a course, as well as the relative values of each component of the course used
in the overall evaluation, in writing, at the beginning of each course.
1.1
Full-time Enrolment (Student)
Students who are enrolled have registered in their courses and paid full fees, or made payment
arrangements prior to the start of classes. Students who are enrolled full-time are taking 67% of
the prescribed courses for their program, or 70% of the program contact hours (defined as
instructional or classroom time) in any given semester. Students enrolled in credit courses must
specify a program of study at the time of application.
1.2
Full-Time Registration – Reduced Course Load
Students with Disabilities or Deaf/Hard of Hearing Only
The following policy applies to students with a disability or deaf/hard of hearing only, where the
course load is between 40 – 69% of the regular course requirements.
For the purposes of admissions/registration activity and status within the College academic
framework, students recognized by the College as disabled, or deaf/hard of hearing, shall be
considered full-time students if they meet the following criteria:
- are registered with George Brown College Disability Services;
- have provided documentation of his or her disability to the College
- have met entrance requirements for the full-time program for which he/she seeks entrance;
- have met with the program chair or designate AND a representative from George Brown
College Disability Services to outline appropriate, attainable goals and timelines with respect
to program mapping; and
- are prepared to register in a minimum of 40% of the program course load within any one
semester.
MINIMUM COURSE LOAD (40%)
If a full-time student with a disability is required to lower his/her course load to a minimum of
40%, it will not affect his/her admission to, or progress through, a program. The student will
retain entitlement to all the rights of full-time status, such as access to classes during the day,
the use of peer tutoring services, and other services for full-time students, as long as the
course load minimum (40%) is maintained.
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1.3
Records
All student records will be maintained as a Cumulative Academic Record, as defined in Section
1.6. The cumulative Grade Point Average determines the eligibility for graduation and hours
standing and will assist in ranking students for scholarships, awards, and Dean’s Lists.
1.4
Discipline
Students who contravene regulations of the College or commit offences against persons or
property may incur a suspension, expulsion, or refusal of enrolment. The academic faculty will
determine this status and it will become part of the student's Cumulative Academic Record.
1.5
Grading System
Grades, grade point values, letter grades, and percentage scores in courses will be related to
one another as shown below.
PERCENTAGE
GRADE
GPA VALUE
86 – 100
80 – 85
A, A+
A-
4.0
3.7
77 – 79
73 – 76
70 – 72
B+
B
B-
3.3
3.0
2.7
67 – 69
63 – 66
60 – 62
C+
C
C-
2.3
2.0
1.7
COMMENTS
“A” Range = GPA 4.0
- The student demonstrates the ability to
apply and communicate subject matter that
goes well beyond the course requirements.
- The student completes projects, work
samples, and essays that require a
significant amount of extra work and also
reflect a high level of problem-solving or
creative ability.
“B” Range = GPA 3.0
- The student demonstrates the ability to
apply and communicate all the subject
matter as described in the course outline.
- The student completes projects, work
samples, and essays that reflect a good
deal of extra work and are above average
in quality.
“C” Range = GPA 2.0
- The student demonstrates an acceptable
ability to apply and communicate the
subject matter as described in the course
outline.
- The student completes all projects, work
samples, and essays on time and at an
acceptable level of quality.
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PERCENTAGE
GRADE
GPA VALUE
57 – 59
50 – 56
D+
D
1.3
1.0
00 – 49
F
0.0
COMMENTS
“D” Range = GPA 1.0
- The student demonstrates a minimal ability
to apply and communicate subject matter
as described in the course outline.
- The student completes most projects, work
samples, and essays at a level that is
below average and does not complete all
assignments on time.
“F” Range = GPA 0.0
- The student demonstrates very little
knowledge of the subject matter as
described in the course outline.
- The student does not complete projects
and/or submits assignments that are
continually unacceptable in quality.
1.6
Grade Point Average (GPA)
The grade points assigned to a course are the product of the value of the letter grade ("A"
through "F" only) and the course credit. A grade point average (GPA) is the sum of the course
grade points for all courses divided by the sum of the course credits. Courses completed with
special symbol grades or exemptions are not included in the grade point averaging process,
which is an arithmetic calculation. The record of all courses taken and their status, including
exemptions, is called the Cumulative Academic Record.
DECIMAL PLACING
Grade point averages are computed to three significant decimal digits, rounded off and
expressed to two decimal places.
TERM GRADE
The term GPA (TGPA) is based on the courses taken in a single term. At the end of each term
of full-time study, a grade point average will be calculated (as described above). A promotion
status will be assigned at the discretion of the Promotion Committee, indicating whether or not
the student should be permitted to progress to the next term, and under what conditions.
CUMULATIVE GRADE
The cumulative GPA (CGPA) is based on all courses taken for diplomas, certificates, or degrees
at the time of calculation.
1.7
Honours Standing
The cumulative grade point average will determine eligibility for graduation and honours
standing and will assist in ranking students for scholarships, awards, and Deans' Lists. In case
of non-term programs or courses, the entire activity in the course or program will appear on
transcripts as a unit with final grades, which will be used to calculate grade point averages.
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1.8
Major/Minor Courses
There are no major or minor subjects or courses for our programs. The relative importance of
each course is determined by the credit value of the course as defined by the program's
Advisory Committee, and as maintained in the College course database.
1.9
Transfer Credits
Transfer credits are those resulting from study done elsewhere, which are used to determine
individual course exemptions, or entire terms of Advanced Standing toward a George Brown
College program.
1.10 Term/Semester
Term or semester is usually completed in a period of the calendar year (e.g., September December). George Brown offers various terms for diploma and degree programs. Refer to the
College calendar for details.
1.11 Residency
Twenty-five percent of the declared program of study must be earned at George Brown College.
Advanced Standing, exemptions, and credits earned through the Prior Learning Assessment
and Recognition process are not credited toward residency.
1.12 Time Limitations on Full-time Study
Students must complete their programs within the following timelines:
-
within 4 years for 2 year diploma programs
within 6 years for 4 year degree programs.
Programs of different durations or patterns will be pro-rated accordingly. The time limitation may
be extended at the discretion of the Registrar, upon the recommendation of the Dean of the
student's faculty.
1.13 Expression of Policies
Promotion and graduation requirements must be expressed in terms of the student's Grade
Point Average (GPA) and course letter grades.
1.14 Responsibilities
Responsibilities are outlined below.
GROUP
RESPONSIBILITIES
Faculties and Centres
-
-
-
Sets academic criteria, program requirements, and
performance outcomes (something the students must do
to demonstrate they meet the objectives of the course)
communicates these criteria, requirements, and outcomes
to students
evaluates students and submits course grades, program
promotion status, or standing to the Registrar in a timely
manner, in accordance with the academic calendar
reconciles the registrar class list with those who actually
attend the class, and ensures that students who are
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GROUP
RESPONSIBILITIES
attending their class(es) appear on the class list. If not,
the Faculties and Centres will advise the Office of the
Registrar accordingly so that steps can be taken to
properly enrol the new students
Office of Registrar
-
College Council
manages the course database
ensures that computed grade points and grade point
averages appear on transcripts
produces and distributes grade reports and transcripts
administer the processes of grade collection and transcript
production
informs students of their grades, promotion status, and
eligibility for graduation
produces and grants diplomas and certificates
maintains the official convocation and graduation records
monitors and interprets these policies and procedures
retains, secures, and disposes of student records as
outlined in the Retention and Disposal Schedules
(Appendix K).
Amendments to these policies must be recommended by the
Registrar and the Vice President, Academic Excellence and
Student Success, in consultation with the Deans, Chairs,
directors, and managers, and must be endorsed by College
council or its subcommittee.
1.15 Notification of Promotion Committee Decisions
The Academic Department will be responsible for notifying the Registrar department regarding
decisions affecting student status at the College, including:
- probation;
- mandatory withdrawal;
- failure; or
- any conditions placed on the student.
The Office of the Registrar is responsible for making the appropriate notations on the student’s
academic record and providing the student with a copy of their transcript when requested.
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2
ATTENDANCE AND PARTICIPATION
Attendance in classes is necessary in order to cover a course adequately. Regular participation
in class discussion and completion of all term work are usually essential in obtaining a
satisfactory standing.
2.1
Participation Requirements
Due to their nature, certain courses require a high level of attendance and participation as a
specific course objective. The attendance policy for each course will be determined by the
program faculty members, in consultation with the Chair, and will be clearly stated in the course
outline. Students will be informed of the course attendance and participation requirements at the
beginning of each semester.
2.2
Grades for Attendance
Grades for attendance and participation grades, taken together, will normally not exceed 10% of
the final grade. In cases where the grades for participation and attendance exceed 10%,
students will be notified at appropriate periods over the length of the course of their progress in
this area. For courses with a clinical or practical component, failure to attend may result in a
failing grade.
3
TRANSFERS AND WITHDRAWALS
3.1
Student Program Transfer
Following admission to the College, students have the option to apply to transfer from one
program to another. The transfer to another program is contingent upon the approval of the
Office of the Registrar and the Chair of the program into which the student wishes to transfer.
There are two types of program transfers:
1. transfers to a program of a similar type; that is, to a program with similar intermediate and
terminal program goals and objectives to the program from which the student is transferring;
or
2. transfers to a program of a dissimilar type; that is, to a program for which the intermediate
and terminal program goals and objectives are not the same as those of the program from
which the student is transferring.
REQUIREMENTS
Students must ensure that they meet the admission standards for the program to which they
wish to transfer.
Students wishing to transfer programs at any time after the first semester must:
- make this request in writing and
- ensure that their enrolment status, both at the College and at OCAS, has been updated.
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FEES
There may be an OCAS fee to apply for the new program.
Student-initiated program transfers will be charged a separate registration fee as outlined in
course curriculum.
3.2
Application to Transfer
Students must apply to the Office of the Registrar and the appropriate faculty conducting the
program for program transfer. The Chair of the program to which the applications are made will
consider the applications, with particular attention to:
- the reasons given by the students for program transfer,
- the prevailing academic record of the students, and
- the availability of spaces in the program.
The Chair may apply program testing, as appropriate, in order to ascertain the suitability of the
candidate for the program to which he/she is applying. Based on the decision of the Chair, the
student will or will not be admitted to the new program, and the Office of the Registrar will be
notified accordingly.
3.3
Withdrawals
This policy applies to full-time or reduced-load day students. For Continuing Education courses,
refer to the Continuing Education Calendar.
To be eligible for the appropriate academic standing and fee refund (where applicable),
notification of withdrawal from a program or course must be:
- directed in writing (by registered mail, by fax, or delivered in person) to the Office of the
Registrar by the students, in, and
- within the published timelines (see below).
In all cases, not attending classes and/or notifying the professor of intention to withdraw is not
acceptable notification. Failure to officially withdraw (providing written withdrawal) will result in a
Did Not Attend (DNA) or "F" grade and will affect the students’ grade point averages.
PROGRAM WITHDRAWAL
The following policy applies to full-time/reduced load day only. For fee refunds, refer to Chapter
3.
IF WITHDRAWAL IS ...
ACADEMIC STANDING
Before 10th Day Of First
Scheduled Class
All references are deleted from your academic
record.
By First Scheduled Class AND
Before Final Withdrawal Date*
OR On Final Date
All references are deleted from your academic
record.
After The Final Withdrawal Date*
You will receive the appropriate grade designation
of "F".
* As published by the Registrar in the College calendar or on the College website
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COURSE WITHDRAWAL
The students’ academic standing and fee refund relates to the number of classes in the course,
as outlined below. For fee details, refer to Chapter 3.
IF WITHDRAWAL IS …
ACADEMIC STANDING
At Least 7 Days Before The First
Scheduled Class
OR
6 Days Prior to First Scheduled
Class (if course has 6 or fewer
classes)
Before 3rd Scheduled Class
All references are deleted from your academic
record.
Before 2/3 of Course Is
Complete
After 2/3 of Course Completed
4
All references are deleted from your academic
record.
All references are deleted form your academic
record.
You will receive a grade designation of “F” on your
academic record.
ADDING AND DROPPING COURSES
Students may not be concurrently enrolled in full-time program courses and in the same courses
offered through Continuing Education.
4.1
Adding Hours/Courses
Permission to take additional hours or courses will be based on successful academic standing,
equitable accessibility to course offerings, and space availability.
Students wishing to take more hours or courses than are regularly scheduled in a program in
which they are enrolled may do so, providing that:
- their grade point average to-date is 3.0 or greater
- there is sufficient accommodation in the course in which they wish to enrol, and
- they wish to audit the additional course.
Additional fees may be assessed in accordance with provincial audit guidelines, which can be
requested through the Office of the Registrar and/or the Office of the President.
4.2
Reducing Hours
Students’ hours/coarse load may be reduced for any of the following reasons.
-
Students who have been placed on probationary status may be required by the program
Chair to reduce the number of hours in their semester curriculum.
Students whose academic status at the end of a semester falls below the minimum grade
point average required for probationary status may be required to withdraw from the
program on a full-time basis, as determined by the faculty/department Promotion
Committee.
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OSAP Support
Students taking less than a normal course load may be ineligible for Ontario Student Assistance
Program (OSAP) support.
5
PROMOTION
Students are required to pass all courses prescribed for their program of study (diploma or
degree), except where an Advanced Standing credit has been awarded. For course
requirements, refer to the course calendar. Included in Pass are the letter grades "A" to "D" and
all special grading symbols indicating successful completion of the stated objectives of any
course, such as Attended – Non-granted (ATT), Passed (P), Pass by Aegrotat (AEG), and
Complete (CM).
The College will promote students who have completed all requirements of an ending semester
to the succeeding semester, provided there are no outstanding disciplinary actions against the
student. Upon successful completion of all semesters in a program, the student will be
graduated from the program.
The progress of students will be monitored systematically by the faculty/department Promotion
Committee at least twice per semester or clinical/workplace activity.
5.1
Student Evaluation
Each faculty member assigned to teach a course will provide, to his/her immediate academic
supervisor, the minimum of a formative student evaluation at the midpoint in the course, and a
summative evaluation at the conclusion of the course. Both evaluations should also be provided
to students.
5.2
Evaluation Methods
Students will be informed regarding the evaluation methods to be used in each course of a
program at the commencement of the course and/or program.
It is recommended that if the faculty member uses a final project or final exam in a course, it
should be worth no more than 50% of the final grade. However, due to their nature, certain
courses may require a final project worth more than 50% of the final grade. The policy for each
course will be determined by the program faculty, in consultation with the Chair, and will be
clearly stated in the course outline.
Students will be informed of the final project or exam requirement at the beginning of each
semester.
5.3
In Good Standing
Students will be considered to be In Good Standing when they:
- pass all courses, and
- have a term grade point average (TGPA) equal to or above 1.70 (for diploma programs) and
2.30 (for degree programs).
Students may register and proceed in their studies without conditions, except as may be
specified in program faculty policies. They will receive a status of Passed in that term.
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5.4
Honours
Students who achieve a TGPA of 3.50 (diploma program) or 3.70 (degree program) or more will
receive a status of Passed with Honours for that term.
5.5
Priority in Registration
When registering in programs or enrolling in courses with restricted places available, students In
Good Standing and entering their final term shall have priority over students repeating courses
or attempting to meet conditions.
6
FAILED COURSES
Failing grades are reviewed by the program Chair and the Promotion Committee Chair before
submission to the Registrar.
Students who fail one or more courses in any term will have their records assessed by a
program Promotion Committee, which will determine their status and the conditions under which
they may continue.
6.1
Repeating Courses
Students who fail a course in their declared program of study will have to repeat the course.
Fees will be assessed for the courses being repeated, and will depend on total course load for
full-time students and number of courses for part-time students. With approval, students may
repeat courses a maximum of two times.
6.2
Calculations
The appropriate grade point value of the "F" (failing) grade will be used initially in calculating
both the term grade point average (TGPA) and the cumulative grade point average (CGPA) in
the term in which the failure was earned.
6.3
Transcripts
All courses in which a student is registered will appear on the transcript. If the course is
repeated, the original failure will remain displayed on the transcript, but it will not be used in the
grade point average (GPA) calculations. The new grade will be used in calculating both the
CGPA and the TGPA.
6.4
Appeals
Students may appeal a failure ("F" course grade), in writing, to their department Chair in
accordance with the College Appeals Procedure as outlined on the College web site and in the
student policy handbook.
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7
CONDITIONS IMPOSED BY PROMOTIONS COMMITTEE
7.1
Probation
Probationary students are those:
- re-admitted to the program after failing;
- transferring from another program after failing; or
- with a TGPA of less than 1.70 for the diploma program and 2.30 for the degree program.
Students who fail one or more courses or obtain a TGPA below 1.70/2.30 will be placed on
probation and may register again only under the conditions set by the Promotion Committee.
Students will be given every reasonable opportunity to continue and complete their studies.
7.2
Committee Review
All students who fail one course and/or obtain a TGPA below 1.70 (diploma program) or 2.30
(degree program) will have their academic records evaluated by a Promotion Committee, which
will assign a promotion status and set conditions under which a students may or may not
continue their studies.
Probationary status is conferred by the Registrar and may be held in addition to any conditions
set by the faculty or by the Centre for Continuous Learning.
Students may appeal the decisions of the Promotion Committee if they feel the decisions are
inappropriate (refer to the College Appeals Policy for further information).
7.3
Clearing Probation
Probationary status usually lasts for one term and may be cleared by passing all courses and
obtaining a cumulative GPA of 1.70 (diploma program) or 2.30 (degree program).
7.4
Failure to Clear Probation
Students who do not clear probation within the period of one semester will have failed the
program and may be removed from the program (after notification from their program faculty by
letter and/or telephone). The Promotion Committees may advise the Registrar to permit an
extension of probationary status for one additional term.
8
TRANSCRIPTS AND GRADE POINTS
8.1
Official Notification
After each term during which they were registered, all students will receive official notification
from the Registrar indicating their program of study, course(s) taken, and the final grade in each
course.
8.2
Release to Third Parties
Transcripts are not available directly to third parties outside the College, under the Freedom of
Information and Protection of Privacy Act. Students may, however, request additional single or
multiple copies of their cumulative transcript at any time. Students may ask that transcripts be
sent to anyone else:
- upon payment of the currently approved fee and
- upon submission of a Request for Transcript form to the Records Department.
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8.3
Cumulative Academic Record
Official George Brown College student records are the cumulative summary of all aspects of
affiliations with the College, such as grades and status.
8.4
Data Displayed on Transcripts and Grade Reports
Professors may mark and submit course final results as either percentages or letter grades.
However, only the letter grade equivalents will appear on transcripts and grade reports. Grades
may be submitted using only the materials and mechanisms (such as direct grade entry into our
information system) identified by the College Registrar, or an approved equivalent.
8.5
Credit Values
In addition to grades, transcripts will display the course credit value, grade point values, any
special comments relating to the course, an indicator governing inclusion or exclusion of the
grade in the GPA calculations, the term GPA and cumulative GPA, and any special grading
symbols awarded.
With the exception of practicum/fieldwork components of courses, one instructional hour per
week, per semester, is equivalent to one credit.
CONTINUING EDUCATION COURSES
The credit value of all Continuing Education courses (not equivalent to a course offered within a
George Brown College post-secondary diploma) is recorded in Continuing Education Units
(CEUs). One unit is granted for each ten hours of instruction, rounded to the nearest tenth. For
example, a 42-hour course will have a CEU value of 4.2. This number is not included in any
calculation of grade point averages.
8.6
Courses Exceeding One Term
Courses longer than one term will appear on the grade reports at the end of the first term, with
an interim grade and a modifier symbol indicating that these grades will not be included in GPA
calculations until the grades are final. The final grade in a course will be calculated over all
terms of the course, not just the last semester.
8.7
Submission and Release of Transcripts and Grade Reports
The College Registrar will prepare transcripts or grade reports in a timely fashion at the end of
each term. Professors are required to submit their grades each semester, according to the
deadline established by the Registrar.
8.8
Midterm Marks or Grades
Midterm marks or grades are not considered part of the official GPA or Cumulative Academic
Record and are not reported by the Registrar. Faculties and centres may establish their own
procedures (consistent with Freedom of Information Act and Protection of Privacy Act
guidelines) for ongoing notification of progress to students.
8.9
Amended Transcripts and Grade Reports
Amended grades must be submitted to the Registrar on the Electronic Student Action form, or
its hard copy equivalent, within 60 days of the official termination of the course. The form must
be countersigned by the Chair and Dean, and must show the reason for the change.
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9
SPECIAL GRADING SYMBOLS AND THEIR USE
9.1
Definitions
In addition to the letter grades, a number of special symbols are permitted on transcripts to
more accurately describe a student's performance in a course or the way in which the final
grade was achieved. These symbols are also used in cases where a letter grade is
inappropriate. The College intends that proper letter grades be awarded wherever possible and
that the use of these special symbols from the approved listing be minimized.
SYMBOL AND MEANING
EXPLANATION
AEG – Pass by Aegrotat
-
-
-
Awarded to students who, for compelling reasons, were
unable to complete a portion of their course or write the
final examination. Their performance was otherwise more
than satisfactory, but they would have failed the course
because of the missed evaluation.
represents the minimum pass for graduation purposes, and
is usually given only when an Incomplete (INC) or Standing
Deferred (SD) could not be given, implying that no
possibility exists for making up the missed evaluation. An
AEG grade cannot be appealed.
Replaces a letter grade, and the course is eliminated from
GPA calculations.
AS – Advanced Standing
Credit for one or more courses in a program of study is
awarded at the time of admission to George Brown College.
Advanced Standing is achieved through exemption or Prior
Learning Assessment and Recognition (PLAR).
AUD – Course Audited
Without Formal Evaluation
-
ATT – Attendance
A credit course is identified by a specific number and
carries a particular credit value. Students who decide
formally to waive that credit, by choosing not to be
evaluated or graded, are considered to be auditing the
course. Because of the nature of some courses, class size
restrictions, space constraints, possible legal restrictions,
and safety factors, permission of the course Chair is
required for registration with audit status. Students should
be aware that audit status is a privilege, not a right.
- Students must declare their program of study at the time of
registration in a course, as well as whether they are taking
the course for credit, or on an audit basis. Priority is given
to students enrolled in full-time study.
- Only the AUD grade will appear on transcripts, and the
course will be excluded from GPA calculations. The course
fee will be assessed for audited courses
Used to denote attendance in the first semester of a twosemester course. This refers to courses that are still in
progress because they last more than one semester.
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SYMBOL AND MEANING
EXPLANATION
CM – Course Completed
Generally, CM is used for part-time courses that do not have
an academic credit (CR) implication and for which it is
desirable to show that some activity prescribed by the College
was completed by the student. The opposite of CM is NP (Not
Passed).
EX – Exempted
To be considered for exemption from a course, a student must
be registered in a full-time George Brown College program.
The student is granted exemption from enrolling in a
prescribed course because of previous academic work, and it
is assumed that the student will not attend the course.
Exemption is determined by application to the Chair at the
beginning of the term. Exemptions must be submitted to the
Office of the Registrar by the end of the third week of the term.
Until an exemption has been granted, the student should
attend the course. Late exemptions will not be processed. An
EX grade has no GPA implications and will appear on the
student's academic record. Should the student withdraw from
the program after the exemption is granted, it will be removed
from the student's academic record.
- Continuing Education students may be exempted from a
course if they have completed an equivalent course at
another educational institution. Students seeking an
exemption should make an application to the Program
Coordinator.
This symbol will appear on transcripts and grade reports for
courses for which no mark had been submitted to the
Registrar by the academic department at the time of transcript
or grade report production.
GNR – Grade Not
Reported
INC – Incomplete Course
-
-
This symbol is temporarily given to students who remained
enrolled until the normal course termination date but, for
various valid reasons beyond their control, were unable to
finish some part of the course required for complete
evaluation. It is not included in the GPA.
INC may be awarded by an instructor and does not require
a formal presentation to a Promotion Committee (see SD).
However, the INC will automatically be converted to an "F"
after 60 calendar days from the scheduled termination date
of the program semester, unless it has been changed to a
valid letter grade ("A" to "F") in the meantime, through an
amended grade report.
-
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SYMBOL AND MEANING
EXPLANATION
P or NP – Pass or Not
Passed
These symbols are used for courses that do not lend
themselves to evaluation by the usual letter grades ("A" to
"F"), indicating the achievement (or not) of some terminal
competency or objective. Students with an NP grade in a
required course will not be permitted to graduate. P and NP
have no effect on the GPA calculation.
SD – Standing Deferred
Awarded when the student, for reasons beyond his/her control,
was unable to complete the course and is unlikely to do so
within 60 days (in which case INC would be used).
Documentation of extenuating circumstances, such as illness,
must be provided to the Promotion Committee by the student
or the College.
SUP – Supplemental
Privilege
Supplemental examination is not a right but a privilege,
granted by a Promotion Committee, Chair, or Dean on an
individual basis to students who have failed a course after
attending the entire course and attempting the final
examination.
- The prescribed examination or assignment must be
completed within 60 days of the official termination of the
course. Supplemental examinations or assignments are
not permitted if the student has achieved the minimum
passing grade, as defined by the program, for the course.
- The term grade report will indicate that supplemental
privilege has been granted by a grade of "S," which
excludes the course from GPA calculations. After the
grade is amended, the GPA will be recalculated, the
student's promotion status will be re-determined, and an
amended transcript or grade report will be issued.
- A full-time student may be allowed supplemental privileges
in only two courses in a five-course semester. A student
with more than two failures that could be redeemed
through supplemental assignments or examinations must
retake the remaining failed courses.
- The maximum grade attainable on a supplemental
examination is "C-," unless there is a departmental policy
that will override this policy.
The student has withdrawn from the course/program.
W – Withdrawn
-
9.2
Deferred Examinations
A deferred examination privilege may be granted for circumstances arising on compassionate
grounds, such as a death in a family, illness, or other circumstances beyond the student's
control. The student must provide documentation of the extenuating circumstances. The
responsibility to grant deferred examinations rests with Chair or the Chair's designate.
Notification to the Promotion Committee will be provided.
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9.3
Apprentices
Apprentice students at the College will receive the standard George Brown College transcripts
or grade reports at the appropriate intervals. These will be prepared according to the College’s
promotion policies.
9.4
Students in Tuition Short Programs
The provisions of these promotion policies include students enrolled in tuition short programs
(e.g., ESL) that are not post-secondary programs but are taken full-time during the day.
Students will be treated in the same manner as full-time post-secondary diploma students, with
respect to transcripts, grade reports, grade point averages, and determination of status at the
appropriate points in their programs.
10
ACADEMIC FORGIVENESS
Academic forgiveness is a process by which a student's academic performance prior to an
absence may be expunged from the student's transcript. The basic purpose of academic
forgiveness is to enable a former student to have a fresh start in his/her academic studies.
Academic forgiveness is a privilege, not a right, and may be granted only once.
10.1 Eligibility
To be eligible, a petitioner must be absent from full-time studies for a minimum of three years.
10.2 Application
A student must request academic forgiveness at the time of re-admission.
The petitioner must:
- make his/her request in writing to the Registrar, giving compelling reasons why he/she
should be granted forgiveness
- provide supporting documents for these reasons with the submission of the petition
- maintain a GPA of 1.70 (diploma program) or 2.30 (degree program) in all terms in which the
student is enrolled.
After appropriate consultation, the Registrar will notify the petitioner, in writing, of the decision
to grant or deny academic forgiveness. The decision of the Registrar is final.
11
GRADUATION
11.1 Timing
All students must apply to graduate within the first 90 days of their final semester. Students will
be asked to complete an Application for Graduation form, distributed by the Office of the
Registrar.
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11.2 Eligibility
Students who have satisfactorily met all College and faculty or centre requirements will be
awarded their diplomas, degrees or certificates. Requirements include but are not limited to:
- achieving the required GPA for each course;
- paying the fees as stipulated by the College;
- returning College properties at the completion of a course or program;
- completing residency requirement.
11.3 Grade and Curriculum Requirements
The minimum requirement for graduation from a program and for receipt of a diploma,
certificate, or degree is:
- a cumulative GPA value of 1.70 for the diploma program, or 2.30 for the degree program
- completion of the curriculum requirements of the program of study, with no outstanding "F"
(Fail), or INC (Incomplete) grade designations for any of the courses in the program.
Some programs may require standing higher than a “D.” These will be clearly identified to the
students in the course outline and program handbook.
11.4 Multiple Diplomas
Students may qualify for more than one diploma by applying common courses toward multiple
diplomas. Students must declare their intention to do so in the first term of their graduating year.
11.5 Lesser Certification
Students who leave the College before completing their full program (e.g. a two-year diploma
instead of a three-year diploma or a one-year program certificate instead of a two-year diploma)
may be awarded a lesser certification.
Approval from the Ministry of Training, Colleges and Universities and by the College Board of
Governors is required.
11.6 Non-Attendance at Graduation Ceremony
Diplomas and certificates are awarded to students at Convocation. If a graduating student is
absent from the ceremony, the diploma or certificate is awarded in absentia and may be
obtained from the Office of the Registrar following Convocation. All diplomas and certificates not
claimed within a six-month period following Convocation are destroyed.
11.7 Convocation Ceremony
The Registrar of the College will establish and maintain the Convocation protocol. The protocol
will be recommended by the College council and will be approved by the Board of Governors
and the Office of the President.
11.8
Awards and Recognition
DEAN'S LIST
Graduating students who achieve a cumulative GPA of 3.50 (diploma program)/3.70 (degree
program) or better will be awarded Dean's List recognition on their diploma or certificate and on
their transcript.
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DEAN'S AWARD
Awarded to the graduating student with the highest GPA, including fieldwork, work placement,
and clinical, in a program selected in rotation and a different program than that of the
Valedictorian.
DEAN'S MEDAL
Awarded to a student with a high GPA who has demonstrated qualities essential for success in
the student's field of study. The faculty makes the selection and a medal may be awarded in
each post-secondary program.
GOVERNOR GENERAL'S AWARD
The Governor General's Award is awarded to the student graduating from a full-time program of
at least two years in duration with the highest graduating cumulative GPA. In the case of a
CGPA tie, the students' academic standing will be calculated by examining the students' GPA in
the year prior to graduation.
VALEDICTORIAN
The graduating student with the highest GPA, including fieldwork, work placement, and clinical,
in a program selected in rotation by the Dean.
11.9 Optional Third Year
Where a diploma program has an optional third year, or where a three-year diploma program
has an exit after two years, the CGPA will be calculated over the entire period, whether or not a
diploma was awarded after the second year.
11.10 Post-Diploma Programs
Where students proceed to post-diploma programs, the TGPA for the post-diploma program will
be calculated separately from the previous diploma program, and the same graduation rules will
apply (minimum CGPA of 1.70). Post-diploma certificates will be awarded.
12
DIPLOMAS/CERTIFICATES AND OTHER ACHIEVEMENTS
12.1 Requirements
A diploma or certificate is issued to students who have successfully completed programs
approved by the Ministry of Training, Colleges and Universities as outlined below.
CERTIFICATE/DIPLOMA/DEGREE
REQUIREMENTS
Ontario College Certificate (OCC)
Meets the provincial program standards,
normally up to one year (52 weeks) duration
Meets the provincial program standards,
normally up to one year (52 weeks) duration of
post diploma/degree studies
Meets the provincial program standards,
normally up to four semesters duration
Meets the provincial program standards,
normally six semesters duration of post
diploma/degree studies
Ontario College Graduate Certificate
Ontario College Diplomas
Ontario College Advanced Diploma
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12.2 Applied Degrees
Degree level standards are established by the Postsecondary Education Quality Assessment
Board (PEQAB) under the authority of the post-secondary Education Choice and Excellence
Act, 2000.
12.3 Recognition/Achievement Award
Recognition awards are presented to students who have completed courses or groups of
courses (programs not approved by the Ministry of Training, Colleges and Universities) that
require successful completion of specific academic requirements. This is also referred to as an
achievement award.
The granting of this award requires the approval of the Registrar.
Where at all possible, the Chair or his/her designate will make the decision to grant this award
prior to the start of classes. It cannot be construed as an award to those not completing
certificate or diploma programs.
12.4 Recognition of Attendance
This acknowledgement is issued to students who have attended a College learning activity for
which some form of recognition is appropriate but for which no formal assessment was
conducted. This is given for a workshop that did not require anything to be submitted for
grading.
12.5 Special Certificates/Diplomas
From time to time, the College may, at the direction of the Board of Governors and the Office of
the President, grant special certificates or diplomas.
The Board of Governors usually awards these to distinguish some meritorious person, either
internal or external to the College, who has performed a special service to the College or its
community.
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CHAPTER II – ADMISSIONS POLICY
The admissions policy of George Brown College has been established to conform with the
intentions and directions of the Ministry of Training, Colleges and Universities set out in the
College Admissions Policy of the Ministry, effective April 1, 2003. These admission procedures
are maintained by the Office of Registrar.
1
PROCEDURES
The Office of Registrar will maintain admission procedures that conform to government policies.
1.1
Semesters/Terms
Generally, there are three semesters begin in:
- the fall (September)
- the winter (January), and
- the Spring (May).
Terms may differ for degree programs. Refer to the College calendar.
1.2
Documentation Requirements
Prior to commencement of classes, applicants are responsible for submitting valid Ontario
Secondary School Diplomas (OSSD) or equivalent, or any other outstanding documents (e.g.
proof of landed immigrant status), where required.
1.3
Conditional – Early Acceptance
Students may be accepted conditionally on the basis of their first semester or mid-term grades.
Acceptance is based upon successful completion of the OSSD at the end of the academic year.
1.4
Admission Status
Full-time admission to a program of study at George Brown College means that students are
admitted to that program only. Admission to one program is not a guarantee of subsequent
admission to another program of study.
1.5
Custody of Files
Files are transmitted to the Registrar at the time of registration. Until they are transferred they
are the responsibility of the Admissions Manager.
1.6
Relations with Third Parties
The Admissions Office will not normally deal with third parties in the matter of application and/or
admission to the College. This policy applies to public and private organizations inside and
outside Canada, relatives, faculty, and other third parties. Exceptions will be made where
common sense demands, such as in the case of sponsoring agencies.
1.7
Students with an Outstanding Balance
Admission may be denied to students who have accounts that are in arrears with the College.
1.8
Dates for Processing Applications
Dates for processing applications are applied to all colleges in the province, as approved by the
Committee of Presidents. The following are general time frames, but dates will vary from year
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to year. For dates specific to any given academic cycle, applicants need to check with the
Ontario College Application Service, their secondary school, or the College.
Please note that these dates are subject to change. Notice of change will be announced
approximately one year in advance through College and provincial publications.
DATE
November 1
February 1
February 1
March 31
May 15
June/July/August
June/July/August
July/August
ACTION
Applications may be submitted as of this date. This is also the
starting date for any selection criteria. Students deemed
academically ineligible for admission may be so informed by the
college.
Applications received postmarked up to and including this date
will be considered for admission purposes on an equal basis.
Applications received after this date will be considered in
chronological order.
Decisions regarding acceptance for students not currently
enrolled in secondary school may be released.
Decisions regarding acceptance for students currently enrolled in
secondary school will be released.
Confirmation deadline for first offers of acceptance. Confirmation
deadline following June 1 is two weeks following offer of
admissions.
Information regarding registering for courses/programs and fee
payment will be sent to confirmed students.
Applicants must register in order to select timetable of studies.
Availability of courses will be on first-come, first-served basis.
Applicants will be advised of payment date that must be met in
order to maintain place in program. In all cases payment must be
prior to the start of classes unless otherwise arranged with the
college’s finance department.
2
ADMISSION PROCEDURES – ELIGIBILITY
2.1
Basic Admission Requirements
DIPLOMA PROGRAMS
The basic requirement for admission to post-secondary programs is:
- an Ontario Secondary School Diploma (OSSD) or equivalent (recognized secondary school,
college, or university credential) from another province or country);
- mature student status; or
- any lesser minimum admission requirement as established by the college on a programspecific basis, such as academic bridging programs for secondary school equivalency.
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DEGREE PROGRAMS
In addition to the above requisites, degree programs also require:
- a minimum average of 65%;
- six university or university/college courses at Grade 12 level; and
- and any additional requirements as programs require.
2.2
English Proficiency
Since the main language of instruction is English, success at the College depends on the
students’ level of English. To prove capability in English, the students can:
- provide proof that their secondary school and/or post-secondary studies were completed at
a recognized institution where English is the common language used (e.g. secondary
schools that offer a Canadian, American, or British curriculum). The applicant must have
achieved satisfactory academic progress in at least two years for diploma programs and four
years for degree programs of full-time study in English.
- take the George Brown College's English Entrance Test in Toronto; or
- send the College the results of an international English test. The College requires the
following scores, or higher.
TEST AND REQUIRED SCORE
MEDIUM
TOEFL*
IELTS
Diploma
Degree
Diploma
Paper
550
580
6.0
Computer
213
237
Degree
7.0
MICHIGAN TEST
Diploma
80
Degree
85
In addition, students must include English in their studies at the level (or higher) indicated in the
individual program admission requirements. Tests of English as a Foreign Language (TOEFL),
the Michigan English Language Assessment Battery (MELAB), the International English
Language Testing System (IELTS) or English as a Second Language (ESL) studeis cannot be
used as a substitute for the English prerequisite requirement.
*For information, contact:
Test of English as a Foreign Language
P.O. Box 6151
Princeton, New Jersey 08541-6151
Applicants from a country where English is not the first language, or where English is an official
language but not the first language, including applicants who have resided in Canada for two
years or less, are required to present proof of English proficiency at a satisfactory level.
2.3
Mature Students
DIPLOMA PROGRAM
Mature students, aged 19 or over, who do not have an OSSD or equivalent (see 2.1) and wish
to resume their education in a course of study at George Brown College will be evaluated by the
Admissions Department and will be sent for Pre-admission testing. Applicants will be either
accepted or rejected on the basis of the Pre-admission test. In the case of Faculty Select
Programs, mature students who have successfully passed the pre-admission stage, must then
complete the Faculty Select process before an admission decision is made.
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DEGREE PROGRAM
Mature students, aged 19 or over, who do not have an OSSD or equivalent (see 2.1) and may
be considered for degree programs if they:
- can present tangible evidence of ability to cope with the program at George Brown College
- possess the program prerequisite subject requirements – English and Mathematics.
George Brown reserves the right to ask that mature student applicants possess the minimum
prerequisite subject requirements at the level indicated for the program at George Brown.
Subject to competition, candidates may be required to present averages above the minimum.
Please contact the Admissions Office for detailed information.
To support their application, applicants should submit a letter outlining:
- why they have chosen this program;
- career ambitions/career goals;
- past work experience.
COLLEGE GRADUATES
College graduates who do not have the required U level courses may be considered for
admission to a degree level program if they meet the specific program requirements for
admission.
3
PROBATIONARY ACCEPTANCE
In some instances, the Program Selection Committee has discretionary power to recommend
probationary admission to a diploma or certificate program when students:
- fail to meet all the admission criteria for a program of study, or
- are returning to a program of study in which they were previously registered.
Probationary students will be asked to withdraw from the College should they fail to meet the
probationary requirements listed in the College calendar.
3.1
Probationary Status
Probationary status is granted to, but is not limited to, applicants who:
- do not possess all of the necessary academic qualifications for routine acceptance and entry
into a particular program, as outlined in the College calendar;
- have previously failed a semester of their program and are being re-admitted into that
program;
- have interrupted their program of studies and are returning to continue that original program;
or
- have been placed on academic suspension from another post-secondary institution.
-
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3.2
Probationary Status Listing
At the beginning of each semester in the academic year, the Office of the Registrar will ensure
that each academic faculty receives a listing of those students registered at the College with
probationary status. The listing will indicate
- the students’ names in full;
- the program in which the students are enrolled;
- the specific reason(s) for the probationary status for each student as designated; and
- a final date for the end of the probationary status, provided students have met the
probationary requirements.
3.3
Resuming Registration Status
Under ordinary circumstances, probationary students will be required, during the semester of
their probation, to demonstrate acceptable academic standing (i.e., pass all their courses).
Students who demonstrate such acceptability will be placed on regular registration status.
Those who do not demonstrate acceptable academic standing will be withdrawn from the
program.
3.4
Appeals
Students who are withdrawn from a program by their Dean or the Dean’s designate because of
an unsuccessful probationary period have the right to an academic review or appeal (see Policy
on Academic Appeals, Chapter VI).
4
CONDITIONAL ACCEPTANCE
Applicants who have not met the non-academic or academic requirements outlined in the
College calendar at the time of application may, if acceptable in all other respects, be given a
conditional acceptance to the College. This conditional acceptance will be made final if the
applicant provides proof of having met the requirements of the College on September 1 of that
academic year.
Applications of those who fail to meet conditional requirements by September 1 will be reviewed
and acceptance letters revoked.
5
RE-ADMISSION – FULL-TIME STUDIES
Requests for re-admission are received on occasion from students who have withdrawn from
George Brown College for one or more full semesters. In these cases, a student must apply in
the normal manner by submitting an application for admission to the Ontario College Application
Service (OCAS).
Prior study at George Brown College does not guarantee re-admission. Re-admitted students
must fulfill the requirements for admission that are in current use at the time of re-admission,
rather than the requirements for admission under which they were originally admitted.
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5.1
Advanced Standing
Under normal circumstances, students who have been absent from the program for two
consecutive semesters or less will be re-admitted (e.g., given advanced standing) to the last
incomplete semester if, at the time of withdrawal, all grades recorded for the student were
passing grades.
5.2
Preparatory Work Requirement
At the discretion of the Dean/designate, students may be required to satisfactorily complete
preparatory work prior to re-admission to the incomplete semester when they are:
- absent for two consecutive semesters or less and had failing grades at the time of
withdrawal, or
- absent for more than two consecutive semesters,
This preparatory work may involve taking or auditing previously completed courses in the
program. Students re-admitted to a program under these circumstances will be admitted on
probationary status.
5.3
Tuition Fees
Students will be required to pay the tuition fees for any probationary work required. For required
fees, refer to the College calendar.
6
RE-ADMISSION FOLLOWING ACADEMIC FAILURE
Under normal circumstances, students who have previously failed a single semester of a
program may, at the discretion of the appropriate Dean or Dean’s designate, be re-admitted to
that failed semester once. Such re-admitted students will be placed on probationary status.
Students who are asking to be readmitted to semester one following a failure must apply in the
normal manner by submitting an application for admission to the Ontario College Application
Service (OCAS).
6.1
Re-Admission Requirements
Students who are re-admitted to a program following program failure must pass on the first
attempt during the semester in which they are re-admitted. Students who fail a previously failed
semester will be failed from the program.
6.2
Failing Previous Semesters
Under normal circumstances, students who have previously failed two semesters of a program
may be re-admitted to a failed semester once. Re-admitted students will be placed on
probationary status.
Students who are re-admitted to a failed semester, and who have a history of two previously
failed semesters must pass all courses in the failed semester on the first attempt. Students who
fail to pass the semester will be withdrawn from the program.
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7
RE-ADMISSION TO A NEW PROGRAM OF STUDY
Except in the pursuit of an approved sequence of certificates or diplomas or degrees, applicants
who have already completed a program at the College will be considered for admission to a
second or subsequent diploma or degree program on a reduced level of priority. These
applicants will be considered after first-time applicants to the College, and on receipt of
documentation of work experience in the area of the first diploma or certificate or degree.
Students will be required to submit an application for admission to the Ontario College
Application Service (OCAS).
8.
TESTING OF APPLICANTS
8.1
Pre-Admission Testing – Diploma Program Only
Three types of applicants may be required to take pre-admission assessments administered by
the Assessment Centre:
- those who apply to any program as mature students who do not hold an OSSD or equivalent
(see 2.1 Basic Admission Requirements);
- those who hold an OSSD or equivalent but do not have the required Mathematics and/or
English and/or Science Program admission requirements; and
- those programs requiring a mandatory test for admission.
When the College receives an application, the Registrar will send the student a letter detailing
the procedure for making an appointment for testing.
OVERSCRIBED PROGRAMS
In some oversubscribed programs, applicants will be ranked based on their academic marks
and/or mature student test, while in the designated oversubscribed programs, applicants are
ranked on the results of their test score.
EXEMPTION REQUESTS
Mature students who hold an OSSD or equivalent, with the required subject for the program
they are applying for, may request exemption from the Pre-admission test.
When the test letter is received from the Registrar:
- Students submit the documents showing an OSSD or equivalent with the required subjects
to a College Admissions Officer
- The Admissions Officer will assess the documentation in order to establish OSSD
equivalency and will notify the student of whether he/she is exempt from the Pre-admission
test.
- If testing is required, students may appeal the decision of the Admissions Officer regarding
exemption from Pre-admission testing by contacting the Associate Registrar or designate.
- The decision of the Associate Registrar will be final.
FEES
A non-refundable fee will be charged for Pre-admission testing. There is a fee per test taken.
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SPECIAL ACCOMMODATION
Students with physical, emotional, or learning disabilities may request special accommodation
for their tests and examinations. Based upon a prior interview with a George Brown College
consultant and receipt of disability-related documentation, the Assessment Centre will provide
the student with the specified accommodation.
TEST CONTENT
Depending on the program the student has applied to, the test will cover the subjects of English,
Mathematics and/or Science and any additional subjects as approved by the academic
departments in consultation with the Registrar.
BELOW STANDARD TEST RESULTS
Applicants meeting or exceeding the pre-admission test results will be accepted to
corresponding programs. Otherwise, admission is denied.
Pre-admission test results falling into the "foundations range" as specified by the College will
result in the students being required to enrol in foundations-level courses if the students’
application to the College is accepted.
Applicants who fail the Pre-admission test must wait a minimum of six months before re-testing.
FOUNDATIONS-LEVEL COURSES
Foundations-level courses are pre-requisites for the first semester English, Mathematics and/or
Science course(s) required by the various programs. Following successful completion of
foundations-level courses, the student will move into the college-level English and Mathematics
course(s) required for graduation. These courses are crucial to student success and are not
optional.
ADDITIONAL SEMESTER OF STUDY
Depending upon individual circumstances, a student may require an additional semester of
study and there may be an additional fee for courses taken in the regular semester. In the
situation where the student must take College English or Mathematics above a regular course
load, an additional fee will be assessed.
8.2
Testing of Students – Post-admission Skills Assessment (Placement)
The Post-admission Skills Assessment is designed to place students in the English,
Mathematics and/or Science course level that is best suited to the students’ needs. Those
requiring preparatory English, Mathematics and/or Science will be placed into a foundationslevel course (see 8.1). Those who do not require preparatory work will be placed in the regular
college-level course.
Students are required to take the post-admissions skills assessment test unless granted an
exemption (see 8.3).
Students must take the assessment test and register in the appropriate foundations- or collegelevel course to fulfil the requirements of their program.
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8.3
Exemptions from Post-Admission Skills Assessment (Placement)
Students may be eligible for an exemption from the placement test and/or related college-level
course if they meet requirements outlined below.
EXEMPTION FROM
TYPE OF SKILLS
ASSESSMENT
Mathematics
REQUIREMENTS
-
-
English
-
-
Science
PLACEMEN
T TEST
OAC Mathematics credit with a grade of at
least 80% or higher, or an equivalent college
course or university math course
provide the relevant department with
documentation (course outline and transcript)
indicating possession of math skills
equivalent to those taught in the applicable
college-level math course
have an OAC English credit with at least 80%
equivalent university English credit
score at the exemption level (as determined
by the College) on Placement Test
N/A
X
N/A
X
X
X
X
X
N/A
If, after a week of taking the course, students
feel they were not appropriately assessed,
they can appeal the placement to the English
professor who will contact the manager of
Assessment Services. The students will be
required to take another standardized essay
writing test. The results of the second test are
final and there are no further appeals.
Placement appeals must be made by the end
of the second week of classes.
no exemption
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COLLEGE
COURSE
X
George Brown College – Academic Policies, Guidelines & Codes of Conduct – 2004-03 – Page 35
9
EQUIVALENT ADMISSION REQUIREMENTS
9.1
Equivalency
DIPLOMA PROGRAMS
Academic standing from other provinces and other countries that is recognized by the College
as equivalent to an OSSD/SSGD (Secondary School Graduation Diploma) will be considered for
admission. Generally, the standards are as follows:
- A valid general-level SSGD or equivalent for the following provinces: Alberta, British
Columbia, Manitoba, New Brunswick, Newfoundland, Nova Scotia, Prince Edward Island,
Quebec and Saskatchewan;
- United Kingdom, Asian countries, the West Indies and Africa – General Certificate of
Education with mark "C" or above or 1, 2, 3, in at least five academic courses a the "O" or
ordinary level;
- Hong Kong Certificate of Education with credit standing in five academic courses or pass
standing in six academic courses;
- Chinese University of Hong Kong Entrance Examination with a pass in five academic
courses;
- United States of America – Grade 12 (a minimum of 16 units of credit at the secondary
school level of which at least four credits are in English);and
- Caribbean Examination Council Certificate with grades A, B, C or 1, 2, 3 in five academic
courses at the general level.
DEGREE PROGRAMS
Academic standing from other provinces and other countries that is recognized by the College
as equivalent to an OSSD/SSGD (Secondary School Graduation Diploma) with the required
OAC/U or M U/C credits including Math and English will be considered for admission. Generally,
applicants who are eligible for admission to first year university studies in their home country will
be considered. Applicants from some countries will require first year standing from an
accredited university in addition to the high school graduation certificate
Samples of General standards are outlined below. Applicants will be assessed on an individual
basis.
COUNTRY
Other Canadian
Provinces
REQUIREMENTS
-
OSSD equivalent
-
Caribbean Examinations Council (CXC) Secondary Education
Certificate or the GCE "Ordinary" (O) Level examinations plus
the GCE "Advanced" (A) Level examinations or a Preliminary
Year at the University of the West Indies, one year at the
College of the Bahamas, or one year at Barbados Community
College, or equivalent.
passes in at least five academic papers - two at the A level
and three at the CXC or “O” level or three “A” level passes
and one CXC or “O” level pass.
Commonwealth
Caribbean
-
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COUNTRY
-
Commonwealth
Caribbean (Cont’d)
-
-
Europe (General)
Hong Kong
High School Graduation Certificate (Maturity Certificate,
Baccalaureate, or equivalent) from an academic program of study
- Hong Kong Certificate of Education Examination (HKCEE)
plus Hong Kong Advanced Level Examination (HKALE) (since
1980) with passes in at least five academic subjects – two at
A Level and three at O Level or four academic papers, three
of which must be at the Advanced Level and one at the
Ordinary Level; Grades in Ordinary level papers must be
between A and C or 1 and 3.
- See also United Kingdom and Commonwealth.
- A levels with grades of "C" or better, May be considered for
transfer credits on an individual basis.
-
-
United Kingdom
and
Commonwealth
REQUIREMENTS
CXC papers at the General Proficiency level (with grades of I,
II or III). Grades in O level papers must be between A and C
or 1 and 3.
prerequisite subjects may be included in either the “A” level or
CXC/O level papers. English at the A level is recommended.
See also United Kingdom and Commonwealth.
“A” levels with grades of "C" or better, may be considered for
transfer credits on an individual basis.
-
-
The General Certificate of Secondary Education (GCSE) and
the GCE Advanced Level Examinations (U.K. Examining
boards).
The Cambridge Overseas School Certificate (COSC) and
Cambridge Higher School Certificate (COHSC).
The West African School (WASC) and Higher School
(WAHSC) Certificates
General Certificate of Education
Hong Kong Certificate and Higher Certificate of Education
Scottish Certificate of Higher Education
passes in at least five academic papers, two at the Advanced
(A) level (GCE) or Principal Level (COHSC) and three at the
"Ordinary" (O) or Subsidiary Level or four academic papers,
three of which must be at the "Advanced" Levels and one at
the "Ordinary" Level or Subsidiary level
Two subjects at the Advanced Supplementary (AS) level may
be substituted for one subject at the Advanced level or
Principal Level. Grades in Ordinary (O) level/GCSE papers
must be between A and C or 1 and 3. Caribbean Examination
Council papers must be at the "General Proficiency" level
(with grades of I or II or III)
-
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COUNTRY
United Kingdom
and
Commonwealth
(Cont’d)
-
-
-
United States
-
-
REQUIREMENTS
No subject can be counted at both the GCE Ordinary and
Advanced levels.
Prerequisite subjects may be included in either the "A" level or
"O" level (or equivalent) papers; English at the "A" level is
recommended.
A Levels with grades of C or better may be considered for
transfer credit on an individual basis.
Graduation from Grade 12 of an accredited academic
program with high academic standing including minimum "B"
grades in the program-specific subject prerequisites and a
minimum of "B" overall average. The high school profile
(grading scheme, etc.) should accompany the academic
record.
SAT I. Reasoning Test with minimum score of 550 in each of
SAT I Verbal and SAT I Mathematics is recommended. (APs
and ACT scores will also be considered.)
Applicants who do not present the above criteria will be
considered on an individual basis, taking into consideration
their high school performance, SAT/ACT/AP scores and first
year standing from an accredited university or college, where
applicable.
APs with grades of 4 or higher will be considered for transfer
credits on an individual basis.
9.2
Providing Proof of Equivalency
Students are responsible for providing acceptable proof of foreign credential equivalency, and
College staff will consult with the International Credential Assessment Services if questions
arise.
10 INTERNATIONAL VISA STUDENTS
10.1 Eligibility
Following the directives of the Ministry of Colleges, Training and Universities, the College will
accept international VISA students into programs if spaces are available after other qualified
applicants have been accepted. In this instance, international VISA students are defined as
those who:
- are not Canadian citizens;
- do not hold immigrant status;
- are in possession of a Student VISA prior to the start of classes; and
- do not in any other way qualify for support while studying in a Canadian college or
university.
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10.2 Change in International Student Status
Those who becomes landed immigrants, Canadian citizens or Convention refugees during a
semester will be considered international students until the end of the current semester.
Students must provide documentation of status by submitting the documents to the Registrar’s
office. Valid documents include:
- landed immigrant or citizenship papers;
- a document referred to as a "Minister's letter," which stipulates that the person has
completed all the necessary steps to become a citizen or a landed immigrant or refugee
status papers.
11
ADMISSION INTO A COLLEGE PREPARATORY OR FOUNDATIONS
PROGRAM
George Brown College offers preparatory programs for applicants who require certain academic
skills or experience to be accepted in a post-secondary program of study and who wish to
pursue College study at the diploma or certificate level.
These programs are not a substitute for secondary school programs, but successful completion
of many of the programs may qualify the applicant for admission to post-secondary programs at
George Brown College or programs at other Ontario Colleges of Applied Arts and Technology
(see College calendars for the most up-to-date information).
11.1 Requirements
Preparatory program students must be 19 years of age or older on or before the first day of
classes.
11.2 Exception
For College vocational, see calendar for requirements.
12
ADMISSION PROCEDURES – PROGRAM ELIGIBILITY
12.1 Preparation Courses
No secondary school university preparation course or Ontario Academic Course shall be
required as a program eligibility criterion for diploma or certificate courses, with two exceptions,
as noted below.
12.2 Exceptions
Degree programs and collaborative college-university programs governed by joint agreements
are not subject to the restrictions on use of secondary school university preparation courses or
Ontario Academic Courses, where those requirements are specifically stated in the agreement.
12.3 Preparation Courses - Diploma
College programs that provide a diploma rather than a degree will be accessible to applicants
without university preparation courses or Ontario Academic Courses.
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12.4 Course Types
The following chart is a general guideline outlining the potential use of various course types in
the destination-related secondary school curriculum for diploma program admission.
COURSE TYPE
SYMBOL
College Preparation Course
C
University/College
Preparation
U/C
Can be used for degree or diploma. Refer
to the College calendar.
University Preparation
Course
(see sections 12.1–12.3)
U
Cannot be required for diploma program
but may be acceptable in substitution for
“C” or “U/C” required courses (see section
12.6).
USE OF COURSE TYPE FOR DIPLOMA AND
DEGREE PROGRAM ADMISSION
Can be used. Refer to the College
calendar.
Required for degree program.
Workplace Preparation
Course
W
May be used for college vocational.
12.5 Program Requirements
Program eligibility requirements must be capable of being objectively demonstrated or
measured and must be relevant to the program.
12.6 Additional Admission Requirements
Notwithstanding the general policies and procedures related to admission into programs offered
by the College, additional admission requirements may be established for specific programs.
These requirements will be determined by the Dean or director or designate for the program, in
consultation with the Registrar of the College, and must be documented and validated.
12.7 Special Listing and Reasons
In consultation with the Registrar, the Dean or director will establish, on an annual basis, a
listing of those programs with admission requirements that supersede the general College
policies and procedures related to admissions.
In conformity with the directives of the Ministry on the matter, each Dean or director, in
collaboration with the Office of the Registrar, will compose a detailed statement of the reasons
for the special listing requirements. This statement should incorporate, where applicable,
appropriate research to validate the need for special admission requirement status (see Ministry
Program Policies and Procedures).
12.8 Course and Level Pre-Requisites
Several diploma and certificate programs require specific course and level pre-requisites among
the 30 credits in the Ontario Secondary School Diploma. These prerequisites are published in
the College’s annual calendar. It is the student’s responsibility to ensure that his/her secondary
school studies fulfil program requirements.
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13
APPLICANT SELECTION
13.1 Oversubscribed Programs
Applicants shall be accepted into oversubscribed programs according to the following order of
preference:
- residents of Ontario;
- residents of provinces and territories in Canada; and
- other applicants.
13.2
Selection Procedures
SELECTION REQUIREMENTS
Certain diploma and certificate programs offered at the College may require an essay, a pretest, an audition, a portfolio, or a group orientation to determine whether candidates are suitable
for the program. The selection requirements will be determined by the Dean or his/her
designate, in consultation with the Registrar. These requirements will be listed in the College
calendar.
NOTIFICATION TO APPLICANT
Following receipt of applications to such a program, the Admissions Department will advise
applicants of the selection procedures of the program chosen by them.
ALTERNATE ARRANGEMENTS
Alternate arrangements for implementation of a particular selection procedure must be made for
applicants who reside some distance from the College. In these instances, the College will
arrange appropriate testing centres for such applicants within normal commuting distance from
their residences.
SELECTION TIMELINES
Each faculty will select applicants for admission within the timelines established by the Ministry
and published by OCAS.
SELECTION DECISIONS
Each faculty will designate a member of its staff to be responsible for making selection
decisions where the selection decision takes place in the faculty. If this representative is not
available, the Registrar or his/her designate(s) may make the selection decisions.
14
APPLICATION PROCESSING PROCEDURES
Application processing procedures will conform with Ministry policies.
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15
WAITING LISTS
Waiting lists will be established any time that the number of qualified applicants exceeds the
number of seats available. The waiting list will be realistic according to the College’s experience
with the likelihood of vacancies occurring after final admission offers have been sent out by the
College.
15.1 Position on Waiting Lists
The relative position of applicants on a waiting list will be determined by the Admissions
Department and may be determined in a variety of ways, depending on: the program; the
admission and/or selection requirements and procedures for that program; the date; and stage
in the admissions process.
Applicants will not normally be informed of their actual positions on the waiting list, but will be
informed, upon request, of their relative positions on the list.
15.2 Notification
Applicants still on a waiting list when the program is filled and/or at the start of classes will be
advised that the program has begun and is full, so they did not gain a place in the program.
16
CLOSING OF PROGRAM
The Associate Registrar, in consultation with the appropriate Dean or the Dean’s designate, will
determine when applicants will be told that a program is filled and no further applications will be
accepted.
17
AMENDMENTS TO APPLICATIONS
Applicants cannot amend their applications between academic years (September 1– August 1).
They must re-apply through OCAS. Unless a qualified candidate so requests, all outstanding
applications will lapse at the end of each admissions year. Changes within academic years do
not require a new application, but must be reported directly to OCAS.
18
ADMISSION DECISION REVIEW
It is the policy of George Brown College to provide a method of reviewing a refusal to admit a
prospective student to any full-time program conducted by the College.
This policy does not include part-time courses or programs that register students on a firstcome, first-served basis.
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18.1 Written Decision
In the normal course of operations, a decision to accept or reject an application for admission to
the College shall be sent to the applicant in writing, whether or not a previous verbal decision
has been given. In the case of a rejection, a brief written explanation of the reason(s) for
rejection will be included.
18.2 Reasons For Rejection
The Admissions Office will provide further explanation of the reason for rejection if so requested
by the applicant.
18.3 Formal Review For Rejection
If the applicant is not satisfied with the explanation or requests a review of the admission
decision, the following procedure will apply:
- The applicant must apply in writing to the Registrar for a review of the non-acceptance
decision within 30 days of the date of the written decision.
- The Registrar will:
- acknowledge the application in writing and will appoint an Admission Review Panel
consisting of the Registrar, the Associate Registrar, the Chair of the program in question
and, where applicable, the Program Coordinator
- set a date for a meeting of the panel and will notify the applicant and the panel members
within 15 days of the receipt of the applicant's written request.
- The applicant may make representation to the panel, either verbally or in writing (with
reasons as to why he/she should be admitted although he/she does not meet the
requirements), or both; no counsel or other agent may attend or represent the applicant.
- The panel will notify the applicant in writing of its decision and the reasons for it.
- The decision of the panel is final and binding.
Should the panel find in favour of the applicant, and the pertinent program no longer has seats
available or the withdrawal date for the semester has passed, alternative entrance dates or
programs will be investigated. Under no circumstance will a student already admitted to George
Brown College be disadvantaged on behalf of another by the findings of the panel.
19
ADVANCED STANDING, TRANSFER OF ACADEMIC CREDITS, AND PRIOR LEARNING
ASSESSMENT
19.1 Advanced Standing
Advanced standing is granted to a student upon admission that enables direct entry to the
second semester or higher of a program. This status is based on the decision that previous
academic experience or work experience is equivalent to one or more semesters of the
College's prescribed curriculum. No grade is awarded for the recognition and therefore not
included in any grade point average (GPA) calculations.
TO QUALIFY
Applicants wishing to qualify for advanced standing should so indicate on the Ontario College
Application Form produced by the Ontario College Application Service (OCAS). The application
should be accompanied by supporting documentation, such as official transcripts and/or
course/program outlines and outline of work experience. All foreign-language transcripts must
be translated into English and notarized.
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STATUS OF REQUEST
The Chair of the program in which advanced standing is requested, or the Chair’s designate, will
assess the request, consulting with other college personnel as appropriate, to ensure that all
course/program requirements have been previously met. Students will be notified by the Office
of the Registrar and/or the program’s Chair or designate with respect to the status of the request
for advanced standing and the final placement of the student in the program.
TRANSFERS TO ANOTHER PROGRAM
If a student transfers to another program, any advanced standing will be reviewed by the Chair
or designate. Any changes in previously granted advanced standing will be communicated to
the student by means of a transcript.
19.2 Transfer of External Academic Credits
Equivalency course standing is credit awarded to students upon admission that enables them to
be credited with some of the courses in the program in which they are registered. This status is
based on the decision that previous academic experience is equivalent to one or more courses
of prescribed curriculum in the College program in which the students are enrolled.
TO QUALIFY
Applicants wishing to qualify for transfer of academic credits received at another academic
institution in one or more courses should so indicate on the Application of Admission to Ontario
Colleges of Applied Arts and Technology. Supporting documentation, such as official transcripts
or an outline of work experience should be sent directly to the College.
REVIEW OF REQUEST
The Chair of the program in which course credit is requested, or the Chair’s designate, will
assess the request, consulting with other college personnel as appropriate, to ensure that the
requirements of the course or courses for which the student is seeking academic credit have
been met. Students will be notified by the Office of the Registrar and/or the program’s Chair or
designate with respect to the status of the request for credit transfer.
19.3 Transfer of Internal Academic Credits
Equivalency course credit may be obtained by students who, while registered in either a fulltime or a part-time program of studies, has previously completed some of the courses that are
applicable to the program in which they are currently registered. The most common example of
such a situation would occur when a student enters a full-time program after having taken some
of the prescribed courses in the full-time program through part-time or Continuing Education
studies. A similar situation might occur when a student opts to withdraw from a full-time program
but wishes to continue studies through part-time or Continuing Education courses.
APPLICATION FOR EXEMPTION
Students wishing to apply previously completed courses to the program of studies in which they
are presently enrolled should discuss the matter with the Chair of the program.
INCLUSION ON TRANSCRIPTS
After examining the students’ college transcript and determining that they have previously
completed equivalent courses in the program through other means, the Chair will complete the
necessary course exemption forms and forward these to the Office of the Registrar. At this time,
the Chair should arrange, through the Office of the Registrar, that all previously completed
courses be entered on the students’ current transcripts.
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19.4 Prior Learning Assessment and Recognition
Prior Learning Assessment and Recognition (PLAR) gives students credit for knowledge and
skills they have gained through life experience such as work or volunteer experience.
The granting of PLA credits does not guarantee entrance into any program of study. However,
in keeping with the College's commitment to student access and student success, every effort
will be made to facilitate a timely entrance into the candidate's program of choice.
For more information, refer to the PLAR guidelines in Appendix A.
APPLYING FOR PLAR
A student may apply for PLAR at George Brown College, where mastery of the learning
outcomes of a George Brown College course can be clearly demonstrated through the
assessment of a portfolio and/or by means of a challenge process. The Prior Learning
Assessment Coordinator will provide information on the procedure for Prior Learning
Assessment.
FEE
A fee will be charged for each course where assessment is requested.
PLAR CREDITS
PLAR credits earned will be noted on the student’s George Brown College transcript.
Applicants obtaining credit through Prior Learning Assessment shall proceed through the
published admissions process to gain entry into a specific College program.
ASSIGNMENT ON TRANSCRIPT
Credits earned through Prior Learning Assessment are recorded on the transcript using a letter
grade where possible, if that is the usual practice for that course. When the assignment of a
grade is not possible, the designation of SAT (satisfied) is used to signify that the essential
learning outcomes of the course have been achieved, as evaluated through PLAR.
College transcripts will indicate subject competence, as described above, but will not indicate
that credits have been acquired through Prior Learning Assessment.
FAILING COURSE
Students who fail a course in which they are enrolled may only apply for PLAR after one year
has elapsed and provided they can offer reasonable explanation of additional relevant learning
since the failure of the course.
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20
REGISTRATION AND ENROLMENT
Registration is defined as the process by which applicants select courses and pays for the
courses. Individuals are not considered students until both these conditions are met.
20.1 Process
When the College selects applicants for admission to a course or program:
- The Office of the Registrar notifies applicants of their acceptance to the program and
requests that they confirm their intention to attend the College.
Note: Normally, students confirm this intention with OCAS, but some programs require
students to confirm their intention to attend directly with the College. All International
VISA students confirm attendance directly with the College, more specifically with the
College’s International Centre.
- When the applicants’ confirmations are received, the Office of the Registrar holds a place in
the program until the final dates for receipt of fees and submissions of any outstanding
documentation has been reached.
- Students are advised of the final date for the receipt of fees in order to hold a place in the
program.
20.2 Conditions For Registering
Students may be prevented from registering and enrolling if:
- all academic, performance, disciplinary, financial, and program-specific (e.g. in nursing, this
is a medical exam) conditions are not met
- specific academic pre-requisites imposed by the College are not met. It is the students’
responsibility to ensure that all published course and program pre-requisites have been met.
Failure to comply with this regulation may result in the withdrawal of the offer of admission to
the College.
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CHAPTER III – TUITION AND OTHER COMPULSORY FEES
This policy does not apply to Continuing Education students.
1
TUITION AND OTHER COMPULSORY FEES
Fee guidelines for Ontario Colleges of Applied Arts and Technology are established by the
Ministry of Training, Colleges and Universities. Fees are collected from students by the College
in accordance with the regulations for provincial funding issued by the Ministry.
A statement of the George Brown College fee policy is included with offers of admission for new
students and with registration information for subsequent semesters. Copies are available from
the Office of the Registrar at each campus location.
1.1
Payment
All fees are payable in full by the fee deadline date established by the College. Fees may be
paid by:
- cash;
- certified cheque;
- money order;
- VISA; or
- MasterCard.
- Debit Card
Personal cheques are not accepted.
Registration in a course or program is not complete until full fees are paid or deferred (see
section 2.3). Students who fail to pay full fees and have not signed a deferral agreement will not
be permitted to register for the program. A non refundable late fee must be paid for failure to
pay fees or arrange for a deferral by the due date.
2
DEFERRAL OF FEES
2.1
Administration Fee
For students who will be applying for Ontario Student Assistance Program (OSAP), a nonrefundable administration fee of either of the following will be charged to defer tuition fees:
- $45.00 (for using the fee instalment option), or
- $145.00 ($45.00 non-refundable and $100.00 to be applied to the tuition amount owing)
2.2
Materials
Students in some programs may not defer payment of course material fees.
2.3
Deferral Agreement Requirements
Students who have signed deferral agreements but fail to pay the fees on the due date indicated
on the promissory note will receive letters requesting payment from Accounts Receivable. If
payment is not received and there is no response to a subsequent reminder letter, these
accounts will be referred to an agency for collection.
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3
STUDENTS IN DEFAULT
3.1
Outstanding Fees
Grade reports and official transcripts will not be issued when students:
- have outstanding fees, fines, or emergency loans, or
- fail to return books to the library or equipment owned by George Brown College.
Registration will be refused in subsequent semesters.
4
REFUND OF FEES
George Brown College refunds fees in accordance with Ministry guidelines. Refunds are paid
by cheque.
4.1
Notification of Withdrawal
Notification of withdrawal must be directed to the Office of the Registrar in writing (by registered
mail, fax, or hand delivery) within the published timelines in order to be eligible for fees refund
where applicable. Failure to attend classes and/or notifying the professor of your intention to
withdraw are NOT acceptable forms of notification.
4.2
Return To Payee
The fee refund will be sent to the student or the organization paying the student's fees. For
example, a student who has received an OSAP bursary for child care or disability-related
expenses will not receive the refund. Instead, the refund will be paid directly to the Treasurer of
Ontario.
5
WITHDRAWAL SERVICE CHARGE
Varying services charges apply for withdrawing from a course. For details, refer to the Course
Calendar.
6
FEE REFUND SCHEDULE
6.1
Program Withdrawal
IF WITHDRAWAL IS ...
FEE REFUND POLICY
Before 10th Day Of First Scheduled
Class
Full tuition fees less Service Charge are refunded.
By First Scheduled Class AND Before
Final Withdrawal Date* OR On Final
Date
No tuition fees are refunded for the semester in
progress.
Fees collected in advance for future semesters
are refunded.
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IF WITHDRAWAL IS ...
FEE REFUND POLICY
After The Final Withdrawal Date*
No tuition fees are refunded for the semester in
progress.
Fees collected in advance for future semesters
are refunded.
6.2
Course Withdrawal
IF WITHDRAWAL IS …
FEES REFUND
At Least 7 Days Before The First
Scheduled Class
Full tuition fees less Service Charge fee and full
materials fee, if any is refunded.
Before 3rd Scheduled Class
Full tuition fees less Service Charge fee, and one
half of the materials fee, if any, is refunded.
Before 2/3 of Course Is Complete
Full tuition fees less Service Charge fee, and twothirds of the materials fee, if any, is refunded.
After 2/3 of Course Completed
No tuition or materials fees are refunded.
COURSES WITH 6 CLASSES OR FEWER
6 Days Prior to First Scheduled
Class
7
Full tuition fees less Service Charge and one half of the
materials fee, if any, is refunded.
MODIFIED FEES POLICY
7.1
Students With Special Needs
Students who have a disability or who are deaf or hard of hearing and are on a modified or
extended program are required to pay normal fees for the regular duration of their program
provided they have provided the required documentation to the Disability Services or Deaf
Services Offices.
7.2
Extended Programs
Students who are required to take additional time to complete their program as a direct result of
their special needs may register for the nominal administrative fee upon presentation of
authorization from the Disability Services or Deaf Services Office to the Registration Centre.
This does not apply to the repetition of failed courses but does apply to those Continuing
Education courses equivalent to courses listed in the individual student's program in his/her
choice of study.
In these cases, students, the Program Co-Ordinator, and the Disability or Deaf Services
consultant:
- must sign a form outlining the schedule of courses to be taken
- forwards the authorized form to the Registration Centre when the student registers for the
applicable courses.
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CHAPTER IV - CURRICULUM POLICY
1
CURRICULUM PATTERN
Students are responsible for ensuring that all academic requirements of the diploma, certificate,
or applied degree program in which they are registered are met.
1.1
Prerequisite Courses
Certain courses are pre-requisites for others and therefore, must be completed in a specific
sequence. It is the student’s responsibility to ensure that all pre-requisites have been
successfully completed in order to progress into the next semester.
Continuing Education students should check with the Program Co-ordinator for policies
pertaining to Continuing Education.
1.2
Fast Track Program
Students have an opportunity to complete their programs faster when:
- they have been granted Advanced Standing in a program, or
- the program is offered through the summer semester.
1.3
Program Cancellation or Changes
George Brown College regularly surveys employment opportunities and revises and updates its
programs accordingly. If at any time it becomes clear to the College that employment prospects
for any program are limited, or for any other compelling reason related to a College offering, the
College reserves the right to:
- replace, update, defer, limit or cancel such program/course offerings
- revise or replace certain semester courses or sections thereof.
2
DIPLOMA, CERTIFICATE, AND DEGREE PROGRAMS
A diploma, certificate, or degree program is a prescribed sequence of semester courses that
meets the requirements for a College certificate, diploma, or degree. These programs are
developed and offered under the authority of one of the divisions/faculties/ programs of the
College.
Under the provisions of this policy, a comprehensive listing of all diplomas, certificates, and
degrees issued by George Brown College is maintained. Where diplomas, certificates, and
applied degrees can be earned sequentially, such sequences will be identified as part of that
listing under the authority of this policy.
2.1
Collaborative Programs
Degree level programs may be collaborative programs with other universities where the degree
is granted by the university. Students must meet all the requirements as determined by the
degree granting institution. In a collaborative program students may receive diplomas from the
college as part of the degree level studies. Students must meet the all requirements for the
diploma.
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2.2
Degrees with Applied Focus
Under the authority of the Post-Secondary Education Choice and Excellence Act 2000, the
college may also grant a degree with an applied focus. Consent for offering the degree is given
by Ministry of Training, Colleges and University upon the recommendation of the PostSecondary Quality Assessment Board (PQAB). All degree programs granted under this act will
undergo a recertification process carried out by PQAB five years from the date of consent.
3
DIPLOMA, CERTIFICATE, AND DEGREE COURSES
Diploma, certificate, and degree courses are those in which the primary emphasis is on material
related directly and practically to the field of work for which the student is preparing. Successful
acquisition of appropriate skills and satisfactory performance in field placements are the
required ingredients for success in certain courses. For these, a satisfactory level must be
achieved in both theory and field placement before a passing grade may be granted.
3.1
Duplicate Use of Credit and Course Equivalency
Where George Brown course credits (whether earned directly, granted as equivalent, or
obtained through Advanced Standing) have been used toward the granting of a certificate or
diploma, these courses may be used toward the granting of subsequent certificates or diplomas
when:
- such a sequence of certificates/diplomas is approved by the College,
- a specific course is common to both certificates or diplomas, or
- a specific course required in the subsequent program is deemed to be the equivalent of a
course completed in the first program.
Duplicate use of credits may be denied by the receiving College official(s) where competence in
the relevant course(s) cannot be clearly demonstrated or documented.
Applying diploma level courses to a degree program will be determined on a case-by-case basis
by the Faculty or the Institution granting the degree.
4
RESIDENCY REQUIREMENTS
A Faculty of George Brown College may recommend a student for a certificate or diploma or
degree only after the student has earned a minimum of 25% of the credit for that certificate or
diploma, over and above Advanced Standing and Prior Learning Assessment credits (as they
are defined in the College grading and promotions policies) and under the authority of the
recommending Faculty.
5
COURSE OUTLINES
Students registered in each course receive a copy of the course outline at the start of the
course.
5.1
Annual Review
Course outlines are approved for one academic year by the relevant program and are reviewed
annually.
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5.2
Outline Components
Course outlines contain the following elements:
- course name and code
- College Policy on Plagiarism and Academic Dishonesty
- credit hours
- pre-requisites and co-requisites
- effective date
- Prior Learning Assessment and Recognition (PLAR) eligibility
- Equity Statement
- outline of student responsibilities
- course description
- course outcomes
- delivery methodology (lectures, group work, online, etc.)
- list of textbooks and other supplies required
- testing policy
- assignment policy
- evaluation system
- grading system in use by George Brown College
- topical outline.
Students may also be provided with an approved Section Addendum to the College Course
Outline, which details the name of the professor for the section, his/her office hours for student
consultation, test and assignment schedules for the section, standards for projects and
assignments, and any variation in the mode of instruction.
Students are expected to be knowledgeable of the contents of the course outline and to discuss
with the professor any areas where clarification is required.
6
PROGRAM ELECTIVES
Programs, both full time and part time, allow, as appropriate, the inclusion of course electives.
6.1
Course Electives
A course elective is defined as a course that does not form part of the base core academic
requirements for a program but is, rather, a course of study selected by the student that:
- is of immediate interest to the student, and/or
- will enhance the student’s general body of discipline-specific knowledge but is beyond the
base core academic requirements as specified for a program.
The inclusion of course electives allows students the opportunity to "stylize" their college
program to more readily meet their immediate, personal needs.
Course electives are divided into two subsections:
- discipline-specific electives
- general electives
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6.2
Selecting Electives
As part of the registration procedure, the Registrar will ensure that all new students to the
College:
- are advised of the procedures with respect to electives selection, and
- are aware of the listing of electives that are available to them.
7
GENERAL EDUCATION/LIBERAL STUDIES
In the community college milieu, general education/liberal studies may be defined as those
elements of the curriculum that, although not directly related to the specific skills development of
the student, are regarded as leading towards the overall betterment of the student as a
contributing member of the community.
General education and liberal studies should:
- enhance the student's ability to reason, to appreciate, and to communicate effectively
- encompass life skills and promote a sense of worth in the student.
These studies should not necessarily be regarded as a separate didactic component of
curriculum but rather form part of the fabric of all curricula offered to students.
The College is responsible for ensuring that, in accordance with prevailing ministerial policies
and the needs of society and students, all College academic programming contains general
education elements.
7.1
General Education Course Requirements
A two-semester program requires two general education courses, one of which may be
mandatory. A four-semester program requires four general education courses, two of which may
be mandatory, and a six-semester program also requires four general education courses, two of
which may be mandatory.
Students are required to choose at least one general education elective from two of the
following broad content areas:
-
Art and Humanities,
Social Sciences, and
Science and Technology.
7.2
Liberal Studies
Liberal Studies courses are degree level courses that develop:
- breadth and depth of understanding and knowledge of the social, historical, and cultural
context in which students live and will work
- critical thinking ability and analytic skills, as well as writing and oral communication skills.
The number of and level of liberal studies required will be established by the degree level
program.
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UPPER AND LOWER LEVEL COURSES
Every liberal studies course must be classified as an upper or lower level course:
-
8
Lower level liberal studies courses are broad based or survey courses that introduce
students to the discipline.
Upper level liberal studies courses may be a more specific examination of a subject area
and have more advanced requirements of how the students are expected to synthesize and
evaluate the content. The level of writing and the amount and type of reading expected is
more advanced.
GENERAL EDUCATION EXEMPTIONS
Some students may be eligible for exemption from general education/liberal studies electives
and/or courses. These students must apply for an exemption from the Interdisciplinary Studies
(IDS) Co-ordinator. To be eligible for exemption, students must meet the minimum exemption
requirements. The Program chair or designate has the authority to grant or deny exemption
requests.
8.1
General Education /Liberal Studies Required
Some general education/liberal studies courses are program requirements and require specific
equivalent courses. Students must consult their department regarding these courses.
8.2
General Education/Liberal Studies Elective Exemption
To be exempted from a general education elective, students must have taken a college or
university credit (minimum mark of C-) in a general education course not previously used for
exemption.
8.3
Foundation Course Exemption
Students may be exempted from General Education Foundation (GNED 1003) if they have
taken:
- two OAC credits and obtained a minimum grade of B- in two different areas
(Arts/Humanitites, Social Science, Science and Technology), or
- a college or university credit in a general education subject and received a minimum mark of
C-.
Students must provide the required documents (usually an official transcript and supporting
documents).
8.4
Processing Requirements
Exemptions will not be processed until the student is registered and all fees are paid or
deferred.
8.5
Class Attendance
It is the students’ responsibility to attend classes until exemptions are granted.
8.6
Course Drop Form
Students who have completed (passed) equivalent courses in other programs at George Brown
College should visit their current department and complete a course drop form. Students must
apply for an exemption no later than the end of the second week of classes.
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9
ACCOMMODATION FOR RELIGIOUS OBSERVANCE
George Brown College is committed to respecting religious beliefs and practices of all members
of our community, and making accommodation for religious observances in each tradition.
Every effort will be made to avoid scheduling in class or formal examinations on days of special
religious significance throughout the year.
The schedule of dates for religious holidays will be compiled by the registrar and circulated with
the critical dates calendar. The list of religious holidays will be consistent with those in the
Ontario Public Service religious holiday policy. Faculty should inform students of the existence
of this policy and protocol in the first two weeks of classes. However, when there is a conflict the
student will follow the protocol below for accommodation.
The Council of Regents lists all Christian and non-Christian holidays on their web site:
http://www.ocor.on.ca/english/links/pdf's/christ2002.pdf
http://www.ocor.on.ca/english/links/pdf's/nonchrist2002.pdf
9.1
Notifying Course Instructor
Students requiring an accommodation for a religious holiday should notify the course professor
if possible two weeks prior to the required accommodation using the Request for an Academic
Accommodation Agreement found in Appendix L. It is the student’s responsibility to contact the
professor to arrange the accommodation for a test, exam, or clinical placement, work placement
or any other academic situation that conflicts with a day or time period for religious observances
of special significance to them. The faculty will return the form to the student detailing how the
student’s need for accommodation will be met. The accommodation request will be within
reasonable limits.
9.2
Notifying Work Placement Supervisor
In the case of an external work placement, clinical placement or practicum, it is the student’s
responsibility to inform their supervisor at least two weeks prior to their need for accommodation
regarding religious observances. If the student encounters any difficulties they should contact
their co-op officer or faculty member.
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CHAPTER V – EDUCATIONAL COMPLAINT RESOLUTION
1
INTRODUCTION
In keeping with its commitment to academic excellence, George Brown College is proud to offer
students high-quality programs and courses delivered by highly qualified and dedicated faculty
members. George Brown College places a strong emphasis on providing students with learning
experiences of the highest calibre.
The College assures students that any concerns they have about their educational experience
are dealt with in a responsive and timely manner. Concerns regarding educational experience in
the classroom that are not covered by other College policies (e.g., harassment or discrimination
issues are covered by the Prevention of Discrimination and Harassment Policy) are covered by
this policy.
This policy concerns student complaints about pedagogical issues and the quality of the
students’ educational experience.
2
PROCEDURES FOR INVESTIGATING A COMPLAINT
Students who have concerns about the quality of education should approach their faculty
member. If they are unable to talk to him/her or the issue is unaddressed, students may contact
the Chair directly. If they disagree with the Chair’s decision, they may appeal to the Dean.
The process for initiating a complaint and the follow-up investigation is outlined below.
Student
1. Approach the relevant faculty member and either outline concerns
in person or in writing. (If a written letter is provided, retain a copy
of the letter).
2. If unable or unwilling to approach the faculty member, or where
concerns remain unaddressed by the faculty member, approach
the Chair/Director of the department director or contact Student
Affairs or the Student Association, who will provide guidance with
the resolution.
Chair
Within 2 Working Days
3. Hear the student complaint and if necessary, ensure the complaint
is prepared in writing (either by him/herself or the students) and
have the complainant sign that version.
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Chair
4. Investigate the merits of the complaint (which could include
detailed, in-depth discussion with the faculty member, the
complainant or other students, or any other investigation method
deemed appropriate by the Chair).
5. Identify the appropriate person to address the complaint.
6. Notify the students of the status of the complaint process.
7. If required, bring the faculty member and students together to
discuss the situation to clarify the complaint (Section 4).
8. If the complaint has merit, work out a resolution with the faculty
member and advise the student.
9. If the complaint lacks merit (e.g., if students have not regularly
attended class or completed assignments, or cannot identify a
specific area of concern), inform the students and provide reasons
why a further investigation will not occur.
10. Students who disagree with the Chair's assessment of the
complaint may escalate their concerns to the Dean.
Dean
When Complaint Is Received
11. Investigate the situation.
1. If complaint has merit, resolve the complaint according to Section 2
(the Dean will act in the role of the Chair).
2. If the complaint is not merited, the Dean will inform the student and
the matter will end.
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CHAPTER V – EDUCATIONAL COMPLAINT RESOLUTION
1
INTRODUCTION
In keeping with its commitment to academic excellence, George Brown College is proud to offer
students high-quality programs and courses delivered by highly qualified and dedicated faculty
members. George Brown College places a strong emphasis on providing students with learning
experiences of the highest calibre.
The College assures students that any concerns they have about their educational experience
are dealt with in a responsive and timely manner. Concerns regarding educational experience in
the classroom that are not covered by other College policies (e.g., harassment or discrimination
issues are covered by the Prevention of Discrimination and Harassment Policy) are covered by
this policy.
This policy concerns student complaints about pedagogical issues and the quality of the
students’ educational experience.
2
PROCEDURES FOR INVESTIGATING A COMPLAINT
Students who have concerns about the quality of education should approach their faculty
member. If they are unable to talk to him/her or the issue is unaddressed, students may contact
the Chair directly. If they disagree with the Chair’s decision, they may appeal to the Dean.
The process for initiating a complaint and the follow-up investigation is outlined below.
Student
1. Approach the relevant faculty member and either outline concerns
in person or in writing. (If a written letter is provided, retain a copy
of the letter).
2. If unable or unwilling to approach the faculty member, or where
concerns remain unaddressed by the faculty member, approach
the Chair/Director of the department director or contact Student
Affairs or the Student Association, who will provide guidance with
the resolution.
Chair
Within 2 Working Days
3. Hear the student complaint and if necessary, ensure the complaint
is prepared in writing (either by him/herself or the students) and
have the complainant sign that version.
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Chair
4. Investigate the merits of the complaint (which could include
detailed, in-depth discussion with the faculty member, the
complainant or other students, or any other investigation method
deemed appropriate by the Chair).
5. Identify the appropriate person to address the complaint.
6. Notify the students of the status of the complaint process.
7. If required, bring the faculty member and students together to
discuss the situation to clarify the complaint (Section 4).
8. If the complaint has merit, work out a resolution with the faculty
member and advise the student.
9. If the complaint lacks merit (e.g., if students have not regularly
attended class or completed assignments, or cannot identify a
specific area of concern), inform the students and provide reasons
why a further investigation will not occur.
10. Students who disagree with the Chair's assessment of the
complaint may escalate their concerns to the Dean.
Dean
When Complaint Is Received
11. Investigate the situation.
1. If complaint has merit, resolve the complaint according to Section 2
(the Dean will act in the role of the Chair).
2. If the complaint is not merited, the Dean will inform the student and
the matter will end.
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CHAPTER VI – APPEALS POLICY
George Brown College is one of the most diverse colleges in Canada and it is committed to
promoting and providing an equitable environment for students and employees, as well as
providing opportunities for members of the community to have access to and participate in all
aspects of college life. Our policies articulate these commitments and identify rights and
responsibilities for all members of our community.
The Appeals Process at George Brown College is designed to ensure that students who believe
that they have not received a fair academic or disciplinary decision by the College will have
access to a thorough, respectful, and impartial review of their concerns.
It is the intention of the College to establish policies and procedures for the resolution within the
College setting, at the lowest possible level, in a timely fashion, and in the context of a process
that respects the dignity of all parties concerned.
These policies and procedures are predicated upon the assumption that the means for
resolution exist within the value system of the College and that these matters of concern can be
resolved in a climate that can provide, for everyone involved, an opportunity for growth and
learning as well as for a resolution of the issues at hand.
The statement of policy and procedures applies to the following specific areas of concern:
academic assessment and disciplinary interventions. It is intended to serve as a complementary
document to the following: Code of Student Conduct: Academic; College Policy on Student
Discipline; Codes of Conduct for Academic Employees, Administrative Staff, and Support Staff,
and Prevention of Discrimination and Harassment Policy.
1
COLLEGE POLICY ON APPEALS
1.1 All students at George Brown College, full-time and part-time, are entitled to receive
feedback as to their academic standing during and at the end of every course they take.
Within ten working days of the date of issuance of the transcript, a student has the right to
obtain a review of a final course grade.
1.2 The College expects professors to adhere to the constraints of the Freedom of Information
and Protection and Privacy Act (FOI) in providing students with feedback. It is not in
contravention of the FOI to post student's marks using a specially designated examination
identification (ID) number or the student's College ID number with the first two digits
removed.
1.3 All students, full-time and part-time, are entitled to a review, in the manner specified in this
policy, of a final grade in a course or any decision by the College, following the
recommendation of a Promotion Committee, with respect to the student's academic
standing, continuation, or status in a program, faculty, or the College.
APPEALS POLICY CURRENTLY UNDER REVIEW
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1.4 All students, full-time and part-time, may appeal, in the manner specified in this policy, any
failing final grade in a course or any decision by the College, following the recommendation
of a Promotion Committee, with respect to the student's academic standing, continuation,
or status in a program, faculty, or the College.
1.5 Before proceeding with a formal Appeals Process, the student must first fully utilize the
informal Appeals Process.
1.6 Resolution should occur at the lowest level possible, should be completed within identified
time constraints, and should be fully documented at all stages.
1.7 All students, faculty members, support staff members, and administrators are expected to
be aware of the existence of appeals policies and to adhere to them in resolving concerns
(in the order and time frame specified) falling within their scope.
1.8 The College will deem appeals that are not initiated or pursued in the time frames specified
in this policy to have lapsed.
1.9 Students may be accompanied by an advisor at any stage in the review or appeals
proceedings. The College encourages students to seek the advice of Student Affairs or
other College staff members during the review or Appeals Process. Deaf or hard of hearing
students will be provided with an interpreter and/or note-taker at the College's expense.
1.10 In order to facilitate College record keeping, the Checklist and Forms A and B will be
submitted to the Office of the Registrar at the conclusion of all appeals hearings. The
transcript of phases one and two of the hearings and one copy of all relevant documents
will be stored in the Office of the Registrar. The documentation will be retained in the Office
of the Registrar for a period of two years, after which the documentation will be destroyed.
1.11 In the case of a disciplinary appeal, the Office of the Registrar will keep a copy of all
pertinent documentation for a period of two years, after which the documentation will be
destroyed.
1.12 Before initiating a formal request for a review of a final course grade or program
assessment, the student must first discuss the problem with the course instructor. If the
matter concerns a decision made by a Promotion Committee, the student should first
discuss the matter with his/her faculty advisor or coordinator. If a resolution cannot be
reached, the student should proceed to step one of the appeals procedure, a formal
request for review.
1.13 The student does not waive any legal rights by initiating a review or an appeal.
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2
STEP ONE: FORMAL REQUEST FOR REVIEW
2.1 If a student believes that a final grade is not an accurate reflection of his/her performance,
he/she may request a formal review of that grade.
2.2 If a student believes that a decision made by a Promotions Committee does not accurately
reflect the student's performance, he/she may request a formal review of that decision.
2.3 To start the process, the student must complete two forms: a Checklist (designed to help
the student decide whether the request has merit) and Form A (Request for Review),
which can both be found in Appendix F. Form A starts the formal review process.
2.4 The forms applicable to the review/Appeals Process will be made available in any
department office or any Student Affairs office in the College.
2.5 The student must submit the completed Form A to the Chair of the faculty member who
taught the course in dispute within ten working days of receiving the final grade for the
course.
2.6 If the matter concerns a decision made by a Promotions Committee, the completed Form A
must be submitted to the Chair of the program that the Promotions Committee represents
within ten working days of receiving the decision of the Promotions Committee.
2.7 When the student submits a completed Form A to the appropriate Chair, the Chair or
his/her secretary will sign and date both copies of Form A and give a copy of the signed
Form A to the student. Students will be advised of the appropriate Chair to approach by
asking a counsellor or staff working in an academic office for help in identifying the correct
office.
2.8 The date on the signed Form A marks the formal beginning of any subsequent Appeals
Process. Any adjustments to the timelines specified in the Appeals Policy will be noted on
Form A so that both the student and the College are aware of them.
2.9 The Chair will ascertain whether or not the faculty member who taught the course to be
reviewed or the Promotion Committee Chair/designate is available.
2.10 The Chair may negotiate with the student an adjusted time frame depending on such
factors as availability of faculty and the urgency of the request. A failing grade that affects
a student's standing in the following semester or a student's graduation would have the
highest priority, whereas a review of a non-failing mark could be scheduled at any time in
the semester. Any revision to the time frame will be noted on Form A.
2.11 If a revised time frame has been noted on Form A, sections 2.14, 2.15, and 2.16 will not
apply.
2.12 Upon receipt of Form A, the Chair or his/her designate must inform the course instructor or
Promotion Committee of the request for review.
2.13 The Chair or his/her designate will give a copy of Form A, the Checklist, and Form B
(Response to Request) to the instructor or the Chair of the Promotion Committee or his/her
designate. (See Appendix F for these forms.)
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2.14 Within five working days of submission of Form A to the Chair, the faculty member (in the
case of a course mark dispute) will arrange a meeting with the student to discuss the
grade.
2.15 Within seven working days of submission of Form A to the Chair, the Chair of the
Promotion Committee or his/her designate will arrange a meeting with the student to
discuss the issue.
2.16 If, within five working days (meeting with faculty member) or seven working days (meeting
with the Promotion Committee Chair/designate), the student has not been able to meet
with the faculty member and/or Promotion Committee Chair/designate, the student must
inform the Chair who will then facilitate a meeting.
2.17 If the faculty member is not available, the Chair will attempt to achieve a resolution by one
of the following means: assembling documentary evidence to support the grade; locating
the faculty member in order to clarify his/her position; consulting with the faculty member, if
possible, or with other qualified faculty regarding such options as an independent
assessment of disputed work; or assigning a supplemental examination to be marked by
faculty with expertise in the area.
2.18 The College encourages faculty and/or the Promotions Committee Chair/designate to
document attempts to reach a student in response to a Form A request.
2.19 If the faculty member and/or Promotions Committee Chair/designate has been unable to
contact the student at the phone number on Form A during the times specified after
repeated attempts, the Chair should be notified to that effect.
2.20 If the Chair is unable to contact the student within five working days, and the student does
not contact the Chair within 15 working days of the original submission of Form A, the
request for review will be deemed abandoned and no subsequent action will be taken.
3
PROCEDURE FOR THE REVIEW MEETING
3.1 During the meeting with the Faculty member and/or the Promotion Committee
Chair/designate, the student may be accompanied by an advisor.
3.2 The advisor may not make any submissions on behalf of the student and must not interfere
in any way with the review meeting. In the case where the student has difficulty expressing
himself/herself due to language, disability, or another significant reason, the advisor may
speak on the student's behalf.
3.3 During the review meeting the student will have the opportunity to review with the faculty
member and/or Promotions Committee Chair/designate any and all concerns regarding the
grade or decision.
3.4 If the student is requesting a review of a mark or Promotions Committee decision on
medical grounds, the student may be asked to provide documentation for the period of the
illness. The necessity for documentation will depend in part upon the length of the medical
condition and the amount and type of work missed during this time.
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3.5 If the student is requesting a review of a mark or Promotions Committee decision on
compassionate grounds, the student must provide details of events or circumstances
beyond the control of the student and often unforeseen by the student, that seriously
impaired the student's ability to study, attend class, prepare papers, or write examinations.
The student should prepare a written list detailing any circumstances he/she feels warrant
compassionate consideration in advance of the review meeting.
3.6 During the review meeting, the student has the opportunity to review with the faculty
member and/or Promotions Committee Chair/designate, any and all concerns regarding
the grade or decision.
3.7 The parties must try to resolve the matter at this meeting.
3.8 If the matter is resolved, the faculty member and/or Promotion Committee Chair/designate
will note the terms of the resolution on Form B.
3.9 Form B (Response to Request) will note the progress of the meeting and will document
that the meeting took place. When the meeting is over, the student and the faculty member
and/or Promotions Committee Chair/designate will both sign and receive a copy of Form B.
3.10 If the matter is not resolved at the review meeting, the failure to reach an agreement will be
documented on Form B.
3.11 When the meeting is over, the student and the faculty member and/or Promotions
Committee Chair/designate will both sign and receive a copy of Form B.
3.12 If the student decides not to pursue the matter further, the student, faculty member and/or
Promotions Committee Chair/designate will each keep a copy of the documents and the
matter will end here.
4
FINAL REVIEW BEFORE A FORMAL APPEALS HEARING
4.1 If the student wishes to pursue the matter, the student must take all signed and completed
documents back to the Chair. The Chair will convene a meeting with the faculty member
and/or Promotions Committee Chair/designate and the student in a final attempt to resolve
the issue.
4.2 During the meeting with the faculty member and/or Promotion Committee Chair/designate,
the student may be accompanied by an advisor. The advisor may not make any
submissions on behalf of the student, and must not interfere in any way with the review
meeting. In the case where the student has difficulty expressing himself/herself due to
language, disability, or another significant reason, the advisor may speak on the student's
behalf.
4.3 If the matter is resolved, the terms of the resolution will be documented by the Chair as an
addendum to Form B and signed by all the parties.
4.4 The signed addendum is a binding resolution of the matter and cannot be appealed.
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4.5 If the Chair has been unable to achieve a resolution, the failure to reach an agreement will
be documented as an addendum to Form B.
4.6 The addendum will be prepared by the Chair and will provide a summary of the Chair's
findings. The addendum will be signed and dated by all parties. This summary will
demonstrate that the College is satisfied that a full and comprehensive review has taken
place and will reiterate that the original disputed grade or disputed amended grade will
stand. This ends the review process for all non-failing grades.
4.7 The completion of Form B documents the conclusion of the formal review of the grade and
all of the processes of mediation that have been attempted. The College has no further
capacity to adjudicate non-failing grades.
4.8 If the dispute concerns a failing grade or a Promotions Committee decision and was not
resolved during the review process, the student may proceed to a formal appeals hearing.
5
STEP TWO: FORMAL APPEALS HEARING FOR FAILING GRADES OR PROMOTIONS
COMMITTEE DECISIONS
5.1 If the student wishes to appeal a failing grade or Promotions Committee decision, he/she
must inform the Chair in writing within five working days of the final date on Form B. The
request must be in writing and should restate the student's concerns.
5.2 The criteria for initiating a formal appeal are the following:
- the dispute must be over a failing grade or a Promotion Committee decision
- if the dispute is regarding a failing course mark, there must be a written record
demonstrating that the student has completed assignments and exams worth at least
70% of the disputed grade.
5.3 If the failing grade or Promotion Committee decision will prevent the student from
continuing in his/her program of study according to the terms of the College Grading and
Promotion Policy and the policy and procedures of the department, the student may be
required to await the results of the appeals hearing before he/she is permitted to attend
classes in a subsequent semester. However, a student may be granted permission to
attend classes at the discretion of the Chair of the program.
5.4 The Appeals Committee must convene a hearing within ten working days of the request for
an appeal unless an alternative timeline can be established.
5.5 Upon receipt of the formal request for an appeal, the Chair of the department will
- notify his/her Dean of the request;
- notify the Chair of the Appeals Committee of the request;
- request that the student provide all documentary evidence (such as marked
assignments or projects, medical documentation, documentation pertaining to
compassionate grounds) and advise the student that the evidence will be shared with
the Appeals Committee;
- request that the faculty member and/or Promotion Committee Chair/designate provide
any marked test or examination involved in the dispute;
- assemble the Appeals Committee as specified in section 6.4 and forward the names to
the Chair of the Appeals Committee; and
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6
forward the complete set of documents to the Appeals Committee.
APPEALS COMMITTEE
6.1 The President of the College will appoint two people who will serve as Chairs for the
Academic and Discipline Appeals Committees. These individuals will be appointed from
different faculties to ensure that no Appeals Committee is chaired by someone from the
student's own faculty.
6.2 The Chairs of the Appeals Committees will be appointed by the President of the College
for a term of two years, with terms expiring in alternate years.
6.3 The Chairs of the Appeals Committees will be trained in identifying and dealing with issues
of discrimination and harassment pursuant to the College Prevention of Discrimination and
Harassment Policy.
6.4 The Appeals Committee will be composed of the following:
- one of the academic and discipline Appeals Committee Chairs
- three faculty members, one of whom must have experience in the subject area being
appealed and at least one of whom must be from outside the subject area
- one student, who ideally should be from the appealing student's program of study – the
Chair of the Appeals Committee, in consultation with the Student Association, will
appoint the student
- a court reporter or equivalent who will record the minutes of the appeals hearing – it is
the responsibility of the Chair to ensure that a court reporter or equivalent is engaged.
The course instructor may not serve as a member of the academic Appeals Committee.
6.5 All members of the Appeals Committee will be trained in College policies and procedures
as found in Appendix H of this document. Appendix G will provide all participants in the
hearing process with detailed information as to the protocol and procedures that are
followed in appeals hearings.
6.6 The student, faculty member, and/or Promotion Committee Chair/designate may be
accompanied by an advisor to this hearing.
6.7 The advisor may not make any submissions on behalf of the student, faculty member,
and/or Promotion Committee Chair/designate, and must not interfere in any way with the
review meeting. In the case where the student has difficulty expressing himself/herself due
to language, disability, or another significant reason, the advisor may speak on the
student's behalf. The advisor may speak on behalf of the student at the discretion of the
Chair.
6.8 The Appeals Committee will provide the student with a final, neutral forum in which to
present his/her appeal. The Committee can uphold the student's appeal and assign the
disputed grade or amend or reverse the disputed Promotions Committee decision.
6.9 If, during the course of an appeals hearing, issues of discrimination or harassment emerge,
the Chair will note these concerns and ensure that the issues are adequately investigated
pursuant to the College Prevention of Discrimination and Harassment Policy. If necessary,
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the hearing will be adjourned and the Chair will consult with the College human rights
officer.
6.10 The Appeals Committee can deny the student's appeal or Promotions Committee decision
and maintain the existing grade or decision; or it may impose specified conditions of
performance for an opportunity to change the grade or decision.
6.11 The Chair of the Appeals Committee will communicate the decision reached by the
Committee in a letter to the student within five days from the date of the hearing. The
faculty member and the Chair will receive a copy of this letter.
6.12 If the Appeals Committee upholds the student's appeal, the College will provide an
appropriate level of additional instruction and/or remediation to ensure that there is no
penalty to the student as a result of this process.
6.13 The decision reached by the Appeals Committee is final and is not subject to final appeal,
except for complaints regarding process, in which the procedures outlined in the following
procedural review section apply.
7
PROCEDURAL REVIEW
7.1 If the student believes that the procedures outlined in this Appeals document were not
followed or that he/she was otherwise denied appropriate procedural fairness during the
hearing, he/she may request that the Dean of the faculty that the student is enrolled in
conduct a procedural review.
7.2 The student must request a procedural review in writing within five working days of the
student's receipt of the Appeals Committee's findings.
7.3 The request for a procedural review must be submitted to the Dean in writing and include a
detailed statement of the student's procedural concerns.
7.4 The Dean will review the student's complaint within five days of receipt. The Dean's review
will focus only upon the College Appeals Procedures.
7.5 If the Dean is satisfied that the procedures, as laid out in this Appeals document and
Appendix F, have been followed, and that procedural fairness is evident, he/she will deny
the student's appeal. The Dean's decision cannot be appealed.
7.6 The student will be notified in writing of the Dean's decision. This notice will provide the
student with reasons for the decision.
7.7 If the Dean believes that the procedures as outlined in this Appeals document and
Appendix G have not been followed or that procedural fairness was otherwise denied and
that these deficiencies have likely prejudiced the outcome of the hearing, then he/she will
request that the other Appeals Committee Chair convene a new Appeals Committee with
new committee members.
7.8 In the case where the second Appeals Committee Chair is from the student's faculty, a
Chair from another faculty will serve as Chair.
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7.9 The new Appeals Committee will be comprised of the representatives as specified in 6.4
and will follow the same procedures as specified in this document.
7.10 The procedural review must be convened within ten working days of the Dean's request
that it be held.
7.11 If the Appeals Committee upholds the student's appeal, the College will provide an
appropriate level of additional instruction and/or remediation to ensure that there is no
academic penalty to the student as a result of this process.
7.12 If the Appeals Committee denies the student's appeal, a letter from the Chair of the
Appeals Committee will be sent to the student.
7.13 The letter will inform the student that the College has no further capacity to hear the
appeal.
8
APPEALS PROCEDURE: DISCIPLINARY DECISION
8.1 Students wishing to appeal any disciplinary intervention by the College must follow the
steps prescribed in the order and time frame specified. Students may be accompanied by
an advisor at any stage in these proceedings. The College encourages students to seek
counsel from Student Affairs or other College staff to assist in this process.
8.2 The advisor may not make any submissions on behalf of the student and must not interfere
in any way with any meetings between the student and College officials or an appeals
hearing. In the case where the student has difficulty expressing himself/herself due to
language, disability, or another significant reason, the advisor may speak on the student's
behalf. The advisor may speak on behalf of the student at the discretion of the Chair.
8.3 The criteria for disciplinary appeals are as follows:
- a disagreement over the veracity of a charge of academic dishonesty (see Code of
Student Conduct: Academic)
- the Dean's or Registrar's intervention for discipline relating to major infractions (see
College Student Discipline Policy items 3.4 and 3.5).
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8.4
8.4.1
STEP ONE: Academic Dishonesty Review
A student who wishes to appeal a disciplinary assessment of academic dishonesty made
by a faculty member and/or Chair of his/her program of study must request the Dean of
his/her faculty to review the matter. This request must be made within five working days
of the date of the Academic Discipline Report (see Code of Student Conduct: Academic,
Section 8).
8.4.2
The Dean, upon receiving a request for a review, will arrange to meet the student within
five working days of the receipt of the request.
8.4.3
The student is encouraged to bring to the meeting all information relevant to the appeal,
including documents or the names and addresses of other people whom the Dean could
contact for further information regarding the disputed incident.
8.4.4
The purpose of this meeting is to allow the student to present his/her side of the story
and provide the Dean with an understanding of the concerns that have caused the
appeal.
8.4.5
During the meeting, the Dean will discuss with the student the total context of the
concerns raised in order to ascertain whether there are human rights implications. If the
Dean believes that there are human rights concerns, he/she will recommend that the
Appeals Procedures be changed to those outlined in Section 8.0 of the College
Prevention of Harassment and Discrimination Policy. The purpose of this provision is to
ensure that the appeal is heard once in the most appropriate manner.
8.4.6
The Dean will interview the staff member involved and, at his/her discretion, any other
person with information of relevance to the matter at hand.
8.4.7
If, as a result of further investigation, the Dean discovers that there is additional
information regarding the matter, he/she will share this information with the student and
with the faculty member and/or Chair and give all the participants in this process a
chance to respond to this information.
8.4.8
The Dean's review must be completed with a decision made within five working days of
the meeting with the student.
8.4.9
By means of a letter to the student, the Dean will summarize the issues that gave rise to
the decision, the Dean's decision following his/her review of the matter, and a brief
explanation of the reasons for that decision. The College faculty member initially
involved and any other official in the College who is entitled to this information will also
receive a copy of this letter.
8.4.10 If the Dean upholds the student's appeal, the College will remove the Academic
Discipline Report from the student's file and provide the student with an opportunity to
retake the disputed test or resubmit the disputed assignment for reassessment. If
necessary, the College will also provide an appropriate level of additional instruction
and/or remediation to ensure that there is no academic penalty to the student as a result
of this process.
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8.5
8.5.1
STEP TWO: The Student Discipline Appeals Committee Hearing
The student may request a discipline Appeals Committee hearing if
- he/she is still not satisfied with the Dean's review of a matter of academic dishonesty
as specified in the Code of Student Conduct: Academic,
- the student wishes to appeal a Dean's suspension as a result of a major infraction
pursuant to Section 3.4 of the College Student Discipline Policy,
- the student wishes to appeal a letter of expulsion from the Registrar pursuant to
Section 3.5 in the College Student Discipline Policy.
8.5.2
The student may initiate the disciplinary hearing process by writing to the Registrar, as
secretariat to the College discipline Appeals Committee. This letter must be submitted
within five working days of the student's receipt of the Dean's letter and must provide a
brief explanation of the nature of his/her concern with the disciplinary decision.
8.5.3
The disciplinary Appeals Committee will be comprised of four members of the College
community. Two members will be appointed by the President's Office, and the Student
Association will appoint a student. The Chair of the discipline Appeals Committee will be
one of the two Chairs appointed to oversee disciplinary or academic appeals by the
College President.
8.5.4
The Registrar's Office, as secretariat to this Committee, will receive the student's request
for an appeals hearing, and will request the student and the appropriate Dean to provide
all relevant documentation for the Committee.
8.5.5
The Appeals Committee will convene within seven working days of receipt of the
student's request for the hearing. The student must attend the hearing and may be
accompanied by an advisor. The advisor may not make any submissions on behalf of
the student, and must not interfere in any way with the review meeting. In the case
where the student has difficulty expressing himself/herself due to language, disability, or
another significant reason, the advisor may speak on the student's behalf. The advisor
may speak on behalf of the student at the discretion of the Chair.
8.5.6
The Chair of the Appeals Committee will ensure that due process occurs, that all
participants have an opportunity to present their case in a respectful environment, and
that all pertinent documentation is available to the Committee.
8.5.7
If, during the course of an appeals hearing, issues of discrimination or harassment
emerge, the Chair will note these concerns and ensure that the issues are adequately
investigated pursuant to the College Prevention of Discrimination and Harassment
Policy. If necessary, the hearing will be adjourned and the Chair will consult with the
College human rights officer.
8.5.8
Appendix G provides all participants in this process with detailed information as to
protocol and procedures that are to be followed during the hearing.
8.5.9
The Committee, upon receiving all the evidence, will uphold or deny the student's appeal
or it may impose a different or modified disciplinary sanction. These findings are binding
and are not subject to further appeals.
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8.5.10 If the Committee upholds the student's appeal, the College will provide an appropriate
level of additional instruction and/or remediation to ensure that there is no academic
penalty to the student as a result of this process.
8.6
8.6.1
PROCEDURAL REVIEW (PRESIDENT’S OFFICE)
If the student believes that the procedures as outlined in section 10 or Appendix G of this
policy were not followed during the appeals hearing or that he/she was otherwise denied
appropriate procedural fairness, he/she may request a procedural review by the
President or designate.
8.6.2
The procedures outlined in section 7 will be followed.
9
APPEALS PROCEDURES RELATING TO DISCRIMINATION OR HARASSMENT
9.1 Issues of discrimination or harassment and the College's response to them demonstrate
the College's endorsement of and compliance with Ontario's Human Rights Code. The
College Prevention of Discrimination and Harassment Policy binds all members of the
College Community – students, faculty members, support staff, and administrators – to a
common set of objectives, standards, and procedures. It demonstrates the College's
determination to address and rectify issues relating to human rights wherever they arise.
9.2 Any student who feels that he/she has been discriminated against or harassed (according
to the definitions specified in that document) by any student, faculty member, support staff
member, or administrator in the College may seek redress through the procedures
outlined in that document.
9.3 The College encourages students to seek counsel from appropriate resources in the
College, such as Student Affairs, the campus manager, or the human rights advisor, in
order to ensure their understanding of the processes available to them and to address any
issues of personal security or fear. These resources will also direct the student to the
appropriate official in the College to whom a formal statement of concern should be
addressed, for example, whether to a Chair, a manager, a Dean, or a director.
9.4 A student who wishes to initiate a human rights appeal subsequent to receiving the results
of a related academic or disciplinary appeal (i.e. arising out of the same set of
circumstances), must request such a hearing from the human rights advisor of the
College.
9.5 This request may be made in person or in writing and must include either a detailed
explanation from the student's perspective as to why the first Appeals Process did not
appropriately address the concern, or any additional information that was not available to
the Committee and a satisfactory explanation as to why this information was not available
to the Committee.
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9.6 The human rights advisor will review the documents and the transcript of the previous
hearing. If the human rights advisor believes
- the procedures outlined above have not been followed,
- there is information that could have bearing on the issue and that this information was
not considered, or
- there are arguments and concerns that have yet to be adequately considered and that
any or all of these shortcomings has likely prejudiced the findings of the Appeals
Committee,
he/she will recommend to the President that a human rights Appeals Committee be
established to hear the case.
9.7 If the review, in the opinion of the human rights advisor, does not substantiate the student's
allegations that the appeals process has failed to recognize his/her concerns, the human
rights advisor will inform the student that the College will not undertake a further appeal.
This notification will be made in writing, it will provide the student with the reasons for the
decision, and it will also inform the student that the College has no further capacity to hear
an appeal on the matter.
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CHAPTER VII – STUDENT DISCIPLINE
INTRODUCTION
This policy statement demonstrates the College's determination that behaviour that is disruptive
to the maintenance of an appropriate academic environment, that is harmful to others, that is
threatening to others, that vandalizes College property, that constitutes an act of academic
dishonesty, or that is illegal will not be tolerated. The policy defines a range of disciplinary
responses depending upon the seriousness of the offence.
The policy concentrates on the results of such infractions, not on the intent of the perpetrator.
Remedies range from formal warning, to suspension, to expulsion from the College. In some
situations, the College will turn to authorities – such as the police – for assistance.
As this policy outlines increasingly severe disciplinary action, it is very specific in content. It
begins with a statement of student conduct that outlines the context in which the College has
developed this policy, and it contains a glossary of terms to help ensure that there is clarity in its
application.
This policy applies to all students whether they are traditional on-site students or distance
students.
STATEMENT ON STUDENT CONDUCT
Students are members of a complex community and as such are required to obey the laws of
the Dominion, the Province, and the City; are required to observe the rules of George Brown
College; and to conduct themselves within the commonly accepted standards of behaviour.
In a community dedicated to the development of mature and responsible individuals, the
College will not tolerate the following behaviours/offences:
- dishonesty
- misconduct
- disruption of the academic environment
- destruction of property
- fraud
- misdemeanours, or other offences against persons or things
- failure to abide by the various regulations of the institution, including those established in the
Code of Student Conduct: Academic and this Statement on Student Conduct; or
- failure to respect the rights of others.
Students are at all times responsible for their own actions. Ignorance of the rules or of the law is
not a defence against disciplinary action. Lack of intention to violate College policy will not
generally excuse an infraction. The College reserves the right at all times and at any time to
discipline, suspend, expel, place terms or conditions upon, or refuse admission or registration to
any individual whose action or influence is considered contrary to this disciplinary policy.
Disciplinary actions may become part of the permanent academic record.
Individuals posing a risk of harm to others – in the classroom, elsewhere on campus, or in the
context of a field or clinical placement – may initially be dealt with in accordance with the
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College Policy on Persons Identified as Posing Risk of Harm or the College Policy on
Emergencies, and then disciplined if appropriate and applicable.
Students and their rights are protected by the Canadian Charter of Rights and Freedoms, the
Ontario Human Rights Code, the Freedom of Information and Protection of Privacy Act, and the
College policies and procedures. Copies of these documents are available in every College
library on campus.
1
POLICY
Students who violate a College administrative policy or behave in a manner inconsistent with
the above Statement on Student Conduct will be subject to disciplinary sanctions
commensurate with the seriousness of the infraction.
Discipline can be progressive in nature and can range from verbal warning to expulsion. In
serious situations, the College may invoke a higher level of discipline without the intermediate
stages.
Students may be required to compensate for damage or to perform remunerative services.
Records will be kept of all disciplinary action and may form part of the student's permanent
record with the College.
2
MINOR INFRACTIONS
A minor infraction refers to such matters as being disruptive and disrespectful of others on
College property by shouting or "roughhousing," smoking in restricted areas, or loitering on
College property.
Generally speaking, an infraction will be considered minor where it clearly violates College
policy but:
- there is no immediate threat to the safety or security of people or property,
- there is no criminal act,
- there is no breach of trust, or
- it is an isolated incident.
2.1
Handling Minor Infractions
REPORTING OFFENCES
Students who observe an infraction should report the matter to a College staff member.
If an academic employee or administrative or support staff member observes an infraction or
receives a report that an infraction has occurred, he/she will verbally advise the student that the
activity is in violation of College policy.
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FACULTY RESPONSE
Upon notification, the College staff member will:
1. Listen to the student's explanation of his/her side of the story in relation to the conduct.
2. If satisfied that an infraction occurred, suggest to the student a way of rectifying the situation
(e.g., apologizing for his/her behaviour).
3. Warn the student that repeated infractions may lead to progressively severe disciplinary
consequences, including suspension and expulsion, in accordance with the procedures
governing major infractions.
4. If the identity of the violator is:
- known, then report the incident to the Chair of program where the student is registered
- not known – then prepare a report of the incident describing the appearance of the
student(s) and the nature of the encounter and file it with the Campus Manager (in cases
where the violator’s identity is unknown).
The College expects that this sequence of procedures is sufficient to educate the student as to
the nature of the infraction, to ensure that the behaviour will not be repeated, and to provide a
basis for further action in the event that the behaviour does occur again.
2.2
Repetition of Minor Infractions
Continued incidents of minor infractions, or failure to comply within the time limit for cessation of
the specified infraction will result in the appropriate disciplinary sanction.
The Manager or Chair may impose sanctions including, but not limited to:
- withdrawing permission to attend class
- restricting access to a physical area or service
- suspending the student for up to three days
- recommending that a fine be imposed by the Registrar to cover such costs as damaged
property or compensation for any required additional instruction
Repeated or continuous minor infractions may be characterized as a major infraction and may
be disciplined in accordance with the procedures governing major infractions.
2.3
Attendance in Class
Students are not permitted to attend class(es) during a suspension.
Suspended students must ensure that any work or examination missed during the period of
suspension is completed upon their return to the College.
2.4
Re-admittance After Suspension
Before being re-admitted to class, students must agree, in writing, to comply with College policy
and/or certain conditions. The College will warn that failure to abide by the agreement will result
in further and more serious disciplinary action.
The Chair will:
- prepare the agreement
- meet with the student when the agreement is signed
- retain a copy of the signed agreement and distribute copies to the Registrar and student.
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2.5
Appealing Minor Infractions
Students may request the Dean to review a disciplinary intervention regarding a minor infraction
within five working days. This request must be in writing and:
- outline their concerns, and
- include the name(s) of any person(s) who could corroborate the their point of view.
Upon receipt of the written request, the Dean will meet:
- with the student and the Chair
- interview parties who may be able to provide relevant information
- give the student and the Chair an opportunity to comment upon those facts considered
important in this decision-making process
- determine whether to uphold or deny the student's appeal, or impose a modified sanction
- advise the student of the decision, in writing, within 10 days of the interviews.
This will constitute the conclusion of any review by the College of interventions regarding minor
infractions.
3
MAJOR INFRACTIONS
A major infraction refers to such matters as disruption of the academic environment; theft on
College premises; making threats to the safety and security of others; harassing other members
of the community; promoting racism or hatred of others; breach of trust in work, field, or clinical
placements; and vandalism of College property.
Generally, an infraction is considered major when:
- College property (e.g., educational resource materials, computers, laboratory equipment, or
any other teaching aid) is stolen or vandalized;
- there is immediate danger to individuals or property;
- there is a criminal act;
- the action is utterly disruptive to the academic environment;
- there is behaviour that contravenes College Human Rights policies;
- the action constitutes a breach of trust between a student and patient or client;
- there are repeated or continuous minor infractions;
- there is an act of academic dishonesty (see Code of Student Conduct: Academic);
- frivolous and vexatious legal proceedings against the College or any of the College staff are
commenced;
- an infraction of the College Information Technology Policy is committed; or
- there is dissemination of slanderous, defamatory, or libellous material regarding any
member of the College community.
3.1
Handling Major Infractions
REPORTING OFFENCES
Students
If a student sees anyone committing a major infraction, he/she should report it immediately to
any academic employee or administrative staff member.
Support Staff
If a support staff member observes a major infraction, he/she should report it immediately to any
administrative staff member.
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Academic or Administrative Staff
If an academic employee or administrative staff member sees anyone committing a major
infraction or responds to a report, he/she should immediately:
- intervene by ordering the student(s) to stop; and
- report the infraction to the Manager or Chair and/or Designate who is responsible for the
student, program, or area in which the infraction occurred.
- prepare a full written report, describing the alleged infraction, providing information to
support the allegation that an infraction took place, and describing any action taken to date,
- submit the report to the appropriate Chair, who will then be responsible for any further
disciplinary action.
FACULTY RESPONSE
If the administrative staff believes that the student poses a continuing danger to persons or
property, or a continuing threat to the academic environment, the Chair or Manager and/or
designate:
- may order the student removed from the College premises and/or
- may impose an immediate suspension (without warning), pending review of the situation
- forward a copy of the written report (prepared by staff) to the Dean of his/her division.
If a student refuses a disciplinary order to leave the premises, the College will:
- view this refusal as an additional major infraction and
- will resort to whatever means necessary, including seeking the assistance of the police, to
effect a removal (see item 2.0 in the College Policy on Emergencies).
3.2
Review and Decision
Within two days of receiving a report of a major infraction, the responsible Chair will:
1. Familiarize himself/herself with the surrounding circumstances and provide the student with:
- a description of the alleged infraction
- the information in support of the allegation that the infraction took place.
2. Give the student an opportunity to:
- present their side of the story to the Chair in person and to share any information they
believe is relevant to the conduct under consideration
- ask that the Chair obtain or receive information from others who were present or who
have relevant information for some other reason.
3. Obtain all of the information relevant to the incident (e.g., interview other persons who may
have relevant information, etc.). All interviews should occur as soon as reasonably
possible.
4. Report to the Dean with a recommendation regarding what action, if any, should be taken.
The Dean will then:
5. Convene a meeting with the student and the Chair to share with the student the
recommendation that has been made by the Chair and the reason(s) for that
recommendation.
6. Give the student an opportunity at that time to present his/her side of the story before
deciding what action, if any, should be taken in relation to the alleged infraction.
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7. Interview any other parties who may be able to provide information about the relevant
circumstances.
8. Give both the student and the Chair an opportunity to comment upon those facts considered
important in this decision-making process.
9. Make a final decision and where required, consult with the offended party regarding the
resolution.
Note: In some cases, there may be an ongoing relationship between the parties involved
(e.g., student and instructor/classmate). Obtaining agreement concerning the resolution
may help to ensure that any discomfort is not prolonged or intensified.
10. Advise the student and the Chair of that decision in writing, including the reasons for the
decision and the sanction to be imposed.
3.3
Sanctions/Suspensions
The Chair may recommend a sanction or combination of sanctions commensurate with the
seriousness of the infraction, including suspension of up to ten instructional days.
The Dean may impose suspension for a period longer than ten days, expulsion from the
program, or expulsion from the College.
There are no fee rebates as a result of a suspension.
3.4
Expulsion from a Program or from the College
If the Dean determines that the only appropriate response to a major infraction is expulsion from
the College, he/she will recommend that action to the Registrar.
The Registrar will provide the students with formal written notification of the expulsion, with a
summary of the evidence leading to the decision.
3.5
Attendance
Students are not permitted in class or on College premises during a suspension, or following an
expulsion.
If students wish to appeal the expulsion, their presence on campus must conform to the
conditions specified at that time by the Registrar.
3.6
Timeframe For Explusion
The normal time frame for an expulsion is a period of 12 calendar months from the date of the
expulsion. Following that period, the student may apply for re-admission to the College.
3.7
Re-admittance After Suspension or Expulsion
Students who have been suspended or expelled will be re-admitted to a class or program only:
- after the time frame specified, and
- after entering into a written agreement as set out in 2.4 above, undertaking to comply with
College policy and to behave in an appropriate manner at all times.
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3.8
Permanent Academic Record
The following disciplinary actions will be reported to the Registrar and become a part of the
permanent academic record and appear on transcripts:
- suspensions of more than ten days,
- expulsions, or
- refusals of further registration.
Students may apply to have the official record erased after five years by means of a letter to the
President.
Disciplinary records will be held for three years following the student's graduation from the
College and will then be destroyed in compliance with the provisions of the Freedom of
Information and Protection of Privacy Act (see Code of Conduct: Academic Employees).
3.9
Appeal of Disciplinary Intervention for a Major Infraction
Students have the right to appeal all disciplinary interventions for major infractions, as specified
in the College Policy on Student Appeals.
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CHAPTER VIII – NON-ACADEMIC POLICIES AND COMPLAINT
RESOLUTION
The policies covered in this chapter include:
- the assignment of student lockers;
- policy concerning extracurricular activities; and
- non-academic complaints resolution.
1
LOCKER ASSIGNMENT
George Brown College is under no obligation to provide student lockers, but does, free of
charge, on a first-come first-served basis The College endeavours to provide lockers for all fulltime day students, in locations as close as possible to their areas of study.
1.1
Eligibility
Lockers are for use by full-time students only, and not for staff or faculty.
They are allocated on a first-come-first-served basis, one per student.
1.2
Department Allocation
Facilities Management allocates groups of lockers for each academic department, who will then
assign lockers to individual programs, based on the numbering system.
1.3
When Assigned
Lockers are assigned at the start of the fall semester, and sometimes the start of the winter and
summer semesters, depending on student intake.
Students may obtain information about locker assignments and issues regarding lockers from
their academic department.
1.4
Student Use
Lockers are expected to be vacated by the end of the winter semester for cleaning, repair and
re-assignment to new students the following fall.
1.5
Student Responsibility
Students are responsible for purchasing their own locks. Locks can be purchased at the
George Brown College bookstores.
The College is not responsible for items lost or stolen from lockers. Students are totally
responsible for their own locker use, safety and maintenance.
1.6
Unauthorized Use
If there is suspicion of unauthorized use, Facilities Management will post a note on the outside
of the locker advising of a two week notice time to report to Campus Management or their
academic department for discussion. Upon expiry of the notice time, the lock will be removed
with witnesses from Facilities Management, Security and relevant academic department.
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Lockers are expected to be vacated during the summer months. Students who are enrolled in
the summer semester should check with their department about locker assihnment for the
semester. Any contents found are tagged and kept in the Lost and Found for one month, then
discarded.
1.7
Vandalism/Damage to Property
Any students caught vandalizing or damaging lockers will be dealt with through their academic
departments based on the current disciplinary policies in place in the Student Discipline Policy
(Chapter VII).
2
EXTRACURRICULAR ACTIVITIES
While participation in Varsity Athletics is an important component of college life, student athletes
must remember that the primary purpose of their attendance at the College is the attainment of
a diploma/certificate.
2.1
Academic Guidelines
A student who is not maintaining a satisfactory academic standard and adequate attendance in
his/her educational program will not be permitted to participate in varsity athletics.
All athletes are expected to:
- attend classes regularly;
- abide by the rules and regulations set down by their coaches. Any serious conflicts or
problems must be brought to the attention of the Manager of Athletics.
- as representatives of the College, conduct themselves in the proper manner at all times and
at all places;
- respect and obey all the rules and regulations set down by the College.
2.2
Failing Grades
- All athletes must maintain a passing grade in all course subjects. Failing to do so will be
handled under the following conditions:
# COURSES FAILED
OUTCOME
One Subject
He/She may participate on the varsity team on the condition that the
athlete upgrades his/her grade within one month, to the satisfaction
of his/her professor and the Manager of Athletics.
Is not permitted to participate in practices or games for a one-month
period. The athlete must upgrade his/her grade within one month, to
the satisfaction of his/her professor and the Manager of Athletics.
Two Subjects
Three Or More
Subjects
Is not permitted to participate on any varsity team for the subsequent
semester. An assessment of the athlete's progress over that
semester will be used to determine future participation.
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2.3
Athletes Excused from Class
Academic success is the top priority for the student athlete. Varsity athletes are encouraged to
inform their instructors of their membership on a varsity athletic team.
On occasion, the distance that must be travelled to compete may necessitate leaving class
early. The instructor is not obliged to excuse the student. Student participation in varsity
athletics will depend on how honest and committed the student is in showing intention to make
up any missed work. A form letter stating that the student is a team member is available from
the Varsity Coordinator and provides additional documentation should the student need it.
2.4
Academic Studies Support Programs
At George Brown College, we value academic success. Our ultimate goal is graduation on time
by all student athletes, who work hard to achieve success both in the classroom and in athletic
competition. The Athletic Academic Studies Support Program is designed to assist the
achievement of academic goals by:
- facilitating the athlete's academic success;
- regularly reviewing academic progress;
- regularly providing feedback and encouragement;
- recognizing academic improvement; and
- recognizing the achievement of academic excellence.
2.5
Academic Support Service
As a student athlete, you will:
- know about the Athletic Academic Studies Support Program after attending the first team
meeting and reading the athletes' handbook.
- discuss your participation in the Athletic Academic Studies Support Program in a one-to-one
meeting with the Athletic Academic Studies Support Program Advisor, which includes:
- your participation in the "faculty feedback process," which occurs at the mid-point of the first
and second semester;
- your academic progress to date;
- academic policies;
- College resources and support services available to assist in your academic progress.
2.6
Academic Elibigility
Eligibility to participate in varsity athletics is determined by a student athlete's cumulative grade
point average (GPA). The cumulative GPA is the student’s overall grade point average, which
indicates the student’s full record of academic achievement. The student must maintain a
cumulative GPA of 1.70 (diploma programs) or 2.30 (degree programs) or higher to remain
eligible to play (one failed subject – probation, two failed subjects – suspension).
Incoming student athletes at George Brown College are allowed one semester to establish their
cumulative GPA, at which time the eligibility rule takes effect and remains in effect. An athlete
with probationary status will be closely monitored. The first unsatisfactory report received by the
Athletic Academic Studies Support Program Advisor will result in the student’s suspension from
varsity athletics until a semester has been passed. A student athlete whose semester GPA has
been below 1.70 or 2.30 for two of the previous three semesters must begin an academic
counselling program. Varsity Coordinators will initiate this process with the student and the
Athletic Academic Studies Support Program Advisor.
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2.7
Appeal Process
A student athlete with an accumulated GPA of less than 1.70 (for diploma programs) or 2.30 (for
degree programs) but who has passed one of the previous two semesters may choose to
appeal in writing to the Athletic Academic Studies Support Program Advisor.
The appeal will be considered by the Athletic Academic Studies Support Program Committee,
which is comprised of the:
- Athletic Academic Studies Support Program Advisor,
- the Varsity Coordinator, and
- an academic representative (i.e. Program Coordinator or Faculty Designate).
The Committee will:
- consider the extenuating circumstances surrounding the failing grades in the one semester
- may determine that the circumstances justify granting the athlete probationary status for the
next semester.
The Athletic Academic Studies Support Program goes beyond academic eligibility. It is a
program of support for student athletes. Varsity Coordinators and the Academic Studies Support
Program Advisor are able to assist varsity athletes in planning their strategies for success and
can help students to connect with the College's counselling resources. If necessary, they can
act as a link between the student athlete and his/her academic Program Coordinator.
Responsibility for academic success lies with the student athlete. The Department of Athletics is
committed to assist in the realization of that success.
3
NON-ACADEMIC POLICY COMPLAINTS RESOLUTION
George Brown College, in keeping with its commitment to academic excellence, is proud to offer
students high-quality programs and services delivered by qualified and dedicated staff. George
Brown College places a strong emphasis on providing services and an environment that
supports the student’s learning.
3.1
Scope
George Brown College wishes to assure students that any concerns they have about the
services they receive will be dealt with in a responsive and timely matter. This policy concerns
complaints about registration, student services, educational resources, and College facilities.
Each department will have a complaint procedure and will ensure that this procedure is
available to students.
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CHAPTER IX – CODE OF STUDENT CONDUCT: ACADEMIC
George Brown College is mandated by law and by the community it serves to provide an
educational environment that demonstrates professionalism and academic currency, that values
diversity, and that respects the processes and traditions of learning.
The terms of this mandate are prescribed by:
- the founding documents of the College;
- by the laws to which the College is subject;
- by the collective agreements that govern academic employees and support staff; and
- the operational policies and procedures that the College has adopted (see Appendix C Schedule of Related College Policies and Other Pertinent Documents).
Central to these documents and the processes that created them is an implicit assumption
about the maturity and appropriate personal conduct of all students studying at the College.
This code of conduct is designed to provide an explicit definition of the minimal standards of
personal conduct that the College expects of all its students including those who are distance
students. It represents, for the College, a benchmark of expectations regarding students, and
defines the boundaries within which a rewarding and mutually supportive learning environment
can be created.
It is based on the assumption that most students in the College already uphold these
statements of conduct and can, without reservation, endorse them.
A Benchmark Statement on Student Academic Conduct
George Brown College assumes that all students attending the College in all programs – fulltime and part-time – are adult learners who have accepted the principle that they share, with the
College, responsibility for creating and maintaining a respectful and productive learning
environment.
1
SCOPE OF CONDUCT
Appropriate student conduct can be defined by describing behaviours that demonstrate its
presence and then, conversely, by defining activities that clearly demonstrate its absence.
Student conduct will be demonstrated in four distinct areas of activity:
- classroom conduct
- conduct relating to academic performance
- relationships with students outside of the classroom
- relationships with faculty and staff outside of the classroom.
The expectations of the College with relation to each of these areas will be described in detail in
this document.
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1.1
Adherence to Policies
Students are expected to:
- familiarize themselves with the College policies relevant to them;
- adhere to those policies to the best of their ability and assist and encourage fellow students
to adhere to the policies;
- draw perceived problems with the policies to the attention of their Student Association,
which will take concerns to the Office of the Vice President, Academic Excellence and
Innovations;
- familiarize themselves with and adhere to the relevant provisions of the Ontario Human
Rights Code (see Appendix D) and the College Prevention of Discrimination and
Harassment Policy.
1.2
Inappropriate Behaviour
Students will ensure that their behavior is at all times respectful of others and supportive of
class objectives. Students are not to use the classroom or online environment to:
- utter scurrilous, profane, or obscene language;
- make remarks or engage in conduct that is racist, sexist, or in other ways discriminatory as
defined by the Ontario Human Rights Code (see Appendix D);
- engage in behaviours or make remarks that could reasonably be interpreted as threatening;
- attempt to divert the class in support of any personal, political, religious, or social agenda; or
- attempt to use one class as a forum to complain about another class or professor
- encourage, by inaction or innuendo, the development of a learning environment that is
fractious, disrespectful of others, or inconsistent with the student code of conduct.
2
STANDARDS OF CLASSROOM CONDUCT
Students will ensure that their conduct in the classroom contributes to a productive learning
environment. Students are expected to refrain from promoting their personal, religious, political,
social, or business agendas either during class time or in the online environment.
2.1
Participation and Conduct
Students are expected to:
- arrive at each class on time. If for any reason they are late in arriving, they should enter with
minimal disruption. If it is necessary to leave the class early, they should leave
unobtrusively.
- participate co-operatively in classroom activities
- bring any concerns about any class situation or about the course to the attention of the
professor in a timely manner, and in an atmosphere that is non-confrontational and
respectful of issues of confidentiality. Specifically, students should avoid repeated in-class
interruptions that disrupt the progress of learning.
- comply with College regulations regarding prohibition of food and drink in the classroom.
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2.2
Audiotaping
Students may audiotape their class under the following conditions:
- they must first ask the faculty for permission to audiotape, and permission will not be
unreasonably withheld. It is recognized that some classes such as group processing classes
may not be appropriate for audiotaping.
- all members of the class must know the class is being taped;
- the individual student will only use the tape of class for academic purposes;
- the right to privacy of the faculty and the members of the class will be respected.
3
CONDUCT RELATING TO ACADEMIC PERFORMANCE
Students will take responsibility for their own academic achievement. Students will demonstrate
their commitment to their own goal of educational advancement by attending class, completing
assigned work, and complying with copyright legislation, as outlined below.
3.1
Attendance
Students should attend class. The College recognizes that, as adult learners, students will make
individual decisions regarding attending classes. The College expects that students understand
and accept that there may be consequences resulting from their decision not to attend.
3.2
Classroom Activities
Students should complete assignments, projects, and any other classroom activities set by the
professor for evaluation, on time. If a student is unable to complete the work in the designated
time, he/she should discuss this matter with the professor in advance of the due date.
3.3
Copyrights
Students must comply with legislation regarding copyright, trademark, and licensing
agreements. The law applies on the intranet/internet as it does on paper. Students will not, for
example, violate copyright conditions specified on College-owned software, texts, and/or any
other materials subject to the terms of this legislation. Students who are not familiar with this
legislation should clarify their responsibility with any College librarian.
Students should be aware that the College will not provide protection or assistance relating to
charges arising from violation of the copyright law.
4
RELATIONSHIPS OUTSIDE THE CLASSROOM
Relationships outside the classroom refers to student interactions in such areas as Learning
Resource Centres, gymnasiums, lounges, cafeterias, and other College spaces designed for
students to use, either for study, for access to services, or for socializing and to interactions that
occur off campus in activities sponsored by the College.
Behaviours that are inappropriate inside the classroom are equally inappropriate outside the
classroom and students are expected to demonstrate courtesy and respect (see item 1.3) in all
their interactions with other students, including the communications on the intra/internet.
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Students should feel free to ask fellow students for help with or clarification of course content.
However, they should be aware that there are limits to the kind of help that fellow students and
support services, such as peer tutoring and peer learning, can reasonably be expected to
provide.
4.1
College Property/Resources
Students will comply with College rules and regulations governing areas designed for common
student use (includes property within and outside of school premises) and will co-operate with
College staff in applying those rules and regulations.
Students will return all materials borrowed from Learning Resource Centres or from other
departmental resource centres when due.
Students will treat books, computers, and all other materials and equipment provided by the
College for student use with care, and will refrain from any activity that in any way damages,
defaces, or negatively affects the usefulness of the material or equipment. Specifically, students
will understand that the College regards vandalism of learning resources as a major infraction of
the College Policy on Student Discipline (Section 3.0).
4.2
Conflicts and Interventions
Students should strive actively to resolve conflict between themselves and fellow students and
should make an effort to prevent conflict between other students. Interventions to be used are
verbal attempts at conciliation; if these are not successful, the student should immediately notify
a College staff member. Specifically, students should refrain from physical intervention.
Students are urged to follow the specific procedural guidelines provided in the College Policy on
Emergencies and the College Policy on Student Discipline when dealing with such situations.
On College premises, students should refrain from behaviour that may result in the imposition of
College sanctions or civil or criminal proceedings.
5
RELATIONSHIPS WITH FACULTY AND STAFF OUTSIDE THE CLASSROOM
Interactions with faculty and staff outside the classroom can occur in two contexts:
- contacts directly relating to their learning situation, for example, with faculty or staff assisting
students’ work in areas such as libraries, labs, and offices
- contacts with any faculty member, support staff member, or manager in any non-academic
matter.
Students should:
- feel free to discuss in a courteous and respectful manner any issue concerning their
academic standing or learning experience with the faculty member who is teaching them
- schedule any discussion to take place during the office hours that may be posted by that
faculty member or at a mutually determined time.
- maintain a non-confrontational attitude in interactions with faculty and should approach even
difficult matters with a view to resolving the problem at hand.
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5.1
Concerns with Faculty
Students should refrain from discussing any concerns about another faculty member or another
class with any other faculty member. Instead, they should approach their faculty member
directly.
However, those who are reluctant to approach their faculty member for any reason (e.g.,
genuinely intimidated by a faculty member or concerned that any discussion could threaten his
or her academic standing or sense of security or integrity), may discuss their concern directly
with:
- the Chair of the faculty member involved, or
- Student Affairs, if they are unwilling to approach the Chair. Any discussions with Student
Affairs are confidential.
5.2
Professional Boundaries
Students should observe and respect the boundaries of the professional relationship between
faculty and student.
Specifically, students should avoid forming inappropriate relationships with or attachments to
faculty who are currently teaching or evaluating them, for example, by getting drunk with them
or by attempting to engage in romantic or sexual activities with them.
Students will treat support staff with courtesy and respect. Specifically, students will, for
example,
- maintain a calm and non-confrontational attitude in their dealings with support staff and
- honour the professionalism of support staff by accepting the support staff member‘s
assessment of the nature and limits of the duties they are able and willing to perform.
6
POLICY GOVERNING NON-CONFORMING STUDENT BEHAVIOURS
The College is serious in its intent to maintain a climate in which learning can flourish and in
which all members of the academic community are treated with equality and respect. The
College will take disciplinary action in response to student behaviour that is inconsistent with the
maintenance of an appropriate learning environment.
Non-conforming behaviour that constitutes a minor or major infraction as defined in the College
Policy on Student Discipline may be dealt with according to the procedures outlined in that
policy.
7
ACADEMIC DISHONESTY
George Brown College believes that the development of self-discipline and acceptable
standards of academic honesty are fundamental aspects of the learning process. Individuals
and groups must uphold the principles of academic integrity.
The establishment and maintenance of effective discipline is seen as the responsibility of
College administration, faculty members, and students. Disciplinary action will be taken in
response to acts of academic dishonesty.
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7.1
Offences Warranting Disciplinary Action
The following offences are considered to be acts of academic dishonesty warranting disciplinary
action:
-
forging, altering, or in any other way falsifying any document or evidence required for
admission to the College, or circulating or making use of any such forged, altered, or
falsified document, whether the record be in print or electronic form;
-
the use or possession of an unauthorized aid or aids or use of unauthorized assistance in
any academic examination or term test or in connection with any other form of academic
work (e.g. cheating during a test or an examination or theft of an examination);
-
the impersonation of, or the act of having another person impersonate, another student at
any academic examination or term test or in connection with any other form of academic
work;
-
plagiarism, which is defined as
- direct quotation from a text or paper without identification as to source,
- submission of a work as one‘s own when it has been prepared by someone else, and
- contraction for assignments or submission of reports that are not the work of the author.
-
the submission, without the knowledge and approval of the instructor to whom it is
submitted, of any academic work for which credit has previously been obtained or is being
sought in another course or program of study in the College or elsewhere;
-
the submission for credit of any academic work containing a purported statement of fact or
reference to a source that has been concocted;
-
engaging in any form of cheating, academic dishonesty or misconduct, fraud or
misrepresentation not herein otherwise described, in order to obtain academic credit or
other academic advantage of any kind.
7.2
Consequences
The College is committed to academic integrity and will, without hesitation and without
exception, penalize acts that demonstrate disregard for the standards governing honesty in
academic performance. The minimal consequence for submitting a plagiarized, purchased,
contracted, or in any manner inappropriately negotiated or falsified assignment, test, essay,
project, or any evaluated material will be a grade of zero on that material.
If the College discovers that a student has knowingly provided illegal assistance to a fellow
student in an examination or assignment, then that student will also receive a mandatory grade
of zero on the examination or assignment in question.
Incidents of academic dishonesty will be considered a major infraction under the terms
prescribed in the College Policy on Student Discipline. The College may apply the full range of
options, including suspension or expulsion, according to the procedures outlined in that
document.
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8
ASSESSMENT OF ACADEMIC DISHONESTY
8.1
Process for Course Instructor
If a professor has cause to believe that a student has plagiarized, submitted false materials,
cheated on an exam, or in any other way behaved in an academically dishonest manner, he/she
will:
1. Immediately inform the student of the act of dishonesty and give the reasons.
2. Give the student an opportunity to present his or her side of the story and, if appropriate,
write an on-the-spot précis of the material in question.
3. Assign a mandatory grade of zero to the material in question if the student is unable to:
- provide a credible explanation to account for the behaviour that has caused the concern to
be raised
- refute the evidence provided, or
- provide an accurate précis.
4. Provide the appropriate Chair of the student’s program with an Academic Discipline Report
that:
- outlines the nature of the offense,
- summarizes the interactions, and
- documents that a grade of zero has been assigned (copy attached as Appendix E).
8.2
Process for Inviligator (Exam Supervisors)
If an invigilator who is not the student’s professor and who may not be a faculty member has
reason to believe that a student is cheating during an examination, he/she will
1. Inform the student immediately that he/she believes that an act of dishonesty has taken
place and give reasons.
2. Require the student to leave the examination.
3. Provide a full report in the form of a memo to the student’s faculty member, who will follow
up according to the provisions outlined in item 8.1.
8.3
Discipline Reports and Records
The Academic Discipline Report will remain with the Chair for the duration of the student’s
participation in that program of study to ensure documentation of repeated incidents of
academic dishonesty.
Disciplinary records may be held for three years following the student’s graduation from the
College and will then be destroyed in compliance with the provisions of the Freedom of
Information and Protection of Privacy Act (see Code of Conduct: Academic Employees).
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CHAPTER X - CODE OF CONDUCT: ACADEMIC EMPLOYEES
George Brown College is mandated by law and by the community it serves to provide an
educational environment that demonstrates professionalism and academic currency, values
diversity, and respects the processes and traditions of learning.
The terms of this mandate are prescribed by the founding documents of the College; by the
laws to which the College is subject; by the collective agreements that govern academic
employees and support staff; and by the operational policies and procedures that the College
has adopted (see Appendix C).
Central to these documents and the processes that created them is the implicit assumption of
professionalism and appropriate professional conduct on the part of all College employees.
This code of conduct is designed to provide an explicit definition of the minimal standards of
professional conduct expected of all faculty. It represents, for the College, a benchmark of
expectations about faculty conduct and defines the boundaries within which a rewarding and
mutually supportive learning environment can be created.
For the purposes of this document, the terms "academic employees" and "faculty" are used
interchangeably to refer to full-time, partial-load, part-time, and sessional professors, instructors,
counsellors, and librarians.
A BENCHMARK STATEMENT ON PROFESSIONALISM
Faculty are expected to proceed in their daily duties in a manner that upholds the dignity of their
profession, and to exhibit a commitment to learning, an enthusiasm for teaching, and a concern
for the well-being of students, staff, the College, and the broader society in which all exist.
1
PROFESSIONALISM AND PROFESSIONAL CONDUCT
George Brown College expects all faculty in its employ to conform to the explicit standards of
professionalism defined in this document.
Academic employees who demonstrate behaviour that does not comply with or that is
inconsistent with the minimal standards of professionalism contained in this document may be
subject to the range of disciplinary actions specified in the collective agreement and the
College's Progressive Discipline Policy.
1.1
Scope
The term "professionalism" is used to describe adherence by academic employees to an
acceptable standard in the method, manner, and spirit in which they perform their duties. The
professional conduct of academic employees at George Brown College is assessed in relation
to four distinct areas of College activity:
- academic preparation
- classroom conduct
- relationships with students outside the classroom
- relationships with other faculty and staff.
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1.2
Adherence to Policies
The expectations of the College with relation to each of these areas will be described in detail in
the following sections of this document. The College also expects that academic employees will:
- familiarize themselves with College policies that are relevant to their responsibilities;
- adhere to those policies to the best of their ability;
- assist and encourage others to adhere to the policies – for example, by directing a student
to the appropriate channels for appeal;
- draw perceived problems with the policies to the attention of the Office of the Vice President,
Academic;
- familiarize themselves with and adhere to the relevant provisions of the Ontario Human
Rights Code (see Appendix D) and the College Prevention of Discrimination and
Harassment;
- familiarize themselves with the class definitions of Professor, Counsellor, Instructor, and
Librarian in the current collective agreement; and
- familiarize themselves with and adhere to the policies regarding Intellectual Property,
Academic Freedom (see Section 6), and Academic Dishonesty (see Chapter 14 – Research
Ethics).
1.3
Inappropriate Behaviours
Academic employees will not use the classroom or online environment to:
- use scurrilous, profane, or obscene language;
- make remarks or engage in conduct that is racist, sexist, or in other ways discriminatory, as
defined by the Ontario Human Rights Code (see Appendix D), nor permit any student in any
class to do so;
- engage in behaviour or make remarks that could reasonably be interpreted as threatening,
nor allow any student in any class to engage in such behaviour; or
- encourage, by inaction or innuendo, the development of a classroom environment that is
fractious, disrespectful of others, or inconsistent with the Code of Student Conduct:
Academic;
- promote their personal, religious, political, social, or business agendas;
- spread negative, malicious, or unkind remarks or rumours.
1.4
Online Environment/Communication Facilities
All employees must apply professional and ethical standards at all times when accessing, using,
and distributing information and materials through use of learning technologies. Staff must use
computing and communication facilities and services only for the purposes for which they are
authorized. Technologies must not be used to access, use or distribute materials that are
obscene, vulgar, or pornographic, or that might be perceived by others as harassment or
intimidation.
The College believes that every user bears the primary responsibility for the material she/he
chooses to access, send, or display. A full description of policies in this area (technology and
accessibility) are located in the Appendices.
Note: All policies regarding academic staff conduct and responsibilities also apply to the online
teaching environment.
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1.5
Copyright
Academic employees will abide by all copyright laws, which apply to the internet, print and all
other media. Under certain conditions faculty can use and copy original works. For information
on the copy write laws please refer to the Academic Resource Centre’s Web Site.
Employees who are not familiar with these laws may clarify their responsibilities with any
College librarian. The College will not provide assistance or protection relating to charges
arising from violation of copyright law.
2
ACADEMIC PREPARATION
2.1
Academic Readiness
All faculty are expected to be academically prepared to teach assigned courses. Faculty will
demonstrate academic readiness by maintaining, developing, and expanding competence in
their field (s). Specifically, academic employees will:
- explore materials in and relating to their field (s);
- use available Professional Development days in a productive manner;
- keep abreast of current research and technical advances in their field; and
- maintain familiarity with current standards of practice in their field.
2.2
Course Delivery
All academic employees are expected to perform activities in advance of class that are
necessary to ensure adequate delivery of the courses they have been assigned. Specifically,
academic employees will:
- prepare course outlines for the courses they are teaching or become familiar with outlines
that already exist;
- have clear learning goals for each class;
- select texts and order films, videos, and other materials for each class in a timely fashion;
- gather supplementary materials for distribution as needed; and
- consult with colleagues teaching the same course.
- share information relevant to fields of instruction and discuss teaching strategies with
appropriate faculty;
- discuss issues involving androgogy and curriculum development with those involved;
3
CLASSROOM CONDUCT
Academic employees will refrain from using class time to promote their personal, religious,
political, social, or business agendas and will refuse to allow students to use class time for these
purposes. This guideline is not intended to restrict the freedom of academic employees or
students to express personal views of relevance to topics being taught or discussed.
3.1 Classroom Environment
Academic employees will treat all students with courtesy and respect. In each and every class
they teach, academic employees will maintain a climate in which learning can flourish and in
which all students are treated with equality and respect.
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3.2
Review of College Policies
Academic employees will ensure the following are covered with their students:
- familiarize students with College policies and codes relating to student rights and
responsibilities;
- discuss the Notice of Collection of Personal Information (see Appendix J) with students;
- ensure that students are made aware of appropriate campus evacuation procedures (see
College Policy on Emergencies, item 5.2.1).
3.3
Review of Course Description
Academic employees will provide their students with a course description and review it with
them at the first class. The course description will clearly state:
- the title of the course, the dates of the course, and the number of instructional hours
involved;
- the name and office number of the professor or instructor;
- the title(s) of the text(s) and any other learning resources required for the course;
- the evaluation procedure that will be used in the course, including specific percentages for
items that will count toward the final grade; and
- the general goals of the course, including, if possible, a detailed outline of lecture topics,
reading assignments, due dates for projects or written work, and test dates.
3.4
Class Protocols and Content
Academic employees will:
- ensure that all activities in the class pertain to the learning objectives of the class;
- commence each class on time;
- inform students of the procedure to be followed in the event that their class is cancelled;
- be in the classroom, ready to start teaching, at the prescribed time, with technical aids on
hand;
- use allotted instructional time – teaching for 50 minutes for a one-hour class and negotiating
a consensus with their students regarding breaks for two- and three-hour classes;
- end classes on time. Classroom time should be managed so that the room is vacated on
schedule and other classes are not inconvenienced by being forced to wait;
- encourage open discussion and feedback from students regarding the course and the
manner in which it is being taught as a follow-up to the required written course evaluations;
- clearly inform students that if they do not pick up their work and if they make no provisions
for their work to be picked up, then that work will be destroyed four weeks after the
beginning of the following semester or academic year.
3.5
Assignments and Grades
Academic employees will:
- mark all tests and assignments promptly and give explanations of grades and feedback to
students in an appropriate manner;
- return graded student assignments in a timely fashion;
- keep a record of student grades.
Records of marks are to be kept for a minimum of three years and, if destroyed, must be
disposed of in accordance with the Freedom of Information and Protection of Privacy Act.
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4
RELATIONSHIPS WITH STUDENTS OUTSIDE THE CLASSROOM
Interaction with students outside the classroom occurs in two contexts:
- contact with students that is didactic in nature, as when faculty assist students with their
work in areas such as Learning Resource Centres and labs, or meet with students in offices
or elsewhere to provide help with course materials or feedback on performance
- contact with students that is non-didactic in nature, as when faculty interact with students in
areas such as lounges or cafeterias or at social functions held on or off-campus.
4.1
General Interactions
Academic employees will:
- demonstrate courtesy, respect, patience, and a willingness to help in their interactions with
students in either context;
- demonstrate the spirit of professionalism by encouraging students to approach them outside
the classroom to clarify issues of concern and by providing reasonable assistance with
course work at a time that is agreed upon by both parties;
- respond to special needs identified by a student by directing the student to appropriate
resources within the College that might be of assistance in meeting course objectives;
- consult, where required, with Disabilities Services or with their Chair or Dean for help in
determining how to reasonably accommodate a student with special needs.
4.2
Conflict Resolution
Faculty will strive actively to resolve conflict between themselves and any student and should
make an effort to resolve conflict between students;
In the event of conflict between faculty and student, the faculty member will meet with the
student and maintain an open, non-confrontational attitude while attempting to resolve the
problem at hand.
In the event of conflict between students, faculty will intervene by making verbal attempts at
conciliation; if these are not successful, faculty should immediately notify the appropriate
authority according to the procedural guidelines established in the College Policy on
Emergencies and the College Policy on Student Discipline in Non-academic Matters.
Academic employees should refrain from physical intervention to resolve a conflict.
Academic employees should behave toward students with circumspection, avoiding conduct on
College premises that might result in the imposition of College sanctions or civil or criminal
proceedings.
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4.3
Professional Boundaries
To maintain their professional relationships, faculty will not:
- develop a friendship with a student, the terms of which might be misunderstood by the
student;
- become sexually intimate with a student currently enrolled in a course being taught or
evaluated by the faculty member;
- involve students in their own personal problems;
- involve a student in any interpersonal difficulties the faculty member might have with any
other member of the College community; or
- become involved in any situation with a student or group of students that is inconsistent with
the role of an academic leader, for example, by getting drunk or using prohibited substances
on College premises.
4.4
Conflicts of Interest
If a pre-existing relationship might cause a conflict of interest between the faculty member and
the student (for example, if the academic employee is a relative, spouse, close friend, or lover of
the student), arrangements should be made to assign the student to a different section of the
same class.
In the event that no other section of the class exists, the Chair of the student's program should
be approached to resolve the issue and to protect the interests of the faculty member, the
student, and other students.
5
RELATIONSHIPS WITH OTHER FACULTY AND STAFF
Behaviour that is inappropriate inside the classroom (see 1.1) is equally inappropriate in
relationships with other faculty and staff.
5.1
Conduct with Faculty
When interacting with other academic employees/colleagues, faculty will:
- behave with courtesy, respect, patience, helpfulness, and a general spirit of goodwill in their
interactions;
- share educational resources such as audiovisual equipment, computer facilities, and
learning resource materials;
- vacate classrooms in a timely fashion so as not to inconvenience incoming faculty;
- leave classrooms reasonably clean and orderly, with boards cleared and seating
arrangements restored to the layout standard for that classroom, so that incoming faculty will
not have to perform housekeeping chores before beginning class;
- refuse to engage in or condone gossip, innuendo, or any other activities that would malign
or otherwise damage a colleague;
- refrain from talking about a faculty member or another course or program in a public manner
or with students. Instead, students should be encouraged to share their concerns with
either the faculty member involved or the faculty member’s chair.
Faculty who are directly affected by unprofessional or troublesome conduct on the part of a
colleague should express their concern directly to that colleague in an attempt to clarify and
correct the situation. Should such an intervention be unsuccessful (that is, if the behaviour
persists), faculty members should advise the colleague that they will speak to the appropriate
Chair.
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Faculty will, without exception, maintain confidentiality when attempting to resolve issues and
will base all reports of concern on direct behavioural observations of the colleague involved.
Whenever possible, these observations should be documented in writing.
5.2
Conduct with College Support Staff
Faculty are expected to:
- treat support staff with courtesy and respect;
- behave toward support staff in a circumspect manner, avoiding conduct or comments that
are or could be reasonably construed as being discriminatory in nature or that might result in
the imposition of College sanctions or civil or criminal proceedings;
- respect the professionalism of support staff and to honour and abide by the systems and
procedures that support staff members have established to enable them to function
effectively;
- assist support staff by handing in time sheets, records of grades, and other documents that
must be processed according to a College schedule at the times requested by support staff
and in the format specified;
- respect the terms and conditions of the support staff collective agreement and individual job
descriptions;
- provide support staff with appropriate advance notice to complete requested work;
- keep support staff fully apprised of any changes in the nature or timing of the services they
are expected to perform.
5.3
Conduct with College Administrative Staff
Faculty will:
- treat College administrative staff with courtesy and will ensure that their activities in the
College will not impede the effective operation of their department or the College;
- notify their manager at the earliest reasonable opportunity if, for reasons of illness or
accident, they are unable to meet their assigned classes and provide, if possible,
appropriate instructions to be given to their classes to be carried out during their absence;
- provide their manager with appropriate written notice of requests for vacations at nontraditional times;
- avoid problems of professional conflict of interest by ensuring that their manager is aware of
and has approved the terms and conditions of any additional employment or contracted
activity that could impede their ability to fulfill their assigned responsibilities in the College;
- accurately complete essential academic records, such as exemption requests and amended
grade notices, within specified time frames and submit grade calculations within specified
times following the end of the semester.
5.4
College Equipment
Faculty will:
- demonstrate a concern for the appropriate use and maintenance of all equipment provided
by the College, such as computers, photocopiers, and test-scoring devices;
- ensure that College services such as photocopying and postage are used for College
purposes only.
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6
ACADEMIC FREEDOM
Academic staff are entitled to the exercise of academic freedom. Academic freedom includes
the right, without constriction to:
- freedom of expression in the learning environment,
- freedom in carrying out research and disseminating and publishing the results thereof,
- freedom in producing and performing creative works,
- freedom to engage in service to the college and the community,
- freedom to express their opinion about the college, its administration, or the system in which
they work,
- freedom from institutional censorship and
- freedom to participate in professional or representative academic bodies.
In exercising such freedom, there is a responsibility to adhere to the law as it pertains to Human
Rights and Hate Propaganda as defined under the Criminal Code of Canada, any other relevant
legislation, the code of conduct for academic faculty and to respect the academic freedom of all
others.
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CHAPTER XI - CODE OF CONDUCT: SUPPORT STAFF
George Brown College is mandated by law and by the community it serves to provide an
educational environment that demonstrates professionalism and academic currency, values
diversity, and respects the learning process.
The terms of this mandate are prescribed by the founding documents of the College; by the
laws to which the College is subject; by the collective agreements that govern academic
employees and support staff; and by the operational policies and procedures that the College
has adopted (see Appendix C).
Central to these documents and the processes that created them is the implicit assumption of
professionalism and appropriate professional conduct on the part of all college employees.
This code of conduct is designed to provide an explicit definition of the standards of professional
conduct expected of all support staff. It represents, for the College, a benchmark of expectations
with respect to support staff conduct.
For the purposes of this document, the terms "support staff" and "employees" are used
interchangeably to refer to those employees specifically designated as support staff in the
collective agreement and in the College's Collective Bargaining Act, as well as employees with
similar jobs who are not included in the bargaining unit.
A BENCHMARK STATEMENT ON PROFESSIONALISM
Support staff are expected to proceed in their daily duties in a professional manner and to
exhibit a commitment to providing a supportive environment for learning, an enthusiasm for
excellence in performance, and a general concern for the well-being of students, staff, the
College, and those members of the general public with whom they interact.
1
PROFESSIONALISM AND PROFESSIONAL CONDUCT
George Brown College expects all support staff in its employ to conform to the explicit standards
of professionalism defined in this document.
Support staff who demonstrate behaviour that does not comply or is inconsistent with the
minimal standards of professionalism contained in this document may be subject to the range of
disciplinary actions specified in the College's Progressive Discipline Policy.
1.1
Scope
The term "professionalism" is used to describe adherence by support staff to an acceptable
standard in the method, manner, and spirit in which they perform their duties. The professional
conduct of support staff at George Brown College is assessed in relation to four distinct areas of
College activity:
- job performance;
- workplace conduct;
- relationships with students;
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-
relationships with faculty, colleagues, administrative staff, and the general public.
1.2
Adherence to Policies
The expectations of the College with relation to each of these areas will be described in detail in
the following sections of this document. The College also expects that support staff employees
will:
- familiarize themselves with College policies that are relevant to their responsibilities;
- adhere to those policies to the best of their ability;
- assist and encourage others to adhere to the policies – for example, by directing a student
to the appropriate channels for appeal;
- draw perceived problems with the policies to the attention of the Office of the VicePresident, Academic;
- familiarize themselves with and adhere to the relevant provisions of the Ontario Human
Rights Code and the College Prevention of Discrimination and Harassment policy;
1.3
Inappropriate Behaviours
Support staff will not use the workplace or online environment to:
- use scurrilous, profane, or obscene language;
- make remarks or engage in behaviour that might reasonably be construed as a violation of
the Ontario Human Rights Code (see Appendix D);
- engage in behaviour or make remarks that could reasonably be interpreted as threatening
and will intervene if they witness such behaviour;
- intimidate any employee or student verbally and will strive actively to prevent others from
engaging in such behaviour; or
- encourage, by inaction or innuendo, the development of an environment that is fractious,
disrespectful of others, or intolerant of order and good manners
- promote their personal, religious, political, social, or business agendas
- to spread of negative, malicious, or unkind remarks or rumours
- refrain from using work time to promote personal, religious, political, social, or business
agendas.
1.4
Online Environment/Communication Facilities
All staff must apply professional and ethical standards at all times when accessing, using, and
distributing information and materials through use of learning technologies. Staff must use
computing and communication facilities and services only for the purposes for which they are
authorized. Technologies must not be used to access, use or distribute materials that are
obscene, vulgar, or pornographic, or that might be perceived by others as harassment or
intimidation.
The College believes that every user bears the primary responsibility for the material she/he
chooses to access, send, or display. A full description of policies in this area (technology and
accessibility) are located in the Appendices.
1.5
Copyright
Administrative staff will abide by all copyright laws, which applies on the internet as well as the
paper. Staff wishing to copy original work shall receive written permission from the copyright
owner prior to copying (George Brown College Copyright Policy and Procedures, 1985).
Employees who are not familiar with these laws may clarify their responsibilities with any
College librarian. The College will not provide assistance or protection relating to charges
arising from violation of copyright law.
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2
JOB PERFORMANCE
All employees are expected to be prepared to perform the duties that they have been assigned.
Support staff will demonstrate readiness by maintaining, developing, and expanding their
capability with respect to the requirements of the position. Within the scope of their job, support
staff will, for example:
- use professional development opportunities, when available, in a productive manner; and
- keep reasonably abreast of current research, technical advances, and current standards of
practice in their field.
All employees are expected to perform such activities as are necessary to ensure delivery of the
duties they have been assigned. Specifically, support staff will:
- understand the job scope, practices, and procedures relating to their position;
- ensure accuracy and thoroughness in the performance of their assigned duties;
- meet targets regarding work to be performed to the best of their ability;
- manage time effectively;
- be well-organized;
- demonstrate ability to problem-solve within the scope of their position;
- demonstrate ability to work independently when appropriate;
- show initiative; and
- ensure efficient and responsible follow-through on assigned duties.
3
WORKPLACE CONDUCT
It is expected that employees will treat all students, faculty, administrative staff, other
employees, and members of the general public with courtesy and respect.
3.1
General Conduct
Within the office environment, employees will:
- maintain a supportive environment for working and learning;
- commence work on time;
- notify their supervisor at the earliest reasonable opportunity if, for reasons such as accident
or illness, they are unable to come to work and will arrange in advance for those absences
that can be foreseen;
- provide their manager with appropriate notice of requests for vacation time;
- use all work hours productively and ensure that their activities in the workplace do not
impede the effective operation of their department. Specifically, they will refrain from using
work time to promote personal, religious, political, social, or business agendas;
- respect confidentiality in all matters.
3.2
Inquiries
Employees will:
- respond to telephone inquiries in a helpful and respectful manner. Specifically, support staff
will transfer a misplaced call to the appropriate extension, if known, or to the switchboard, if
not known, and will try to keep the call within the system so that the caller will not have to
telephone again.
- inform students and the public of procedures to be followed when help is requested, for
example, in course application, registration, class cancellation, and similar matters, if related
to their job responsibilities;
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3.3
College Equipment
Employees will:
- demonstrate a concern for the appropriate use and maintenance of all equipment provided
by the College for their use;
- ensure that College services such as photocopying and postage are used only for College
purposes.
4
RELATIONSHIPS WITH STUDENTS
Interactions between support staff and students occur in many contexts:
- student services, such as financial aid and counselling;
- registration services;
- Learning Resource Centres, including libraries, labs, and computer centres; and
- social and recreational environments.
Support staff will demonstrate courtesy, respect, patience, and willingness to help in all their
interactions with students in any context.
Support staff should behave toward students with circumspection, avoiding conduct on College
premises that might result in the imposition of College sanctions or civil or criminal proceedings.
Support staff, for example, will not:
- involve a student in any interpersonal difficulties the employee might have with colleagues,
faculty, or administrative staff; or
- become involved with a student or group of students in any situation that is inappropriate or
inconsistent with the role of a College employee, for example, by getting drunk or using
prohibited substances on College premises.
4.1
Conflict Resolution
Support staff should:
- strive actively to avoid conflict between themselves and any student
- refrain from physical intervention to resolve a conflict between students.
In the event of conflict initiated by a student, the employee will maintain an open, nonconfrontational attitude and attempt to resolve the problem at hand; if a resolution is not
possible, the support staff member should seek guidance from administrative staff.
In the event of conflict between students, support staff will intervene by making verbal attempts
at conciliation; if these are not successful, the employee should immediately notify the
appropriate authority according to the procedural guidelines established in the College Policy on
Emergencies and the College Policy on Student Discipline in Non-academic Matters.
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5
RELATIONSHIPS WITH FACULTY, COLLEAGUES, ADMINISTRATIVE
STAFF, AND THE GENERAL PUBLIC
Support staff will treat all staff and the general public with courtesy and respect.
If a support staff member is asked by anyone other than an administrator to perform functions or
services that are not included in applicable support staff job descriptions, such services are to
be performed solely on the employee’s own time. In the case of conflicting demands, the
situation should be brought to the attention of the appropriate administrator.
Support staff are urged to respect the professionalism of academic employees and fellow
support staff members and to refrain from behaviour that would prevent others from fulfilling
their duties, for example, by failing to order books or repair equipment.
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CHAPTER XII – CODE OF CONDUCT: ADMINISTRATIVE STAFF
George Brown College is mandated by law and by the community it serves to provide an
educational environment that demonstrates professionalism and academic currency, values
diversity, and respects the processes and traditions of learning.
The terms of this mandate are prescribed by the founding documents of the College; by the
laws to which the College is subject; by the terms and conditions of employment for
administrative staff; by the collective agreements that govern academic employees and support
staff; and by the operational policies and procedures that the College has adopted (see
Appendix C).
Central to these documents and the processes that created them is the implicit assumption of
professionalism and appropriate professional conduct on the part of all College employees.
This code of conduct is designed to provide an explicit definition of the standards of professional
conduct expected of all administrative staff. It represents, for the College, a benchmark of
expectations about professional conduct.
For the purposes of this document, the terms "administrative staff" and "managers" are used
interchangeably to refer to any person in the College who serves as a Dean, Director, Manager,
or Chair.
A BENCHMARK STATEMENT ON PROFESSIONALISM
Administrative staff are expected to proceed in their daily duties in a manner that upholds the
dignity of their profession; to honour the terms and intent of the collective agreements that have
been entered into with faculty and support staff and the terms and conditions of employment for
administrative staff; and to exhibit a commitment to excellence in learning and teaching and a
concern for the well-being of students, faculty, support staff, colleagues, the College, and the
broader society in which all exist.
1
PROFESSIONALISM AND PROFESSIONAL CONDUCT
George Brown College expects all administrators in its employ to conform to the explicit
standards of professionalism defined in this document.
Administrators who demonstrate behaviour that does not comply with or that is inconsistent with
the minimal standards of professionalism contained in this document may be subject to the
range of disciplinary actions specified in the College's Progressive Discipline Policy.
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1.1
Scope
The term "professionalism" is used to describe adherence by administrative staff to an
acceptable standard in the method, manner, and spirit in which they perform their duties. The
professional conduct of administrative staff at George Brown College is assessed in five distinct
areas of College activity:
- management;
- conflict resolution;
- enactment of college priorities;
- collective agreements;
- public relations.
1.2
Adherence to Policies
The expectations of the College with relation to each of these areas will be described in detail in
the following sections of this document. The College also expects that administrative staff will:
- familiarize themselves with College policies that are relevant to their responsibilities;
- adhere to those policies to the best of their ability;
- assist and encourage others to adhere to the policies, for example, by directing a student to
the appropriate channels for appeal;
- draw perceived problems with the policies to the attention of the Office of the VicePresident, Academic;
- familiarize themselves with and adhere to the relevant provisions of the Ontario Human
Rights Code and the College Prevention of Discrimination and Harassment policy; and
- familiarize themselves with and adhere to the policies regarding Intellectual Property, and
Academic Freedom (see Section 6), and Academic Dishonesty (see Chapter 15 – Research
Ethics).
1.3
Unacceptable Behaviours
Administrative staff will not use the workplace or online environment to:
- use scurrilous, profane, or obscene language;
- make remarks or engage in behaviour that could reasonably be considered racist, sexist, or
discriminatory according to the Ontario Human Rights Code (see Appendix D) and will
intervene if they witness such behaviour;
- engage in behaviour or make remarks that could reasonably be interpreted as threatening
and will intervene if they witness such behaviour;
- intimidate any employee or student verbally, while they themselves strive actively to prevent
others from engaging in such behaviour; or
- encourage, by inaction or innuendo, the development of an environment that is fractious,
disrespectful of others, or intolerant of order and good manners;
- promote their personal, religious, political, social, or business agendas
In addition, administrators will avoid attempts to use their authority as managers or the
reputation of the College to forward any personal or political agendas.
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1.4
Online Environment/Communication Facilities
All staff must apply professional and ethical standards at all times when accessing, using, and
distributing information and materials through use of learning technologies. Staff must use
computing and communication facilities and services only for the purposes for which they are
authorized. Technologies must not be used to access, use or distribute materials that are
obscene, vulgar, or pornographic, or that might be perceived by others as harassment or
intimidation.
The College believes that every user bears the primary responsibility for the material she/he
chooses to access, send, or display. A full description of policies in this area (technology and
accessibility) are located in the Appendices.
Note: All policies regarding academic staff conduct and responsibilities also apply to the online
teaching environment.
1.5
Copyright
Administrative staff will abide by all copyright laws, which applies to the internet as well as
paper. Staff wishing to copy original work shall receive written permission from the copyright
owner prior to copying (George Brown College Copyright Policy and Procedures, 1985).
Those who are not familiar with these laws may clarify their responsibilities with any College
librarian. The College will not provide assistance or protection relating to charges arising from
violation of copyright law.
2
MANAGEMENT
2.1
General Expectations
Administrative staff are expected to:
- demonstrate courtesy and respect in all dealings with students, academic employees, and
support staff;
- be fully conversant with all aspects of the College's policies and procedures and will be
prepared to implement them;
-
demonstrate their respect for the professionalism of faculty and support staff;
ensure that the work assigned to an employee meets the terms of the employee's job
description and the collective agreements and that the duties are appropriate to the
qualifications and skills of the employee;
-
give faculty and support staff who agree to accept assignments currently outside their
qualifications and skills but within their expected potential a commitment to provide the time
or training needed to successfully perform these assignments;
-
be clear and specific in communications with faculty and staff so that all concerned will know
precisely what behaviour is expected of them;
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-
meet College deadlines for preparation of such items as standard workload forms, timetable
profiles, and textbook ordering, as well as deadlines for submission of grades, timesheets to
payroll, and budget data;
-
practise fiscal responsibility to ensure that all expenditures fall within budget and use
common sense in the expenditure of College funds;
-
demonstrate support of the need for accurate class lists by supplying them in a timely
fashion; and
-
establish and maintain co-operative and collegial relationships with other administrative staff
members;
-
work diligently to ensure that the College provides faculty and staff with the tools needed to
do their jobs and will act promptly to remedy such short-term deficiencies as equipment
failures or classroom problems.
-
exercise caution in the expenditure of College funds and ensure that due process and fair
bidding practices are observed.
2.2
Relationships
Managers at the College will be aware that there are limitations on the nature of the collegial
relationships they can have with faculty, staff, and students. Managers will, for example:
-
-
avoid activities which might give rise to a perception of favouritism;
refuse to invite, solicit, or allow gossip, innuendo, or direct disparagement of any academic
employee, support staff member, or other administrator, other than in the context of
receiving a report regarding an issue of concern;
acknowledge any conflict of interest with faculty or staff due to a pre-existing relationship
and attempt to resolve any difficulties that may arise;
maintain an even-handed and consistent professional tone in all their interactions with
faculty, staff, and management in the College, and
refrain from engaging in behaviour on College premises that is inconsistent with their role as
College leaders.
-
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3
Conflict Resolution
Processes of conflict resolution form a central mandate in job descriptions of all College
management. Administrative staff will demonstrate professionalism in conflict resolution by
doing the following:
- respecting the dignity of all parties involved;
- refusing to allow their own perception of the importance of the nature of the conflict to
preclude attempts to achieve resolution of the problem;
- ensuring that specific complaints are resolved by a specific timetable for the resolution with
all parties concerned;
- refusing to permit the same complaints or concerns to be raised without making a
commitment to resolution, followed by reasonable and appropriate efforts to attain
resolution; and
- ensuring that the terms of all resolutions of specific complaints are appropriately
documented.
Following resolution of the immediate conflict, the manager will intervene as necessary to
ensure that the behaviour that led to the conflict does not recur.
4
ENACTMENT OF COLLEGE PRIORITIES
Administrators will ensure that the priorities of the College are addressed. Administrative staff
will:
- clearly communicate these priorities to everyone in their department;
- ensure that no activity in the department is running counter to those priorities;
- articulate departmental goals that further those priorities; and
- seek training in those areas where they are not equipped to meet the priorities of the
College.
5
COLLECTIVE AGREEMENTS
Administrators will demonstrate their understanding that the terms of their relationships with
faculty and staff in their departments are governed by the terms of the collective agreements
into which the College has entered with faculty and support staff.
Administrators must:
- have a basic understanding of the terms of the collective agreements and seek counsel
before taking action in areas of uncertainty
- not knowingly subvert the intention of the collective agreements.
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6
PUBLIC RELATIONS
Administrators understand that how they represent the College is vitally important to all
members of the College community. Professionalism in the realm of public relations will be
demonstrated by ensuring:
- public statements are accurate, and
- public statements do not misrepresent or distort the intentions of the College.
Administrators are responsible for ensuring ensure that the required statistical data provided for
external agencies providing funds is accurate.
Administrators will avoid attempts to use their authority as managers or the reputation of the
College to forward any personal or political agendas.
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CHAPTER XIII - LEARNING RESOURCE CENTRE (LRC) POLICIES
1
GENERAL POLICIES
All active students, faculty members, and staff of George Brown College have access to
Resource Centre collections with full borrowing privileges. Loan periods, borrowing privileges,
and other policies are written with the intent of giving users fair access to Resource Centre
materials in order to make the best educational use of them. Privileges vary according to
borrower status and are granted subject to the continuing adherence to the established
Resource Centre regulations.
1.1
Requirements
A borrower's card is required to sign out materials and to use reserved materials in the Learning
Resource Centre. Full-time students use their student photo identification card as their
borrower's card. Part-time and Continuing Education users may obtain a generic borrower’s
card or buy a photo identification card from the Resource Centre upon showing proof of
registration. The card is not transferable.
Borrowers are responsible for all transactions made on their borrower’s card and are subject to
overdue fines and/or the payment of the full replacement costs for all lost or damaged materials,
in addition to the applicable fine.
Borrowing privileges are suspended while fines are outstanding. Transcripts may be withheld
until the student’s record is cleared of fines and other outstanding charges.
1.2
Access Rights
Students, staff, and faculty members of the College have priority access to the resources
housed in the campus Learning Resource Centre. Users from the general public are limited to
the use of books, periodicals, magazines, and newspapers only while in the Resource Centre.
Use of media and reserve collections is restricted. Use of Resource Centre computers is
permitted for the purpose of locating information in the Resource Centre only. Licensing
precludes community access to research databases and other electronic resources.
For the annual payment of an external borrower fee, members of the public may receive
broader access to College resources, including borrowing privileges. The level of access will be
limited by the obligation to give priority access to active students, faculty members, and staff.
Access rights and borrowing privileges are extended to members of institutions with whom
George Brown College has established reciprocal borrowing agreements. Here, too, the needs
of George Brown’s students, faculty members, and staff take precedence.
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1.3
Use of Resources
The use of all resources, including hardware, software, audio, video, and textual resources, is
restricted to academic purposes only.
Users have the right to consult and borrow resources without prejudice. While the obligation of
sharing resources is governed, in part, by College codes of conduct, information about the
activities of individual borrowers – including materials used – is not released to any person,
institution, or agency, except as may be required in the application of sanctions.
1.4
Security
Resource Centre staff reserve the right to request identification from any user – in particular,
those users who have tripped the security alarm when leaving the Resource Centre, those
users who are deemed to be using resources inappropriately, and those users whose behaviour
is deemed to be disruptive or contrary to College policy. Users who refuse to provide
identification when requested will be asked to leave the premises. Likewise, users who fail to
adhere to College codes of conduct and Resource Centre policies may have their privileges
suspended pending disciplinary action by their academic Chair or Dean.
2
FINES SCHEDULE
The following fines will apply to overdue materials:
ITEMS
FINE PER DAY
Books
$0.25/day to a maximum of $25.00/item
Uncatalogued
Paperbacks
$0.25/day to a maximum of $5.00/item
Periodicals
$0.25/day to a maximum of $10.00/item
Picture Files
$0.25/day to a maximum of $10.00/item
Vertical Files
$0.25/day to a maximum of $10.00/item
ESL Kits
$0.25/day to a maximum of $25.00/item
Seven-day Loan Items
$1.00/day to a maximum of $25.00/item
Three-day Loan Items
$1.00/day to a maximum of $25.00/item
One-day Loan Items
$5.00/day to a maximum of $25.00/item
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3
LOAN PERIODS
ITEM
PERIOD OF LOAN
Books/Required Reading
Most books in the collection may be signed out by
students for 14 days.
Back Issues of
Magazines
Some specially marked, heavily used, required-reading
books may be signed out for seven days or three days.
Back issues of magazines (except the current issues and
bound volumes) can be signed out for seven days.
Faculty and staff may sign out regular-loan books for 28 days.
4
COMPUTER USE POLICY
It is not acceptable to use Resource Centre computer equipment or electronic resources:
-
for illegal or commercial purposes. Illegal or commercial purposes include, but are not
limited to, copyright infringement, harassment, libel or slander, and use of the hardware and
software to support personal e-business activities.
-
to harass or interfere with other users of the Resource Centre. Harassment includes, but is
not limited to, displaying or printing sexually offensive material and displaying hate literature
or symbols (see Prevention of Discrimination and Harassment Policy at George Brown
College).
-
to interfere with or disrupt local or other network users, services, or equipment. Disruptions
include, but are not limited to, interfering with the configuration of equipment, distributing
unsolicited advertising, sending anonymous messages, propagating computer worms and
viruses or other malicious acts, and using the network to make unauthorized entry into any
other machine accessible via the network.
Violators of this policy may lose Resource Centre privileges. Illegal acts involving Resource
Centre computing resources may also be subject to prosecution by local, provincial, or federal
authorities.
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CHAPTER XIV - RESEARCH ETHICS POLICY
It is the policy of George Brown College to ensure that all research (defined as a systematic
investigation of an issue, topic, group of individuals, etc. that uncovers new information or
interprets existing data) is carried out in an ethical fashion and is consistent with the principles
of George Brown College policies, procedures, and values.
The Research Ethics Policy is designed to minimize the College’s liabilities associated with
research at the institution or research undertaken by members of the College community who
may use the College name to gain access to other settings. These liabilities include, but are not
limited to, guarding against ill effects to participants.
Research ethics is defined as a set of moral principles that researchers use when researching a
topic. These principles encompass all areas of the research project especially those related to
participants in the study.
This policy covers all research activities connected with George Brown College. The Research
Ethics policy is not concerned with evaluating the research design. The policy is concerned that
research conducted should conform to George Brown College policies and procedures listed
here.
1
REQUESTS FOR REVIEW
Researchers will submit their research proposal on the Application for Research Ethics Review
(Appendix H) to the Vice President Academic Excellence and Innovation, who will serve as the
Chair of the Research Ethics Committee. This form is also available on diskette.
If applicable, researchers will be required to:
- complete the Freedom of Information and Protection of Privacy Agreement (Appendix B)
(when personal information must be collected
- advise the Committee of any changes in protocol after the proposal has been approved.
Within six months of completion of the project and preparation of your report, a full copy of the
research report should be forwarded to the Chair of the Research Ethics Committee.
2
PROCEDURES FOR RESEARCH ETHICS REVIEW
2.1
Research Ethics Committee
This policy will be administered by the Research Ethics Committee. The Committee is
responsible for reviewing research projects as outlined in the procedures section and ensuring
that a complete review of the application has been conducted. The day-to-day operation of the
Committee will be managed by the Director of Academic Excellence.
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2.2
Committee Members
The members will be selected through consultation with interested members of George Brown
College. A quorum shall be met with five members in attendance. The Committee will consist of
the following:
- one student (appointed by the Student Association)
- two support staff (names to be confirmed by union)
- three faculty (names to be confirmed by union)
- two administrators, one of whom should be a Dean or Chair
- one Student Affairs representative
- the Director of Academic Excellence
- the Vice-President Academic and Student Success who will chair the committee.
-
3
Terms of office will be two years, which may be renewable to ensure continuity. Exceptions
are the student representative who will serve a one-year term and the Director of Academic
Excellence the Vice-President Academic and Student Success who will be standing
members of the committee. Members of the Committee will be trained in using the standards
of the Committee when reviewing proposals. The Committee will evaluate its membership
every year. The evaluation processes will be determined by the first Research Ethics
Committee to be created.
PROJECTS REQUIRING REVIEW
All research projects that are somehow connected with George Brown College should be
reviewed by the Research Ethics Committee. These projects would include those where:
- the College name or affiliation is used in a proposal or contract bid to an outside research
supporting agency, in a proposed partnership or alliance, or in the research activity;
- the College participates as a sponsor financially or through provision of release time, study
leave, use of facilities, use of College personnel, administration of a grant from an outside
agency, or other College resources; or
- College employees or students are participants or subjects for whom the College has
responsibilities to regulate legal or ethical aspects of the research or where databases will
be used that contain information about the aforementioned groups
3.1
Who must Apply for an Ethic Review
George Brown College employees (e.g., part of academic studies) and requests to do research
within the George Brown community received from persons or organizations external to George
Brown College must both undergo an ethics review process. In the case where a particular
course or program requires a student to conduct research involving human or animal subjects,
the course professor will submit a research proposal to the Research Ethics Committee for
approval.
3.2
Preliminary Approval
In the case of tight timelines for grant applications, the chair or designate and one other member
of the Committee will review the document and determine if preliminary approval can be given
only to allow the grant to be sent for funding review. Evaluation of the proposal will continue to
focus on the attached procedures and evaluation process, but in a less in-depth process. When
the study is funded, the full proposal shall go through the in-depth Committee review; only once
it has passed will the study begin.
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3.3
Ongoing Research Projects
Ongoing information gathering activities that are part of normal College operations do not
necessarily fall within the mandate of the Research Ethics Committee (e.g., First Year Student
Survey, Student Success Survey, curriculum development, data collection to support College
direction, course evaluation, employee surveys). There is an understanding that the research
should follow minimum ethical standards such that if it were submitted to this committee for
review, it would be acceptable. This committee may be asked to periodically review ongoing
research projects and provide guidance on their ethical implications.
3.5
External Proposals
Research proposals that name George Brown employees who conduct research external to
George Brown College and who use their status at the College to gain entry to the research site
and/or participants must be submitted to the Research Ethics Committee for approval.
4
REVIEWING REQUESTS
The Ethics Committee assesses each application using the following standards.
The following guidelines are set out with the understanding that in all cases the true
representation of the study be evident in the proposal.
4.1
Identification
- Is it clear who will carry out the research and who will be responsible for its supervision and
the conduct of the research team?
4.2
Purpose
- Are the purpose(s) and justification clearly stated?
- Is the research proposal related to the College’s mission?
4.3
Risk/Benetit
- Are all the risks and benefits clearly stated and dealt with appropriately?
- Will there be any direct benefits to the participants? If not, will this be clearly understood?
- Given consent, where there are risks, are these outweighed by the potential benefit(s)?
- Is there a need for monitoring this study?
- Are there any risks/benefits to the College that should be reviewed with people outside the
Committee?
4.4
Procedures
- Is the research design outlined clearly?
- Are the procedures clearly outlined and described in layperson’s language?
- Is the timeline clearly outlined?
4.5
Population
- Is the nature and manner of obtaining the participants’ consent clearly stated?
- Are special populations involved, such as minors? Is a cogent justification for this provided?
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4.6
Relationship
- Is it clear who will actually contact participants?
- Does any prior relationship exist between participant and researcher, such as
teacher/student? Are special procedures for obtaining free consent required? Are adequate
special procedures proposed?
4.7
Informed Consent
- Is it clear what information will be given to participants?
- Is the information adequate as to the purpose, risks/benefits, and procedures of the
research?
- Is it expressed in lay terms?
- Is there any deception involved in the information given to participants? If so, why is such
deception felt to be necessary? Is it justified?
- Will the participants be under any kind of pressure to consent?
- Are appropriate procedures for consent of special populations described?
- Are the participants made aware they are free to withdraw or discontinue participation?
- If verbal and not written consent is proposed, is adequate justification given for this?
- Will participants be given a written information sheet to retain?
4.8
Use of Existing Records
- Is the nature of any data, their source, and the method whereby they are obtained stated?
4.9
Confidentiality of Data
- Are there adequate safeguards to obtain the consent of both participants and/or others
having authority over the data and to maintain the confidentiality of the data?
4.10 Compensation
- If there is any compensation, is it used in such a way or is the amount such that it can be
construed as inducement of participants?
5
DECISION MAKING
5.1
Consensus
Every effort will be made to reach decisions by consensus. If a conflict of interest arises, then
the Committee member(s) will be asked to leave the room and/or abstain from the Committee’s
discussion of and decision on the project.
College staff, faculty, and external experts may be consulted on an ad hoc basis.
5.2
Voting
Voting will be in person, in writing, or by voice or electronic mail on or before the meeting date.
In the event consensus cannot be reached, a majority vote will be sufficient. If there is no
consensus and no majority vote is reached with the Committee’s decision, the College
President will be consulted for resolution. The President’s decision will be conveyed in written
form to all concerned. If the researchers receive a “permission is denied” response, they will
have the option of re-submitting their proposal. Their re-submission should include a letter
outlining how the issues that were stated in the letter of denial from the President are addressed
in the revised proposal.
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5.3
Review Outcomes
Possible outcomes from a review include the following:
- accepted without revisions
- accepted with revisions noted
- permission denied with reasons outlined (e.g., student survey fatigue)
In the last scenario, an opportunity for re-submission is possible. The re-submission should
include a letter outlining how the issues that were stated in the letter from the committee or Vice
President Academic are addressed in the revised proposal.
5.4
Meetings
Meetings will be held within four weeks of receiving a request for reviewing a research project.
The deliberations of the committee are not public.
5.5
Communication of the Decision
The decision will be communicated to the applicant by a letter from committee chair.
6
ACADEMIC HONESTY
Researchers are expected to maintain the highest standards of honesty and integrity. Any form
of academic dishonesty, including but not limited to the following, is considered a serious
offence:
6.1
Falsifying Data
The gathering of data and research materials must conducted with honesty and integrity.
Researchers should never publish data they know to be false or the result of deliberate acts of
falsification.
6. 2
Plagiarism
Researchers should not knowingly represent the published or unpublished work of another
person as their own or assist anyone else in doing so. Rather, researchers must appropriately
and adequately acknowledge the use of work completed by other individuals. Plagiarism is an
act of academic dishonesty.
When an accusation of plagiarism occurs, the researcher shall be given an opportunity to
respond or clarify to the person or body responsible.
6.3
Conflict of Interest
A conflict of interest arises when the researcher has a material interest of any nature - personal,
financial, career or otherwise - that may conflict with the researcher's duty of honesty and
integrity. When there is conflict of interest, the researcher must immediately disclose it in writing
to his/her superior and to all other persons to whom it should be disclosed, in accordance with
the context and with the highest standards of honesty and integrity.
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6.4
Misuse of Research Funds
Researchers and directors of research projects must follow the guidelines provided by the
granting agency verbatim as well as all college guidelines on the management and
disbursement of funds. Regardless of the source of research funding, it is not permitted to divert
any of the research resources for personal or any other use, except in cases where the grant or
contract specifically provides otherwise.
This policy does not intend to blame the actions of a person who has made an honest error or
who exercises judgement or interprets data or designs experiments in a way which may
reasonably be the subject of honest differences of opinion.
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CHAPTER XV - INTELLECTUAL PROPERTY
1
INTRODUCTION
George Brown College seeks to encourage creativity and invention among its faculty, students,
and staff. The College invests in this endeavor by making available its own facilities, equipment,
personnel, and information resources. The College also actively seeks specific support for
creative activity from external sources, both public and private.
Frequently, inventions, discoveries, and creative works that are developed by individuals at the
College will have commercial as well as scientific and scholarly value. The intent of this policy is
to provide for incentives that foster creative activity, and to help assure that any intellectual
property produced will be exploited for the benefit of the creators, the College research
enterprise, and the public1. To help meet these policy objectives, the College makes available
(from the Office of Academic Excellence) technical and legal assistance in procedures
necessary to protect ownership of intellectual property and to aid in its commercial
development.
The rights and responsibilities of intellectural property are covered in this policy.
1.2
Goals of Policy
The specific aims of this policy include the following:
- encourage creativity among the faculty, students and staff ;
- increase the likelihood that ideas, inventions, and creative works produced at the College
are used to benefit the public;
- protect the traditional rights of scholars with respect to owning the products of their
intellectual endeavors;
- assure compliance with the provisions of contracts with external sponsors; and
- provide that, when intellectual property is introduced for commercial development, the
creator(s) and the College share any net profits.
1.3
Changes to this Policy
The College reserves the right to change this policy from time to time. Proposed changes
normally will be developed by the Office of Academic Excellence, in consultation with
appropriate representatives or committees of the College.
"George Brown’s policy on Rights and Responsibilities Regarding Intellectual Property was
adapted from material prepared by Tufts Computing and Communication Services Department,
Tufts University and from material prepared by Steven J. McDonald, Associate Legal Counsel
for Ohio State University. We wish to thank them for permission to use the material."
1
This is in contrast to normal practice in the business world, where works created by employees are
usually owned by the employer under work-for-hire rules.
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2
WHO IS COVERED: COLLEGE PERSONNEL
For purposes of this policy, College personnel refers to College faculty, administrators, office
and technical staff, students, visitors, contractors, consultants and all others whose primary
work affiliation is with the College, whether compensated by the College or not.
2.1
Scope of Coverage
College personnel are covered to the extent that their creative work involves the use of College
resources such as space, facilities, equipment, staff, or funds, as stipulated for the particular
circumstances described in the sections below "Determination of Rights...." for both patentable
and copyrightable material2.
3
WHAT IS COVERED: INTELLECTUAL PROPERTY
All intellectual property produced at the College by personnel (defined in 2. above) is covered by
this policy.
3.1
Definition
Intellectual property shall consist of, for example and without limitation:
- Inventions;
- creative works;
- patentable subject matter;
- copyrightable materials;
- know-how, electronic or paper documents;
- software (including source code and object code);
- multimedia or audiovisual materials; and
- photographs.
For purposes of this policy, intellectual property is divided into two categories.
3.2
Patentable Intellectual Property
This includes, without limitation, all inventions, discoveries, know-how (despite the fact that
these may not benefit from patent protection) and discoveries or other material that is
patentable under Canadian law (whether or not produced in the Canada), as well as all software
that is excluded from "copyrightable material" (whether or not patentable under Canadian law).
3.3
Copyrightable Intellectual Property
This includes, without limitation, all creative works, electronic or paper documents, software
(including source code and object code), multimedia or audiovisual materials, and photographs,
and any other materials that may be copyrightable under Canadian law (whether or not
produced in the Canada). Copyrightable material shall include educational or research software,
but shall not include software other than educational or research software.
4
PATENTABLE INTELLECTUAL PROPERTY
2
As a condition of affiliation with the College, members of the College community are bound by all
College policies, including this one.
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4.1
Responsibility for Disclosure of Patentable Intellectual Property
College personnel who alone or in association with others create patentable subject matter with
any use of College resources are responsible for disclosing the patentable subject matter to the
College. Disclosure must be made when it can be reasonably concluded that a patentable
subject matter has been created, and sufficiently in advance of any publications, presentation,
or other public disclosure to allow time for possible action that protects rights to the intellectual
property for the creator and the College. Creators are encouraged to seek the advice of the
Office of Academic Excellence in determining whether the subject matter is patentable.
4.2
Determination of Rights to Patentable Subject Matter
Except as outlined below, the creator of patentable intellectual property retains his/her rights,
and the College shall not assert ownership rights.
The College will assert ownership rights to patentable intellectual property developed under any
of the following circumstances:
- Development was funded by an externally sponsored research program or by any
agreement which allocates rights to the College.
- Development required use of College resources (e.g. facilities, equipment, funding) or more
than minimal use of College personnel. 3
- The creator was assigned, directed, or specifically funded by the College to develop the
material.
- Material was developed by administrators or staff in the course of employment duties and
constitutes work for hire under Canadian law.
5
COPYRIGHTABLE INTELLECTUAL PROPERTY
5.1
Responsibility for Disclosure of Copyrightable Intellectual Property
In contrast to historical business practice, the tradition of academic institutions is to give staff the
right to retain ownership of their copyrightable products. This policy protects that traditional right
and staff are not obligated to disclose the creation of copyrightable material, even when the
product might have commercial value, unless the material was developed under one of the
qualifying conditions listed in the next section (5.2). In this case, the creator is responsible for
timely disclosure. However, staff are encouraged to disclose any copyrightable material that has
commercial value to the extent that they may wish assistance in copyright protection and
marketing in exchange for profit sharing with the College.
All disclosures should be made to the Office of Academic Excellence.
3
The College has rights to patentable material derived from research carried out with any use of George
Brown' resources. However, patentable material developed independently by the creator outside of
normal duties associated with the creator's position and with no use of College resources is vested with
the creator and/or with the organization whose resources were used, such as a hospital.
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5.2
Determination of Rights to Copyrightable Intellectual Property
Except as outlined below, the creator of copyrightable intellectual property will retain his/her
rights, and the College shall not assert ownership rights. However, creators will be expected to
grant non-exclusive, royalty-free, perpetual licenses to the College for copyrightable material
that is developed for College courses or curriculum, so that the College's continued use of such
material for educational purposes would not be jeopardized.
The College will assert ownership rights to copyrightable intellectual property developed under
any of the following circumstances:
- development was funded as part of an externally sponsored research program under an
agreement which allocates rights to the College
- a staff member was assigned, directed, or specifically funded by the College to develop the
material, and the College has negotiated an understanding or formal contract with the
creator
- material was developed by administrators or other non-faculty employees in the course of
employment duties and constitutes work as a condition of employment under Canadian law
- the material was developed with extraordinary or substantially more use of College
resources than would normally be provided for the creator's employment duties. This might
occur as disproportionate use of staff time, networks, equipment, or direct funding.
6
INTELLECTUAL PROPERTY DEVELOPED UNDER SPONSORED
RESEARCH AGREEMENTS
Ownership of copyrightable and patentable intellectual property developed pursuant to an
agreement with any sponsor will be governed by the provisions of that agreement.
Sponsored research programs funded by private sponsors will generally provide for the College
to retain title to all intellectual property that arises in the course of the research program with the
sponsor retaining an option to acquire commercialization rights through a separate license
agreement. Government and nonprofit sponsors generally allow rights to intellectual property
that arises from the research program to vest with the College, subject to certain retained rights
held by the sponsoring agency.
7
SPECIAL AGREEMENTS
Since the College aims to encourage creativity, it reserves the right to allow some flexibility in
applying this policy on a case by case basis. In such cases, ownership of materials developed
pursuant to a special agreement between the College and the creator will be governed by the
provisions of any such agreement.
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8
WAIVER OR RETURN OF RIGHTS
The College may in its sole discretion waive, transfer, or license to the creator its rights in any
intellectual property when such action does not conflict with obligations to other interested
parties. This could occur for instance, if the costs for protecting and developing the intellectual
property are not likely to be matched by anticipated income. If at any time the College shall
terminate its effort to seek protection of intellectual property, or to discontinue commercial
development, the inventor shall, upon filing a request with the College and completing
appropriate transfer of rights, be free at his or her expense to seek a patent or copyright, and/or
develop, license, and otherwise use the material, subject to the College's rights to
reimbursement of incurred costs and sharing of future royalties, in amounts to be negotiated
between the College and the creator on a case by case basis.
9
ADMINISTRATION OF INTELLECTUAL PROPERTY
The Office of Academic Excellence will be responsible for day-to-day management of all
College intellectual property issues, and shall be empowered to negotiate the College's rights
under these policies.
9.1
Disclosure
Intellectual property disclosable hereunder shall be disclosed to the Office of Academic
Excellence, which will be responsible for timely review of all disclosures.
This Office will:
- complete a review of the patentability and marketability of the intellectual property and
prepare a recommendation for the Vice President, Academic Excellence and Innovation
regarding the protection and the commercialization of the intellectual property
- be responsible, working with creators, for obtaining patent, copyright, or other protection of
intellectual property owned by the College hereunder, and for marketing and licensing of all
such intellectual property rights
- set up and manage individual expense and income accounts for intellectual property that is
vested in the College under this policy.
College personnel who wish to pursue the commercialization of their independently developed
and owned intellectual property through the College may offer such intellectual property to the
College by disclosing the intellectual property to the Office of Academic Excellence. The Office
will evaluate the commercial potential of the intellectual property and make a recommendation
to the Vice President, Academic Excellence and Innovation regarding the acceptance of the
intellectual property. Acceptance of such intellectual property by the College will be made at the
sole discretion of the College and will require creator(s) to accept all provisions of this policy,
including the assignment of rights and income distributions.
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10
INCOME DISTRIBUTION
10.1 Costs and Net Royalty Income
Unless otherwise agreed, Net Royalty Income shall mean gross royalties in the form of cash or
cash proceeds whether from the sale of equity or obtained in licensing transactions, less
commercialization costs, including but not limited to billed costs for protection of intellectual
property, marketing, legal fees and other licensing costs, as well as a share of royalties for nonreimbursed costs as follows: 10% of Net Royalties up to the first $150,000 and 2% of Net
Royalties over $150,000.
10.2 Distribution of Net Royalty Income
With respect to intellectual property owned by the College hereunder Net Royalty Income shall
be distributed (usually annually) as follows:
- 40% Creator(s) (personal)
- 20% Creator's Department or equivalent unit (for support of research and other creative
activity)
- 20% Creator's School (Dean's fund for support of research and other creative activity)
- 20% College (Office of Academic Excellence funds for discretionary support of research and
other creative activity)
In the event of joint creators, the payments made to the inventor under the above schedule shall
be divided equally among the creators, except as may be otherwise agreed to by the creators
and approved by the Office of Academic Excellence.
In the event the College receives other than monetary consideration in connection with any
license, such as equity, such consideration shall be considered Gross Royalties and shall be
apportioned according to the above schedule. Any equity received by the College may be held
by the College until such time that the College decides to liquidate such equity. The College has
the sole right to determine the disposition of intellectual property in which it has equity.
Payments for research or contributions of equipment shall not be considered Gross Royalty
Income but shall be the sole property of the College.
The College may postpone the distribution of Net Royalty Income when future expenses relating
to the applicable technology, such as patent prosecution costs, or an infringement suit, are
reasonably anticipated.
10.3 Creator Equity Participation
College policy on conflict of interest does allow creators to receive equity in return for their
contributions to companies as founders or consultants, as long as the creator discloses his/her
equity position and is otherwise in compliance with the College Conflict of Interest Policy. In the
event the creator receives equity from the company, and the College has negotiated as licensor
a royalty bearing license, or an option for such a license, with respect to intellectual property,
the creator shall agree to waive his or her share of Net Royalty Income received by the College
and the College shall retain it.
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College personnel who are planning to direct or participate in a research program sponsored by
a company in which they hold equity must disclose their equity position, and agree to periodic
review of their participation in the project, by the Director of Academic Excellence or her/his
designee. The purpose of such review is to assess potential conflicts between company
sponsored research and other research programs in the creator's laboratory and to monitor
compliance with College policies.
10.4 Conflict Resolution
The Director of Academic Excellence is responsible for the administration of this policy.
The Office of Academic Excellence will handle questions regarding the application,
interpretation or implementation of the policy, or regarding disagreement among creators
concerning assignment of rights or sharing of royalties.
Disagreement with any determination made by that Office may be directed to the Vice
President, Academic Excellence and Innovation or his/her designee for a final determination.
11
USE OF GEORGE BROWN NAME, MARK, OR INSIGNIA
The George Brown College name, seal, and logo may not be used:
- in conjunction with any private or commercial enterprise;
- in tandem with the advertisement of any product; or
- by any individual or group promoting itself.
Use of the College name, seal or logo on letterhead and business cards is standardized and
regulated by the Communications and Marketing Department.
Any questions regarding the use of the College name, seal, or logo in circumstances other that
the ones listed above should be referred to the Director of Communications.
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GLOSSARY OF TERMS
A
Academic Dishonesty
Dishonest practices, some of which include fabrication of data, altering transcripts or other
official documents, cheating on exams or assignments, presenting another’s work (in whole or in
part) as one’s own (plagiarism) or buying or selling assignments, impersonating someone in an
exam or test, or the making false statements relating to academic work by a student.
Academic Employees
Used interchangeably with “faculty” to refer to full-time, partial-load, part-time, and sessional
professors, instructors, counsellors, and librarians.
Academic Forgiveness Defined
Academic forgiveness is a process by which a student's academic performance prior to an
absence may be expunged from the student's transcript, enabling a former student to have a
fresh start in his/her academic studies.
Administrators
Used interchangeably with "administrative staff" and "managers" to refer to any person in the
College who serves as a Dean, Director, Manager, or Chair.
Advanced Standing
Courses taken at other colleges or institutions may be given credit towards a George Brown
course. These courses are recorded as AS on the students’ transcripts.
AEG – Pass by Aegrotat
Awarded to students who, for compelling reasons, were unable to complete a portion of their
course or write the final examination. Their performance was otherwise more than satisfactory,
but they would have failed the course because of the missed evaluation.
Appeal
A generic term for a request to have a decision reviewed by an impartial body.
Applied Degree
Applied degrees are undergraduate bachelor (baccalaureate) degrees with an applied focus in a
particular field. The program combines theory and analytical skills with a practical, careerfocused education, preparing individuals to work in a profession or earn a professional
designation or standing while also earning a degree. Students graduate with a Bachelor of
Applied Arts (BAA) degree rather than a Bachelor of Arts (BA) degree.
ATT – Attend
Grading symbol used to denote attendance in the first semester of a two-semester course. This
refers to courses that are still in progress because they last more than one semester.
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AUD – Course Audited Without Formal Evaluation
A credit course is identified by a specific number and carries a particular credit value. Students
who decide formally to waive that credit, by choosing not to be evaluated or graded, are
considered to be auditing the course.
B, C
CM – Course Completed
Generally, this grading symbol is used for part-time courses that do not have an academic credit
(CR) implication and to show that students completed some activity prescribed by the College.
The opposite of CM is NP (Not Passed).
Code of Conduct
George Brown has designed codes of conduct for students, academic employees, support staff
and administrative staff outlining the personal and professional expectations of behaviours
required by students and staff.
Collaborative Programs
Degree level programs may be collaborative programs with other universities when the degree
is granted by the university. Students must meet all the requirements as determined by the
degree granting institution and may receive diplomas from the colleges as part of the degree
level studies. Students must meet the all requirements for the diploma.
College Premises
Any physical space where College-supervised activity takes place (e.g., on campus, at an
athletic event, on a field trip, etc.).
College Staff Member
All individuals employed by George Brown College (includes academic employees, support
staff, and administrators in the College.)
Conditional Acceptance
Applicants who fail to meet the non-academic or academic requirements may be accepted on a
conditional basis at the time of application. Applicants must provide proof of requirements by
September 1st of the academic year.
Convocation
The graduation ceremony where students receive their diplomas and certificates.
Copyright
The sole right to produce or reproduce a work or any substantial part in any material form (as
defined by the Copyright Act, 1970).
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Copyrightable Intellectual Property
This includes, without limitation, all creative works, electronic or paper documents, software
(including source code and object code), multimedia or audiovisual materials, and photographs,
and any other materials that may be copyrightable under Canadian law (whether or not
produced in the Canada). Copyrightable material shall include educational or research software,
but shall not include software other than educational or research software.
Course Electives
A course that does not form part of the base core academic requirements for a program.
CR – Credit Granted
Grading symbol used on transcipt.
Credit/Course Equivalency
George Brown course credits that are earned directly, granted as equivalent, or obtained
through Advanced Standing are used towards the granting of a certificate or diploma. These
courses may be used toward the granting of subsequent certificates or diplomas when specific
criteria are met.
Duplicate use of credit may be denied by the receiving College official(s) where competence in
the relevant course(s) cannot be clearly demonstrated or documented.
Credit Value
Credit value for course. With the exception of practicum/fieldwork components of courses, a
course is equal to one credit if it has one instructional hour per week, per semester. A course
that is seven weeks or 21 hours in duration is equal to a half-credit.
Cumulative Grade Point Average (CGPA)
The CGPA is the sum of the course grade points for all courses divided by the sum of the
course credits. The total grade point average is calculated for all courses taken at the time of
calculation.
Curriculum Pattern
The academic requirements of the diploma, certificate, or applied degree program.
D
Deferred Examinations
A deferred examination privilege may be granted for circumstances arising on compassionate
grounds, such as a death in a family, illness, or other circumstances beyond the student's
control. The Chair/designate may grant deferred examinations.
Disciplinary Action
Students or staff who contravene College regulations or commit offences against persons or property
may incur consequences that relate to the seriousness of the offences.
DNA – Did Not Attend
Grading symbol used on transcripts.
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E
EX – Exempted
Grading symbol used when student is exempt from a course.
Expulsion
Students who violate the code of conduct may be removed or discharged from the College. In
these cases, registration is revoked and fees are forfeited.
F
Faculty
Used interchangeably with “academic employees: to refer to full-time, partial-load, part-time,
and sessional professors, instructors, counsellors, and librarians.
Fast Track Program
Students may finish their programs faster if they have been granted an Advanced Standing in a
course or when their program has courses that are offered through the summer semester.
Full-Time Enrolment
Students are considered full time if they are taking 67% of the prescribed courses for their program, or
70% of the program contact hours (defined as instructional or classroom time) in any given semester.
Students with disabilities may qualify for a reduced course load (40%-69%).
G
GNR – Grade Not Reported
The grading symbol indicating that no mark has been submitted at the time the marks were
being produced.
General Education
In the community college milieu, general education are those elements of the curriculum that
lead towards the overall betterment of the student as a contributing member of the community.
General education should:
enhance the student's ability to reason, to appreciate, and to communicate effectively
encompass life skills and promote a sense of worth in the student, and
form part of the fabric of all curricula offered to the student by the College.
General Education Exemptions
Some students may be eligible for exemption from general education electives and/or courses.
These students must apply for an exemption and must meet the minimum requirements.
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To be exempt from a general education elective, students must have taken a college or
university credit (minimum mark of C-) in a general education course not previously used for
exemption.
Grade Point Average (GPA)
The sum of the course grade points for all courses divided by the sum of the course credits.
This average is calculated for the courses taken in a single term.
Grading Symbols
Special symbols (e.g., AS – Advanced Standing) used on transcripts to describe a student’s
performance in a course or the way the final grade was achieved.
H
Honours Standing
Cumulative grade averages of 3.50/3.70 or more are used to identify students with honours
standing and to rank students for scholarships, awards, and Deans’ Lists.
I
INC – Incomplete Course
The grading symbol temporarily given to students who were unable to finish part of the course
required for complete evaluation.
In Good Standing – Passing Grades
Students must pass all courses, and have a term grade point average (TGPA) equal to or above
1.70 (for diploma programs) and 2.30 (for degree programs).
Infractions
An infraction occurs when students violate the College’s rules or student codes of conduct.
MINOR infractions include disruptive and disrespectful of others on College property (e.g.,
shouting or "roughhousing," smoking in restricted areas, or loitering on College property).
MAJOR infractions include disruption of the academic environment; theft on College premises;
making threats to the safety and security of others; harassing other members of the community;
promoting racism or hatred of others; breach of trust in work, field, or clinical placements; and
vandalism of College property.
Intellectual Property
Inventions, discoveries, and creative works that are developed by individuals at the College that
may have commercial as well as scientific and scholarly value. Examples of intellectual
property includes, but is not limited to:
- inventions;
- creative works;
- patentable subject matter;
- copyrightable materials;
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- know-how, electronic or paper documents;
- software (including source code and object code);
- multimedia or audiovisual materials; and
- photographs.
International English Language Testing System (IELTS)
A recognized testing system that is designed to measure an individual’s English language skills.
It is commonly used by students when studying or training in the medium of English.
J, K, L
Learning Resource Centre (LRC)
George Brown provides educational materials in the LRC that are available for use by faculty
members and students.
M
Manager
The administrative staff member (e.g., may be Chair or Dean) who initially imposes a sanction.
Mature Students
Individuals who do not have the OSSD or equivalent but wish to resume their education, may be
accepted as a mature student if they meet the conditions required.
Michigan English Language Assessment Battery (MELAB)
An advanced level or group of English language proficiency tests, designed to measure an individual’s
proficiency in writing, listening, reading, and speaking. It is commonly used for non-native speakers of
English who will need to use English for academic purposes at the college and university level.
N
NP - Not Passed
The grading symbol used for courses not requiring a grade (i.e., A – F). Students with an NP
grade in a required course will not be permitted to graduate. This symbol has no effect on the
GPA calculation.
O
Ontario College Application Services (OCAS)
The Ontario College Application Services provides administrative systems and application
processing services for Ontario’s Colleges of Applied Arts and Technology, and three
Agricultural Colleges affiliated with the University of Guelph and the Michener Institute for
Applied Health Sciences.
The OCAS processes applications and acceptances for college programs. Applicants may
choose up to 5 programs when applying through this service (www.oacs.on.ca)
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OSSD
Ontario Secondary School Diploma
OAC
Ontario Academic Course
Ontario Student Assistance Program (OSAP)
A government supplement to assist Canadian students and their families to meet the costs of
postsecondary education. It is not intended to supply all the assistance required for educational
and living costs. For details, refer to the Ministry of Training, Colleges and Universities.
Overscribed Programs
When the number of students outnumber the number of spaces for a course/program.
P
P – Passed
The grading symbol used for courses not requiring a grade (i.e., A – F). This symbol has no
effect on the GPA calculation.
Patentable Intellectual Property
This includes, without limitation, all inventions, discoveries, know-how (despite the fact that
these may not benefit from patent protection) and discoveries or other material that is
patentable under Canadian law (whether or not produced in the Canada), as well as all software
that is excluded from "copyrightable material" (whether or not patentable under Canadian law).
Permanent Academic Record
That which is maintained by the Registrar under the CRAO Guidelines, exemplified by the
official transcript.
Petition
A request to have an administrative decision reviewed by an impartial body.
Post Admission Skills Assessment
Students lacking the standard English, Math and/or Science admission requirements may take
assessment tests to ensure they are placed in the appropriate course level.
Post-secondary Education Quality Assessment Board (PEQAB)
An arms-length advisory agency that makes recommendations to the Minister of Training,
Colleges and Universities of Ontario on applications for ministerial consent under the terms of
the Post-secondary Education Choice and Excellence Act, 2000. This government-appointed
academic panel that studies all aspects of the program before recommending acceptance to the
Minister of Colleges and Universities. For more information about PEQAB and the applied
degree program approval process go to www.peqab.edu.gov.on.ca.
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Pre-requisites
Some courses in a program must be completed before the next required courses can be taken.
In these cases, the preliminary courses in the sequence are considered pre-requisite courses to
the next level of courses.
Prior Learning Assessment and Recognition (PLAR)
Individuals with significant work and/or life experience can have their skills and knowledge
assessed for course credits toward a college credential. PLAR gives students credit for
knowledge and skills they have gained through life experience such as work or volunteer
experience.
Probation
A temporary status requiring fulfillment of specific requirements (e.g. a student may be admitted
to the College (probationary admission) but must pass all their courses to obtain regular
registration status.
Program Electives
A course elective is not part of the base core academic requirements for a program. Rather, it
is a course of study selected by the student that:
is of immediate interest to the student, and/or
will enhance the student’s general body of discipline-specific knowledge but is beyond the base
core academic requirements as specified for a program.
Program Transfer
With the appropriate approvals, George Brown students may transfer from one program to
another.
Q, R
Refusal of Further Registration
Students have no opportunity to submit a future application or registration. This usually applies
to the entire College but can be restricted to a single program or division.
Removal from the Premises
Students are physically removed from College property. This may be confined to a specified
area, a whole campus, or the whole College. Students may not re-enter without permission.
Research Ethics
George Brown College ensures that all research (defined as a systematic investigation of an
issue, topic, group of individuals, etc., that uncovers new information or interprets existing data)
is carried out in an ethical fashion and is consistent with the principles of George Brown College
policies, procedures, and values.
The Research Ethics Policy is designed to minimize the College’s liabilities associated with
research at the institution or research undertaken by members of the College community who
may use the College name to gain access to other settings. These liabilities include, but are not
limited to, guarding against ill effects to participants.
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Residency
The required percentage of courses/credits (i.e., 25%) that must be earned at George Brown
College in order to obtain a diploma, certificate, or degree. This percentage excludes courses
that are exempt or are graded as Advanced Standing.
S
SD – Standing Deferred
This grading symbol is awarded when the student, for reasons beyond his/her control, was
unable to complete the course and is unlikely to do so within 60 days (in which case INC would
be used). The Promotions Committee grants this status.
Semester
A semester or term is one academic session, usually 4 months in duration (e.g., September to
December).
SUP - Supplemental Privilege
This grading symbol is used to indicate that supplemental privilege has been granted by a grade
of "S," which excludes the course from GPA calculations. The Promotions Committee
determines whether a student may take a supplemental exam or assigment.
Supervisor
A generic term that refers to the next level of potential management intervention (e.g., faculty
members have Chairs, Chairs have Deans, etc.).
Suspension
A time-limited removal from the College, a program, or class(es) and coincident restriction of all
privileges associated with registration.
T
Term
See definition for Semester.
Test of English as a Foreign Language (TOEFL)
A recognized testing system that is designed to measure an individual’s proficiency in English.
It is commonly used by students when studying or training in the medium of English.
Transfer Credits
Transfer credits are those resulting from study done elsewhere, which are used to determine
individual course exemptions, or entire terms of Advanced Standing toward a George Brown
College program.
Transcripts
Official student records/grade reports containing the student’s course and overall grades.
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U, V, W
Withdrawal
A student may withdraw from a course or the program. If students withdraw prior to the
Withdrawal date with the required notification, their academic record will not be affected. If
students withdraw after the withdrawal date or without the required notification, then they will be
assigned a grade of F.
The grading symbol is “W”.
Withdrawal of Permission to Attend Class(es)
Students may be prevented from attending class(es) without revocation of enrolment in the
class or registration in the program. This is usually for a designated period of time and is less
severe than suspension.
X, Y, Z
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APPENDICES
APPENDIX A: PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)
PROCEDURES
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) PROCEDURES
For Information regarding PLAR and to reach the PLAR Coordinator contact the Access Centre
of Excellence Ext. 2953
George Brown PLAR Process – All Departments
1) PLAR is open to all individuals who are interested in gaining credit for college courses.
When a candidate who is not enrolled in a program calls the PLAR office, he/she will be
given general information about what PLAR is and how it operates in the College.
If the candidate wishes to proceed, the PLAR Coordinator will identify the course that the
candidate wants to be exempted from. This may mean:
- talking to the candidate about his or her experiences;
- reviewing the course calendar, course descriptions, and course outlines;
- providing information on other George Brown College resources; and
- providing information on particular department challenge processes.
Candidates will be informed whether a challenge process is available for that course. If a
challenge process is available, candidates can be given a description of the challenge
process and told how long it will take to arrange. If the challenge process is not available,
candidates should be told when it will be available. If the course is closed to PLAR,
candidates should be given the reasons.
2) Once a course or program has been identified, the PLAR Coordinator will refer the
candidate to the department's Chair or Coordinator concerned with more specific
course/program details.
Initially, candidates may only need information to decide whether to proceed. This might
involve the Chair or Coordinator doing the following:
- interviewing the candidate;
- informing the candidate about specific departmental PLAR processes;
- setting up an interview between faculty members and the candidate;
- telling the candidate about resource material and where it is available; and
- arranging for the audit of a class.
3) If the candidate chooses to proceed, he/she will be asked by the PLAR Coordinator and /or
Chair to complete the PLAR Application form. As appropriate, other members from the
department undergoing the PLAR procedure are then informed about the candidate.
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APPENDIX A: PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)
PROCEDURES
4) The challenge process or portfolio assessment is always conducted by the department that
offers the course. The challenge process may include an interview, a field placement, a lab,
an exam, an essay, a demonstration, or a combination of these.
5) When the challenge process is complete, the department informs the candidate of the result.
Please note the following:
- PLAR assessments require an actual mark, and the candidate is graded on her/his
ability to meet the course outcomes;
- PLAR failures are not recorded on grade reports, transcripts, etc.
Candidates must pay the non refundable PLAR fee before undergoing the PLAR challenge
process. The department will submit the fully completed PLAR application form and
payment to the PLAR Coordinator, who will then process it and forward it to Central
Registration.
6) Completed PLAR assessments will be kept in the department for a period of time and must
remain confidential, according to College policy. An administrative record of the candidate’s
PLAR will be kept at the PLAR office.
7) Appeals
Candidates have the right to appeal a failure or appeal the PLAR process designated for a
given course.
- For a failed PLAR course, the candidate will use the process as designated in the
academic appeals process
- For an appeal of a PLAR failure, the candidate must state his/her case before two or
more subject matter experts and the Chair or Program Coordinator of that
8) Dates for PLAR Applications for Full-time Programs
- Fall Semester: May 15
- Winter Semester: October 15
- Spring Semester: February 15
APPENDIX B: FREEDOM OF INFORMATION AND PROTECTION OF
PRIVACY AGREEMENT
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APPENDIX B: FREEDOM OF INFORMATION AND PROTECTION OF
PRIVACY AGREEMENT
This agreement is made between __________ (name of researcher), referred to below as the
researcher, and George Brown College, referred to below as the College.
The researcher has requested access to the following records or information or persons which
may lead to collecting personal information that is under the custody or under the control of the
College (describe the records below).
The researcher understands and promises to abide by the following terms and conditions:
1. Information will be only disclosed in aggregate form so as to protect the identity of
individuals.
2. The researcher will not use the information in the records for any purpose other than
the following research purpose unless the researcher has the College’s written
authorization to do so (describe the research purpose below).
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. The researcher will give access to personal information in a form that ensures that
the individual to whom it relates can be identified only to the following person (name
the person below).
4. Before disclosing personal information to the person mentioned above, the
researcher will enter into an agreement with this person to ensure that he/she will not
disclose it to any other person.
5. The researcher will keep the information in a physically secure location, access to
which will be restricted to the researcher and to the person mentioned above.
6. The researcher will destroy all records linking individual identities to the information
by ________(date). [Please note and check change here]
7. The researcher will notify the College in writing immediately upon becoming aware
that any of the conditions set out in this agreement has been breached.
Signed at ____________________ this _______ day of __________ (month) ______ (year)
Principal Researcher (Signature) _________________________________
Principal Researcher (Name Printed) ______________________________
Representative of George Brown College (Signature) _______________________________
Representative of George Brown College (Name Printed) ____________________________
Address __________________________________________________
Telephone _________________________
Fax _______________________________
Email _____________________________
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APPENDIX C: SCHEDULE OF RELATED COLLEGE POLICIES AND OTHER
PERTINENT DOCUMENTS
Ontario Human Rights Code (Human Resources Manual)
Prevention of Discrimination and Harassment Policy (available through the Human Rights
Office)
Sexual Harassment (Human Resources Manual)
Persons With Disabilities (Human Resources Manual)
Race and Ethnic Relations Policy (available through the Human Rights Office)
Special Needs Policy (available from Student Affairs)
Freedom of Information and Protection of Privacy Act (available through the Human Rights
Office)
George Brown College Policies and Procedures and Codes of Conduct (widely distributed and
specifically available in the Human Resources Manual, as well as through all faculty and all
administrative offices)
Race and Ethnic Relations Policy (available through the Human Rights Office)
Special Needs Policy (available through Student Affairs Disability Services)
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APPENDIX D: ONTARIO HUMAN RIGHTS CODE – RELEVANT PROVISIONS
ONTARIO HUMAN RIGHTS CODE
Relevant Provisions
(Chapter H.19)
Whereas recognition of the inherent dignity and the equal and inalienable rights of all
members of the human family is the foundation of freedom, justice and peace in the world
and is in accord with the Universal Declaration of Human Rights as proclaimed by the
United Nations;
And whereas it is public policy in Ontario to recognize the dignity and worth of every person
and to provide for equal rights and opportunities without discrimination that is contrary to
law, and having as its aim the creation of a climate of understanding and mutual respect for
the dignity and worth of each person so that each person feels a part of the community and
able to contribute fully to the development and well-being of the community and the
Province;
And whereas these principles have been confirmed in Ontario by a number of enactments
of the Legislature and it is desirable to revise and extend the protection of human rights in
Ontario;
Therefore, Her Majesty, by and with the advice and consent of the Legislative Assembly of
the Province of Ontario, enacts as follows:
Part I FREEDOM FROM DISCRIMINATION
1. Every person has a right to equal treatment with respect to services, goods and facilities,
without discrimination because of race, ancestry, place of origin, colour, ethnic origin,
citizenship, creed, sex, sexual orientation, age, marital status, family status or handicap.
2. (1) Every person has a right to equal treatment with respect to the occupancy and
accommodation, without discrimination because of race, ancestry, place of origin, colour,
ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status,
handicap or the receipt of public assistance.
(2)
Every person who occupies accommodation has a right to freedom from
harassment by the landlord or agent of the landlord or by an occupant of the same building
because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex,
sexual orientation, age, marital status, family status or handicap.
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APPENDIX D: ONTARIO HUMAN RIGHTS CODE – RELEVANT PROVISIONS
ONTARIO HUMAN RIGHTS CODE
3. Every person having legal capacity has a right to contract on equal terms without
discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship,
creed, sex, sexual orientation, age, marital status, family status or handicap.
4. (1) Every sixteen or seventeen year old person who has withdrawn from parental control
has a right to equal treatment with respect to occupancy of and contract for accommodation
without discrimination because the person is less than eighteen years old.
(2) A contract for accommodation entered into by a sixteen or seventeen year old person
who has withdrawn from parental control is enforceable against that person as if the person
were eighteen years old.
5. (1) Every person has a right to equal treatment with respect to employment without
discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship,
creed, sex, sexual orientation, age, record of offences, marital status, family status or
handicap.
(2) Every person who is an employee has a right to freedom from harassment in the
workplace by the employer or agent of the employer or by another employee because of
race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, age, record of
offences, marital status, family status or handicap.
6. Every person has a right to equal treatment with respect to membership in any trade
union, trade or occupational association or self-governing profession without discrimination
because of race, ancestry, place or origin, colour, ethnic origin, citizenship, creed, sex,
sexual orientation, age, marital status, family status or handicap.
7. (1) Every person who occupies accommodation has a right to freedom from harassment
because of sex by the landlord or agent of the landlord or by an occupant of the same
building.
(2)
Every person who is an employee has a right to freedom from harassment in the
workplace because of sex by his or her employer or agent of the employer or by another
employee.
(3)
Every person has a right to be free from
(a) a sexual solicitation or advance made by a person in a position to confer, grant or
deny a benefit or advancement to the person where the person making the
solicitation or advance knows or ought reasonably to know that it is unwelcome; or
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APPENDIX D: ONTARIO HUMAN RIGHTS CODE – RELEVANT PROVISIONS
ONTARIO HUMAN RIGHTS CODE
(b) a reprisal or a threat of reprisal for the rejection of a sexual solicitation or
advance where the reprisal is made or threatened by a person in a position to
confer, grant or deny a benefit or advancement to the person.
8. Every person has a right to claim and enforce his or her rights under this Act, to institute
and participate in proceedings under this act and to refuse to infringe a right of another
person under this Act, without reprisal or threat of reprisal for so doing.
9. No person shall infringe or do, directly or indirectly, anything that infringes a right under
this Act.
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APPENDIX E: ACADEMIC DISCIPLINE REPORT
Academic Discipline Report Form
To be completed by faculty members and forwarded to the Chair of the student’s program of
study.
Name of Student:
Date:
Course:
Program:
Faculty Member:
Nature of the Offence:
Action Taken:
Student’s Comments:
Student’s Signature:
Faculty Member’s Signature:
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APPENDIX F: REQUEST FOR APPEALS HEARING FORM
CHECKLIST FOR STUDENTS WHO ARE CONSIDERING REQUESTING A FORMAL REVIEW
OF A FINAL COURSE GRADE OR PROGRAM ASSESSMENT
One of the goals of the educational process is to encourage collaboration and dialogue between
faculty and student; you should monitor your progress in each of your courses and ask faculty
for feedback and help. The formal request to review a final grade or assessment is part of a
process designed to ensure that you have access to a thorough, respectful, and impartial review
of your concerns. This Checklist may prove helpful to you in deciding whether to request a
formal review. Please check the items that apply to your concern:
I have attempted an informal discussion with my professor regarding the mark in
question. (Sometimes simple mistakes in grade calculations or entry of marks occur,
and problems can be easily resolved.)
I have attended class regularly (or have at least met the minimum participation
requirements established by the Policies and Procedures of my Division), and I have
completed assignments, projects, and other activities set out by the professor for
evaluation on time, in accordance with the Code of Student Conduct: Academic.
I understand that the appeal will be deemed to have lapsed if I do not initiate it or follow
through with it according to the time frames stipulated. (Note: the phrase "working days"
as used on Form A and B and in the academic Appeals Policy refers to the actual days
that your program in the College is in operation and does not include holidays or days
when the College is closed for any reason.)
Student Signature:_______________________
Date:____________________
NOTE: if you believe that violations of the Ontario Human Rights Code have occurred, do not
proceed with this request. Instead, consult with your Chair, who will advise you regarding the
procedures to be followed in making human rights complaints.
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APPENDIX F: REQUEST FOR APPEALS HEARING FORM
FORM A: REQUEST FOR REVIEW
This request for a formal review of a final course grade or program assessment must be initiated
within ten working days of your receipt of the final mark in the course or program in question. To
initiate the process, complete this form and take it, together with your completed and signed
Checklist, to the Chair of the faculty member who taught the course to be reviewed. The Chair
(or designate) will sign and date this form, give you a copy to keep, and ensure that due
process is followed in handling this request for review.
Faculty should respond to this request for a review interview within five working days from the
date on this form. If you have not heard from your professor within that time, you should take
this form back to the Chair who will attempt to resolve the matter.
Student Name_____________________________ I.D.#_________________________
Mailing Address- Street__________________________City______________________
Postal Code__________
Phone________________________ E-mail_____________________
Student Signature__________________________________
Dear Professor ________________________,
This is to advise you that I wish to schedule an interview to review my grade of
___________ in _____________________ (course number and title), for the following
reasons: (Please state the specific reasons you feel that the mark you received is an unfair
assessment of your work. Reference tests, exams, assignments, or any other evaluation and
attach a copy if available or any other material that will assist with a review of the mark or
academic status.)
Signature of Chair or designate of professor's department
Date
_______________________________________________
_________________
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APPENDIX F: REQUEST FOR APPEALS HEARING FORM
FORM B: REQUEST FOR REVIEW
The Chair will attach Form B to the signed and dated copy of Form A and the Checklist and will
forward all the documents to the faculty member whose grade is being reviewed. If the faculty
member is not available or does not respond to the request, then the Chair will attempt to
mediate a resolution and will complete Form B with the student.
SUMMARY OF REQUEST FOR REVIEW INTERVIEW
This summary is to be written together in collaboration by the faculty member (or Chair) whose
grade is being reviewed. If the faculty member is not available or does not respond to the
request, then the Chair will attempt to mediate a resolution and will complete Form B with the
student. Student and faculty member (or Chair) should each keep a copy of the signed and
dated form.
Agreement reached
Agreement not reached
Summary:
Faculty Member of Chair ___________________________Date_________________
Student _______________________________________Date_______________
Note to Student: If you were unable to resolve this matter with your professor, take this signed and completed form
back to the Chair, who will discuss the outcome with you. The Chair may, at his/her discretion, convene a meeting
with you and the faculty member involved, in a final attempt to resolve issues for all but failing grades. If this review
concerns a failing grade, you may request that the Chair initiate a formal Appeals Process as specified in the College
Appeals Policy. Please note that if this matter goes to step two of the Appeals Process, personal information relating
to you could be shared.
I wish to proceed with a formal appeal of my failing grade or academic status ________.
Student____________________________________ Date _________________
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APPENDIX G: PROCEDURES AND PROTOCOLS FOR APPEAL PROCEEDINGS
Procedures and Protocols for the Proceedings of
Academic and Disciplinary Appeals Committees
1.0
This summary of procedures is designed to provide all participants on the academic and
discipline Appeals Committees with an understanding of the processes that will be
followed during the hearings of College appeals on grades and discipline. Human rights
Appeals Committees follow a different protocol, which is defined in the College Prevention
of Discrimination and Harassment Policy.
1.1
All participants in an appeals hearing must read the following procedures prior to the
commencement of a hearing.
1.2
It is the duty of the academic/discipline Appeals Committee Chair to ensure that all
members of the Committee have read and understand the procedures and protocols
outlined in this document.
The Procedures of an Appeals Hearing
2.0 COMPOSITION OF APPEALS COMMITTEE
2.1
As specified in the College Appeals Procedures, Committees hearing academic appeals
are structured somewhat differently than those hearing disciplinary appeals. The
responsibility for assembling the Committee rests with either the student’s Chair, in
academic appeals, or the Registrar, in disciplinary appeals. In both cases, it is the
College's intention that members of Appeals Committees have no prior involvement in the
appeal.
2.2
Prior to the commencement of the hearing, any member of the Appeals Committee must
disclose any conflict of interest. Any such member so declaring will be disqualified from
sitting on that Appeals Committee and a suitable alternate will be found.
3.0 NOTICE OF APPEALS HEARINGS
3.1
The convenor of these hearings will ensure that all participants in the process have
received due notice of the date, time, and location of the hearing. Unless the appealing
student agrees, such notice cannot be shorter than two working days after receipt of a
request for a hearing and cannot exceed ten working days of receipt of notice. In either
case, it is the responsibility of the convenor to ensure that the student has received proper
notice of this hearing.
3.2
If the student is unable to attend the hearing at the proposed time, he/she must notify the
Chair of the Committee within two days of receipt of the notice of the hearing so that an
alternative date can be arranged. If the Chair has not received appropriate notice or if the
student does not attend the hearing, the Committee may, at its discretion, proceed in
absence of the student.
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APPENDIX G: PROCEDURES AND PROTOCOLS FOR APPEAL PROCEEDINGS
3.3
The appeals hearing will commence at the date and time specified by the convenor.
4.0 ATTENDANCE AT THE HEARING
4.1
Present at the hearing will be the following people:
- the student who has brought the appeal, and, if desired, his/her advisor
- all members of the Appeals Committee as specified in the College Appeals Policy
and Procedures
- the faculty member, College staff member, or Promotions Committee
Chair/designate involved at Step One of the process; an advisor may accompany the
faculty/staff member or Promotions Committee Chair/designate to this hearing
- a recorder who will record the proceedings of the hearing – this person is normally a
court reporting student or a court reporter.
5.0 THE PROCESS OF THE HEARING
5.1
The Chair of the Appeals Committee will call the hearing to order and will introduce
himself/herself to the student. The Chair will then ask everyone in the room to introduce
themselves and to identify their particular reason for being present.
5.2
Normally, the members of the Committee hearing the appeal will seat themselves close to
the Chair at the "head" of the table to help all participants understand who they are. This is
not always possible in all rooms where hearings are held.
5.3
The Chair will then review for all participants the procedures and protocols for the hearing.
6.0 STAGE ONE OF THE HEARING
6.1
The Chair will invite the student to present his/her case to the Appeals Committee. As this
hearing provides the final opportunity for the student to make his/her case, the Committee
will be indulgent in an allotment of time. The Chair may intervene to end repetition and/or
to clarify where arguments are going. It is the intention of the College that, within reason, a
student be provided as much time as required to make his/her case and to ensure that a
student has, in fact, said everything he/she needs to say. Such questions from the Chair
as "Is there anything else you wish to add?" or "May we be satisfied that you have stated
your entire case?" are entirely appropriate to verify that this is the case.
6.2
At the end of the student's presentation, the members of the Committee may ask the
student questions for the purpose of clarification. The faculty member or Promotions
Committee Chair/designate is not permitted to ask questions directly of the student.
6.3
When the student has completed his/her presentation and members of the Committee
have asked all their questions, the Committee Chair will then invite the faculty member or
Promotions Committee Chair/designate to present his/her side of the case to the
Committee. Normally, this case will include a review of the relevant documents provided to
the Committee and a summary of the key points of the processes of resolution taken to
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APPENDIX G: PROCEDURES AND PROTOCOLS FOR APPEAL PROCEEDINGS
date.
6.4
At the end of the faculty member's or Promotions Committee Chair/designate's
presentation, the Committee members may ask the faculty member or Promotion
Committee Chair/designate questions.
6.5
The student may not ask questions directly of the faculty member or Promotions
Committee Chair/designate.
6.6
If the Committee deems it desirable, the Chair of the Committee may also call upon the
Chair of the student's program of study to present an overview of the program in order to
assist the Committee members to understand the relevance of this appeal to the overall
program of study and the student's completion of that program.
6.7
This completes the first phase of the hearing. At this stage, all members of the Committee
should have heard all of the issues, reviewed all relevant documents with the people
concerned, and have been satisfied that everyone has stated, as completely as they can,
their respective positions in relation to these issues.
7.0 STAGE TWO OF THE HEARING
7.1
Stage two permits another round of clarification. The Chair of the Committee will invite any
of its members to ask questions of clarification to any of the presenters.
7.2
When all clarifying questions have been asked, the Chair will invite the faculty member or
Promotions Committee Chair/designate to provide the Committee with a summary
statement of his/her position.
7.3
The Chair will confirm that the student has had an opportunity to make all relevant
submissions to the Appeals Committee.
7.4
If the student indicates that he/she wishes to say more, the Chair should allow this
request with the proviso that the student understands that the Committee will allow the
faculty member or Promotions Committee Chair/designate an opportunity to respond to
new or additional information raised by the student.
7.5
The Chair will then close stage two of the hearing. At this time, the Chair will request the
student, the faculty member or Promotions Committee Chair/designate, the recorder, the
advisors, and anyone who is not a member of the Committee to leave the hearing room.
8.0 STAGE THREE OF THE HEARING
8.1
Stage three consists of a comprehensive, confidential, and candid review by the
Committee of all submissions and evidence presented to the members of the Committee.
No notes or minutes are taken during this review.
8.2
It is the Chair's role to ensure that the discussion of the Committee members remains
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APPENDIX G: PROCEDURES AND PROTOCOLS FOR APPEAL PROCEEDINGS
focussed upon the relevant submissions and evidence.
8.3 The Committee will conclude its deliberation with one of three recommendations:
- uphold the appeal and order that the disputed grade, Promotions Committee’s
decision, or the disputed disciplinary sanction be modified
- deny the appeal and uphold the disputed grade, decision, or sanction
- impose specified terms of performance or behaviour in order to modify a disputed
grade, decision, or sanction; e.g., complete a special supplemental examination to a
specified percentage of achievement in order to change a grade
8.4
Once the Committee has reached a decision, the Chair will prepare a memo that provides
a brief explanation of the reason for the decision. All members of the Committee will sign it
to demonstrate formally the decision that they have reached.
8.5
The Chair of the Appeals Committee, by means of a letter, will inform the student of the
decision of the Committee within five working days. The faculty member, the program
Chair, the divisional Dean, and the Registrar will also receive a copy of this letter.
8.6
The Checklist and Forms A and B will be submitted to the Office of the Registrar at the
conclusion of all appeals hearings. The transcript of stages one and two of the hearings
and one copy of all relevant documents will be stored in the Office of the Registrar. The
documentation will be retained in the Office of the Registrar for a period of two years after
which the documentation will be destroyed.
8.7
The Chair of the Committee is responsible for assembling all other copies of all
documents gathered during the review and appeals process and ensuring they are
destroyed.
8.8
Students who have gone through the process, may, upon making a formal request to the
Registrar, have access to the transcript of their hearing. Such access will take place on
campus, in an area designated by the Registrar, during normal office hours of the College.
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APPENDIX H: APPLICATION FOR RESEARCH ETHICS REVIEW GEORGE BROWN
COLLEGE
This form is to be used in the following instances:
-
-
-
The College name or affiliation is used in a proposal or contract bid to an outside research
supporting agency (e.g., Change Foundation), in a proposed partnership or alliance, or in
the research activity.
The College participates as a sponsor financially or through provision of release time, study
leave, use of facilities, use of College personnel, administration of a grant from an outside
agency, or other College resources.
College employees or students are participants or subjects for whom the College has
responsibilities to regulate legal or ethical aspects of the research or where databases will
be used that contain information about the aforementioned groups.
This includes
- requests received from George Brown employees who wish to do academic research (e.g.,
part of academic studies), or
- requests to do academic research within the George Brown community received from
persons or organizations external to George Brown College.
Note: A copy of this application is available on diskette.
Answer only those questions relevant to your proposal.
Name of Principal Researcher _____________________________
Institution Name____________________________________________________
Institution Address__________________________________________________
Telephone_______________________________
Fax_____________________________________
Email___________________________________
Name(s) of other applicants and employment/affiliations:
Are any of the applicants George Brown College Employees? Yes/No
Name of Advisor (if applicable)
Institutional affiliation
Phone/Email
Title of Project:
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APPENDIX H: APPLICATION FOR RESEARCH ETHICS REVIEW GEORGE BROWN
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Proposed start date of project: _________________
Completion date:___________________
Where is the research to be conducted (e.g., in class, on campus, off campus)?
___________________________________
Has the study been reviewed by other research committees? If yes, attach copy of decision and
application.
Status of Funding:
Pending
Funded
Other
None
Research Sponsor or Funding Agency: ______________________ Amount: ___________
1.
2.
3.
4.
Summary
Provide a brief (less than 300 words) summary of the proposed study using layperson language.
Include the rationale, purpose/objective/goal, procedure for collection and analysis, reporting,
and benefits to the College (where applicable).
Body of Proposal
The following are guidelines to assist you in identifying the information that the committee may
require of your project. Not all items listed below will be relevant for all projects. Please discuss
your project using these questions as a guideline. The “Guidelines for Assessing Applications”
(see attached) will be used to evaluate the comprehensiveness of your application.
Protocol
1. What is the purpose of the study?
2. What is the relevance or significance of your study?
3. What is the setting?
4. What sample/population will be used? How will you choose your sample? What is your
sample size? How was the sample size determined?
5. What is your design (e.g., pre-test/post-test, descriptive)? What is the timeline?
6. What are the treatments, interventions, or manipulations?
7. What will the sample/population be asked to do? Give a step-by-step listing of your
procedures.
8. List the instrumentation, interview guides, or protocol to be used and attach copies.
Describe the psychometric properties of the instruments.
9. What are the projected results?
Informed Consent
10. How will participants be approached to be a part of your study? (Attach copies of
advertisement, information sheets, etc.)
11. How will participants be informed and their consents obtained? (Attach copy of consent
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APPENDIX H: APPLICATION FOR RESEARCH ETHICS REVIEW GEORGE BROWN
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form.)
12. Describe the relationship between the researcher(s) and the participant(s).
13. Are participants competent to consent? If not, describe the alternate source of consent. If a
minor, describe the procedure to be used.
14. What procedures will be followed for participants who wish to withdraw at any point during or
after the study?
Benefits and Risks to College and Participants
15. What are the benefits to the College community, society, and/or the participants that would
justify asking for their participation?
16. What inducement or compensation is offered to participants? Will they be reimbursed for
expenses? If yes, provide details.
17. What are the ethical implications and considerations?
18. Will the participants be fully informed about the nature and the purpose of your research,
and about any risk to them? If no, please elaborate.
19. Is there any potential for emotional distress? If yes, please elaborate.
20. Will the participants be alone (isolated) with the researcher at any time?
21. Is there any potential for physical harm? If yes, please elaborate.
22. Is there any potential for infringement of rights (e.g., confidentiality, privacy, and human
rights)? If yes, please elaborate.
23. How will confidentiality be maintained in data collection, storage, and disposal? Where and
how will the data be stored, and who will supervise access to the data to ensure
confidentiality is maintained?
24. Are there any other potential risks of any kind? If yes, please elaborate.
25. For any of the above risks that you may have described, please indicate how they will be
minimized or removed.
Impact on George Brown College
26. Are there any implications for the reputation of George Brown College? If yes, please
elaborate.
27. Describe anticipated use of George Brown College resources (e.g., class time, space,
materials).
28. What are the benefits to the College?
29. Will the results be published? Will the College be identified in the final report?
Please describe other pertinent information.
Note: After approval, the Committee must be notified if any changes are made in the
protocol.
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APPENDIX H: APPLICATION FOR RESEARCH ETHICS REVIEW GEORGE BROWN
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Principal Researcher (Signature)_________________________________
Principal Researcher (Name Printed)______________________________
Date: __________________________
Within six months of completion of your project and preparation of your report, a full
copy of the report should be forwarded to the Chair of the Research Ethics Committee.
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APPENDIX I: INSTRUCTIONS FOR PREPARATION OF CONSENT FORM
RESEARCH ETHICS COMMITTEE GEORGE BROWN COLLEGE
Consent forms must be written in a simple, direct style using terms and language that the
participant understands and must incorporate the following information:
1. identities of the researchers and sponsoring institutions
2. title of study
3. statement of the general purpose(s) of the study
4. description of the procedure(s) involving the participant including the purpose, nature,
duration, and frequency
5. description of any physical risks such as side effects, discomforts, and inconveniences, and
psychological or social discomforts which might accompany or result from participation
6. benefits or lack thereof
7. description of any device to be investigated
8. statement of provisions for confidentiality
9. details of the manner in which subjects will have access to the results of the study and, if
appropriate, indicate the way a subject can request results of the study
10. details of any scheme of remuneration, if any, and in the case of long-term projects, the
manner in which the compensation is to be given if the subject withdraws from the study
prior to its completion but after partial participation
11. statement indicating that the participant is free to abstain from or to withdraw, at any time,
from the project without adversely affecting present or future status at the institution
12. name and telephone number of contact person in case of emergency
13. name and telephone number of principal researcher to answer general questions
14. name and telephone number of Chair, Research Ethics Committee for ethical concerns
15. statement that the participant consents to take part in study
16. signature line for participant or for relative in case of a minor
The consent form must be on letterhead or bear the proper heading of the principal researcher’s home
institution.
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APPENDIX J: NOTICE OF COLLECTION OF PERSONAL INFORMATION
NOTE TO STUDENTS
Pursuant to Section 39(2) of the Freedom of Information and Protection of Privacy Act, you are
hereby notified that personal information relating to you is being collected, and will be collected
throughout your association with the George Brown College of Applied Arts and Technology, for
the principle purposes of Education Administration and Statistics.
The term "Education Administration" refers to all activities associated with the discharge of
George Brown College's responsibility to provide educational programs to its students in an
appropriate learning environment. It includes, but is not limited to, the application and
enforcement of all George Brown College policies and codes of conduct.
The legal authority for this collection is the Ministry of Colleges and Universities Act, R.S.O.
1990, c.N. 19 and Reg. 640, R.R.O. 1990.
Questions about this collection should be directed to:
(Name of Administrator)
George Brown College of Applied Arts and Technology
P.O. Box 1015, Station "B"
Toronto, Ontario
M5T 2T9
(Telephone)
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APPENDIX K: RETENTION AND DISPOSAL SCHEDULES
(Freedom of Information and Protection of Privacy Act)
Ontario Colleges of Applied Arts and Technology Committee of Registrars and Admissions
Officers
(CRAO)
Guidelines for Retention, Disposal and Securing of Student Records
Prepared by: Records, Registration and Enrolment Reporting Subcommittee
Date: June 1990
DISPOSAL OF RECORDS
A head shall dispose of personal information under the control of the institution in accordance
with the regulations and in accordance with any directives or guidelines issued by the
responsible minister.
Ontario Regulation 15189 was issued in January 1989 and deals exclusively with disposal of
personal information. All institutions covered by the legislation, including Colleges of Applied
Arts and Technology (schedule 3), are bound by the regulation.
According to section 3 of the regulation, no one may destroy personal information in the custody
or under the control of an institution without the authorization of the head. This responsibility
may be delegated by the head in writing to an officer or officers of the institution subject to any
limitations, restrictions, conditions, and requirements set out in the written delegation of
authority (subsection 6662(1) of the Act). The head, however, remains accountable for action
taken and decisions made by his or her delegate.
Subsection 4(3) of the regulation states:
(1) Every head shall ensure that all reasonable steps are taken to protect the security and
confidentiality of personal information that is to be destroyed, including protecting its security
and confidentiality during its storage, transportation, handling and destruction.
(3) In determining whether all reasonable steps are taken, the head shall consider the nature of
the personal information to be destroyed.
In its guidelines regarding the regulation, the Management Board Secretariat noted that
institutions should ensure that each step in the disposal process is identified and that
appropriate measures are taken to protect the confidentiality of the personal information at each
step. Measures which should be considered include:
- at no point in the process should the personal information be left unattended or outside of
secured areas
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APPENDIX K: RETENTION AND DISPOSAL SCHEDULES
- storage rooms should be locked and secure, with the distribution of keys or combinations
carefully controlled
- access to the information during temporary storage should be limited to authorized personnel,
and such access should be documented
- containers should be labeled in such a manner that the nature of the contents is not revealed
- outside suppliers of transportation and disposal services should be bonded, with security
provisions included in the services contract
(The above list is not meant to be comprehensive and the Colleges' efforts should not be limited
to those measures noted.)
Under section 2 of the regulation, an institution may dispose of personal information only by
transferring it to the Archives of Ontario or by destroying it. In the case of the Colleges, the
records may be disposed of only by destruction. Section 5 states that:
Every head shall take all reasonable steps to ensure that when personal information
is to be destroyed, it is destroyed in such a way that it cannot be reconstructed or
retrieved.
This means that paper and other hard copy records should be burned, pulped, or shredded
(provided that the shreds are small enough to prevent re-assembly of information). Personal
information may also be recycled, providing the recycling program conforms with the
confidentiality provisions of the regulation.
Personal information on tape, floppy disk, hard disk, or other magnetic media should be
disposed of by magnetic erasure or by destruction of the media. Care must be taken to ensure
that carbons, print ribbons, print-outs, back-up copies, etc., that contain personal information
are also destroyed.
Subsection 6 of the regulation provides that every head, or designate, is responsible for
ensuring that the institution maintains a disposal record setting out what personal information
has been destroyed and the date of destruction. This is a very important requirement.
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APPENDIX L: ACADEMIC ACCOMMODATION AGREEMENT
This form is to be used to arrange alternative date or time for examinations, tests or clinical,
fieldwork, and co-op experience.
Student’s Name__________________________ Program_________________________
Mailing Address__________________________________________________________
Telephone_______________________________________________________________
Course________________________________ Faculty__________________________
Due to religious observance of _____________________________I require the following
accommodation.
_________________________________________________________________________
This religious observance will be accommodated by the following:
(Alternate date for test, exam or clinical make-up time)
Faculty Signature_____________________________________ Date ___________
A copy of this agreement will be kept in the students program file.
Any questions or concerns regarding accommodation for religious observances should be
directed to the Human Rights Advisor or the Registrar.
Give to the professor at least two weeks prior to the requested accommodation.
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