Bachelor of Interior Design
Application for Ministerial Consent
ONTARIO COLLEGES OF APPLIED ARTS AND TECHNOLOGY
JUNE 28, 2012
SECTION 1: INTRODUCTION: ORGANIZATION AND PROGRAM
INFORMATION
1.1 Title Page: College and Program Information
Full Legal Name of Organization: Georgian College of Applied Arts and Technology Operating Name of Organization: Georgian College
URL for Organization Homepage: www.georgiancollege.ca
Proposed Degree Nomenclature: Bachelor of Interior Design
Location where program to be delivered:
Georgian College, Barrie Campus One Georgian Drive Barrie, Ontario L4M 3X9 Person Responsible for this Submission:
Ron McDonald, Dean School of Design and Visual Art One Georgian Drive Barrie, Ontario L4M 3X9 Telephone: 705‐728‐1968 Ext. 1447 Fax: 705‐722‐1531 E‐mail: Ron.McDonald@georgiancollege.ca Site Visit Coordinator (if different than above): Same
Telephone: Fax: E‐mail: Anticipated Start Date: September, 2013
Anticipated Enrolment for the first 4 years of the program: 182
Chair, Georgian College Board of Governors:
Charlotte Wallace Georgian College, Room H103 One Georgian Drive Barrie, ON L4M 3X9 Tel: 705‐728‐1968, ext. 1252 Fax: 705‐722‐1559 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 1 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 2 1.2 Table of Contents
Section 1: Introduction: Organization and Program Information .................................................................................. 1 1.1 Title Page: College and Program Information ..................................................................................................... 1 1.2 Table of Contents ................................................................................................................................................ 3 1.3 Executive Summary ............................................................................................................................................. 7 1.4 Program Abstract ................................................................................................................................................ 9 Section 2: Degree Level ............................................................................................................................................... 11 2.1 Depth and Breadth of Knowledge ..................................................................................................................... 12 2.2 Conceptual and Methodological Awareness/Research and Scholarship .......................................................... 13 2.3 Communication Skills ........................................................................................................................................ 14 2.4 Application of Knowledge ................................................................................................................................. 15 2.5 Professional Capacity/Autonomy ...................................................................................................................... 16 2.6 Awareness of Limits of Knowledge ................................................................................................................... 17 Section 3: Admission, Promotion and Graduation ...................................................................................................... 19 3.1 Admission Requirements for Direct Entry ......................................................................................................... 19 3.2 Admission Policies and Procedures for Mature Students ................................................................................. 20 3.3 Promotion and Graduation Requirements ........................................................................................................ 20 3.3.1 Grading System .......................................................................................................................................... 21 3.3.2 Promotion .................................................................................................................................................. 21 3.3.3 Graduation ................................................................................................................................................. 21 3.4 Advanced Standing Policies and Requirements ................................................................................................ 21 3.4.1 Exemptions ................................................................................................................................................... 24 3.4.2 Advanced Standing: Diploma to Degree ........................................................................................................... 24 3.4.3 Prior Learning Assessment and Recognition ..................................................................................................... 24 Section 4: Program Content ........................................................................................................................................ 25 4.1 Balance of Theory and Practice ......................................................................................................................... 25 4.2 Program Advisory Committee ........................................................................................................................... 26 4.3 Professional Accreditation ................................................................................................................................ 44 4.4 Learning Outcomes ........................................................................................................................................... 55 4.4.1 Degree Outcomes .......................................................................................................................................... 56 4.4.2 Program Level Learning Outcomes ............................................................................................................ 59 4.4.3 Breadth Outcomes ..................................................................................................................................... 61 4.5 Course Descriptions ........................................................................................................................................... 64 4.5.1 Course Descriptions for Core Courses ....................................................................................................... 64 4.5.2 Course Descriptions for Non‐core Courses ................................................................................................ 72 4.6 Course Schedules .............................................................................................................................................. 83 4.6.1 Course Schedule 1(a) ‐ Program Courses ................................................................................................... 83 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 3 4.6.2 Course Schedule 1(b) ‐ Breadth Courses .................................................................................................... 91 4.6.3 Course Schedule 2(a) ‐ Program Courses ................................................................................................... 97 4.6.4 Course Schedule 2(b) ‐ Breadth Courses .................................................................................................. 103 4.7 Work Experience ............................................................................................................................................. 109 4.8 Course Outlines ............................................................................................................................................... 111 4.8.1 Program Progression ................................................................................................................................ 111 4.8.2 Program Map ........................................................................................................................................... 113 4.8.3 Core Categories ........................................................................................................................................ 115 4.8.4 Learning Values ........................................................................................................................................ 117 4.9 Bridging ........................................................................................................................................................... 120 Section 5: Program Delivery ...................................................................................................................................... 121 5.1 Quality Assurance of Delivery ......................................................................................................................... 121 5.2 Academic Advising and Progress ..................................................................................................................... 124 5.3 Student Feedback ............................................................................................................................................ 125 5.4 Blended, Hybrid or Online Delivery ................................................................................................................. 125 Section 6: Capacity to Deliver .................................................................................................................................... 127 6.1 Introduction .................................................................................................................................................... 127 6.2 Learning and Physical Resources ..................................................................................................................... 129 6.2.1 Library Resources ..................................................................................................................................... 129 6.2.2 Computer Access ..................................................................................................................................... 131 6.2.3 Classroom Space ...................................................................................................................................... 131 6.2.4 Specialized Equipment, Workstations and Laboratory Space .................................................................. 131 6.3 Resource Renewal and Upgrading .................................................................................................................. 136 6.3.1 Learning Resources .................................................................................................................................. 136 6.3.2 Classrooms ............................................................................................................................................... 136 6.3.3 Laboratories / Equipment ........................................................................................................................ 137 6.3.4 Computers and Computer Access ............................................................................................................ 137 6.3.5 Human Resources .................................................................................................................................... 138 6.4 Support Services .............................................................................................................................................. 138 6.5 Faculty ............................................................................................................................................................. 139 6.5.1 Staffing Requirements – Projected .......................................................................................................... 140 6.5.2 Policies Related to Faculty ....................................................................................................................... 140 6.6 Curriculum Vitae Release ................................................................................................................................ 141 6.7 Curriculum Vitae of Faculty Assigned to the Degree Program ........................................................................ 141 6.7.1 Curriculum Vitae – Core Courses and Program Requirements ................................................................ 142 6.7.2 Curriculum Vitae – Non‐core Courses and Breadth‐related Requirements ............................................. 143 Section 7: Credential Recognition ............................................................................................................................. 145 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 4 7.1 Design and Credential Recognition ............................................................................................................. 145 7.2 Supporting Documentation ........................................................................................................................ 145 Section 8: Regulation and Accreditation ................................................................................................................... 169 8.1 Current requirements and standards .............................................................................................................. 169 8.2 Consultations ................................................................................................................................................... 169 Section 9: Nomenclature ........................................................................................................................................... 179 Section 10: Program Evaluation ................................................................................................................................ 181 Section 11: Academic Freedom and Integrity ............................................................................................................ 183 11.1 Academic Freedom ........................................................................................................................................ 183 11.2 Academic Honesty ......................................................................................................................................... 184 11.3 Intellectual Property ...................................................................................................................................... 184 11.4 Research Ethics .............................................................................................................................................. 184 11.5 Copyright ....................................................................................................................................................... 185 11.6 Academic Freedom and Integrity Online ....................................................................................................... 185 Section 12: Student Protection .................................................................................................................................. 187 12.1 Publications ................................................................................................................................................... 188 12.2 Student and Consumer Interests ................................................................................................................... 188 12.3 Recruitment Policies ...................................................................................................................................... 190 12.4 Student Awareness of Policies ...................................................................................................................... 190 12.5 Blended, Hybrid and Online Delivery ............................................................................................................ 192 Section 13: Economic Need ....................................................................................................................................... 195 13.1 The Importance of Interior Design ................................................................................................................ 195 13.2 Economic and Employment Forecasts .......................................................................................................... 196 13.3 Job Advertisements ....................................................................................................................................... 198 13.4 Employer Forecasted Trends and Commitments to Hire .............................................................................. 199 13.5 Student Demand ........................................................................................................................................... 199 13.6 Employer recognition of added economic value ........................................................................................... 200 13.7 Professional Need for degree‐level graduates .............................................................................................. 200 Section 14: Duplication .............................................................................................................................................. 203 14.1 Similar/Related College Programs ................................................................................................................. 203 14.2 Similar/Related University Programs ............................................................................................................ 212 14.3 Competitive Landscape ................................................................................................................................. 216 14.3.1 Programming Summary ......................................................................................................................... 216 14.3.2 CAAT Competitive Summary .................................................................................................................. 216 Section 15: Optional Material .................................................................................................................................... 221 Section 16: Policies .................................................................................................................................................... 223 Appendices ................................................................................................................................................................ 228 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 5 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 6 1.3 Executive Summary
Include an executive summary of your submission. Program Description This program is a replication of Humber’s Bachelor of Applied Arts (Interior Design) degree which was originally approved by the Ministry in 2005. We have received permission from Humber to use their curriculum and we submit it without changes. The Bachelor of Interior Design offers a professional entry‐level program specializing in creating interior environments in the context of professional interior design standards and practice. The purpose of the program is to graduate competent creative designers whose design solutions are based on human response in the contemporary environment. The curriculum emphasizes space planning and management, design process, research methodologies, socially responsible design, building systems, technological applications, contract documentation, and interior design presentation. Sustainable practices and regulatory codes are integrated throughout the curriculum. The degree is designed to meet current Council for Interior Design Accreditation’s (CIDA) standards of delivery and content. This program offers a uniquely collaborative learning experience which facilitates a hands‐on model incorporating creative development, problem‐solving, strategic thinking, and teaming protocols, providing our graduates with exceptional interior design knowledge and skills. This acquisition of creative problem‐solving abilities enables graduates to progress to rewarding professional careers in interior design. The Bachelor of Interior Design is a four‐year first professional degree, which will qualify students for professional roles and qualification for future licensing in interior design. The program will replace our two‐ and three‐year Diploma programs. This degree was designed to meet the most recent CIDA standards of delivery and content. This interdisciplinary program will consist of coursework in interior design theory, and course work in related areas such as professional business practices as well as general education courses drawn from humanities, social and natural sciences. It combines higher level thinking skills in research, reasoning, logic, visual problem solving, spatial quantitative analysis, writing and analysis with the practical skills pertinent to the design, development and construction of built interior environments. Close cooperation with industry and collaboration within the program and related programs is a major characteristic of the program. Students will gain practical experience through special projects, by participating in design competitions and through the work term. Graduates of the program could become: designers with interior design firms, architectural firms, or corporate institutions; interior design consultants; or architecture and design representatives with resource alliance suppliers. They will be able to design offices, hospitality, retail and institutional facilities, health care facilities and residential environments, incorporating sustainable practices as emphasized throughout our program. Georgian College Overview Georgian has established itself as a leader in providing degree‐level programs through the University Partnership Centre (UPC) and has Ministry consent for three degree programs: Bachelor of Human Services ‐ Police Studies, Bachelor of Business ‐ Automotive Management and Bachelor of Business ‐ Golf Management. Georgian continues to score top marks in the Ontario college system’s annual survey of students and employers. The survey is conducted by independent researchers on behalf of the Ministry of Training, Colleges and Universities. Results of the 2010/11 Key Performance Indicators (KPI) survey reveal that Georgian’s graduate employment rate is above the provincial average at 85.7 percent. As well, Georgian received outstanding marks, at 93.8 percent, in employer satisfaction. Georgian maintains strong results in other KPI areas: 82.8 percent in graduate satisfaction and 77.2 percent in student satisfaction, both of which are above the provincial average among Ontario’s 24 colleges. Georgian also received the distinction of being voted in the Top 100 Employers in 2012, its fifth time since 2001. Exceptional ratings were given in the areas of physical workplace, and health and family‐friendly benefits. In 2012, Georgian was also rated one of Canada’s top family‐friendly employers. In addition, Georgian has been one of Canada’s Greenest Employers for the last two years (2010 and 2011) because of its award‐winning environmental sustainability accomplishments. Georgian has campuses in Barrie, Collingwood, Midland, Muskoka, Orangeville, Orillia, and Owen Sound. Georgian’s catchment area of all municipalities within Counties of Bruce, Grey, Dufferin, Simcoe, and the District of Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 7 Muskoka covers approximately 21,000 square kilometers. Georgian’s full‐time enrolment is more than 10,000 students, including apprenticeship, Second Career, university partnership and international students. Georgian’s international enrolment has an average annual increase of approximately 20 percent. Georgian had almost 840,000 part‐time student contact hours in 2011‐2012. Georgian’s overall impact on the regional economy is $370 million. Through the generous support of over 1500 donors, Georgian College has recently exceeded its $25‐million Power of Education campaign goal. This campaign supported key areas of growth and evolution at the College, and included raising funds to support over 900 student awards and scholarships with a combined value of over $700,000 annually. In 2003, the Georgian College University Partnership Centre (formerly the Institute of University Partnerships and Advanced Studies) came into being by proclamation of the Minister of Training, Colleges and Universities. With this unique designation, Georgian offers degree programs in partnership with select universities to provide increased access to degree studies in the region. Currently, over 1,500 full‐time and almost 400 part‐time students study at the degree level at Georgian College. In addition to its own three degree programs, Georgian also offers programs in partnership with Central Michigan University, Laurentian University, Nipissing University, University of Ontario Institute of Technology, University of Windsor and York University for bachelor degrees in Arts (with seven majors), Nursing, Education, Social Work, and Business Administration, and master degrees in Education and Social Work. Georgian offers a wide array of graduate certificate programs in health, business, information technology, and human service sectors. To increase student opportunities, Georgian has developed in excess of 400 articulation and transfer agreements with universities around the world. This proposal is aligned with Georgian’s commitment to deliver top quality learning programs. A high level of academic excellence and professional relevance will encourage student success as well as continued staff development. Our ongoing liaisons with professional partnersand our commitment to forge positive relationships with other relevant stakeholderswill reinforce and support continued program relevance and ensure that employer needs are recognized and addressed. The Degree will accentuate our College’s commitment to community leadership and will demonstrate our dedication to promoting our college as a centre of educational excellence in central Ontario. The Bachelor of Interior Design degree is consistent with and is supported by Georgian’s strategic objectives as described in its Strategic Plan and Mission Statement. Interior Design at Georgian Georgian’s official catchment area spans approximately 21,000 square kilometers in Central Ontario and includes the counties of Simcoe, Grey, Bruce, and Dufferin as well as Muskoka District. These areas comprise a population of approximately 719,660 in a predominantly rural landscape, although about one‐quarter of the population resides within Barrie’s Census Metropolitan Area (CMA). Georgian’s Interior Design program, however, serves a much greater geographical area. Not only is Georgian the sole Central Ontario institution that delivers an interior design program, it is also the nearest college offering an Interior Design diploma program to the Northern Ontario population, which the 2006 Census determined to be 745,372. In addition, despite the presence of interior design degrees in Toronto, large numbers of students in the Barrie area continue to choose to take Georgian’s current diploma program partly because they are unable or unwilling to move from the area. Georgian’s delivery of a degree program will provide essential access to this newly required credential for a large population of students. For over 44 years the Interior Design Program at Georgian College has provided an interior design education serving the traditional Georgian catchment area. Georgian College was founded as part of the original College Charter in Ontario in 1967 at which time the Interior Design Program was introduced. The community of Barrie offers a small‐town setting and has great appeal for students coming from similar locales. The Barrie location also offers opportunities for interface with the professional interior design community in Toronto. Historically the Interior Design Program has encouraged and facilitated interaction with interior design professionals, as well as participation in ARIDO hosted trade shows and student events. The program has a history of excellence in interior design education. The 3‐Year Interior Design Program has been recognized by the Association of Registered Interior Designers of Ontario (ARIDO) for well over 20 years. ARIDO currently accredits our Interior Design Degree Bridge Program leading to the professional 4‐year baccalaureate degree at Sheridan Institute for Technology and Advanced Learning, which is the same curriculum, also based on Humber’s degree, as that proposed here. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 8 1.4 Program Abstract
Include an abstract of approximately 100–200 words that summarizes the program outcomes, potential employment for graduates and/or opportunities for further study. The Bachelor of Interior Design is a four‐year degree that qualifies students for professional roles in interior design. Covering both commercial and residential interior design, the degree’s curriculum provides comprehensive coverage of design principles including problem analysis, concept development, design communication, drawings and specifications, technology, presentation, construction, and professional services. The program helps students become socially, culturally and environmentally sensitive practitioners who propose and execute creative design solutions to enhance our living, working and recreational environments. The curriculum also incorporates a strong liberal arts component as well as opportunities for collaboration with industry. Students gain practical experience through special projects, design competitions and a work term. Graduates of the program could become freelance designers or they may find employment with interior design studios, retail establishments, architectural firms, or corporate institutions. They will be qualified to design corporate, commercial, institutional and health care facilities, as well as residential environments. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 9 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 10 SECTION 2: DEGREE LEVEL
The Quality Assessment Panel (QAP) and the Board will review your program against the Baccalaureate/Bachelor Honours standard. The QAP’s judgments about the degree level standard will be based on the information provided in your submission. In this section, summarize and synthesize features of the program and the resources that will support it to demonstrate to the QAP and the Board that the knowledge and skill expectations in the six categories of the standard will be met. Degree‐Level Summary (as described by Humber) The interior design profession provides services encompassing research, development and implementation of plans and designs of interior environments to improve quality of life, increase productivity, and protect the health, safety, and welfare of the public. The interior design process follows a systematic and coordinated methodology. Research, analysis and integration of information into the creative process result in an appropriate functional and aesthetically pleasing interior environment. Practitioners perform services in any or all of the following areas: programming, conceptual design, design development, contract administration, and evaluation. (National Council for Interior Design Qualification, Definition of Interior Design) Interior design is a pursuit of creative reasoning, dependent on the flexibility of ideas and methodologies informed by an awareness of current critical debates. It ranges between expressive and functional, involves a high degree of both analysis and synthesis and is reliant upon a constantly evolving dialogue and negotiation between the designer, client, and contractor. The graduates of the Bachelor of Interior Design will achieve a sound understanding of the principles in their field of study and will learn to apply those principles more widely. The program provides graduates with a range of theoretical frameworks, drawn from the social sciences, art, humanities and business, as a basis for artistic innovation and creative risk. It examines, dissects and reformulates the various principles of design and practice impacting the interior design profession. This analysis is accompanied by a multi‐disciplinary approach where historical, psychological, sociological, economic and ethical aspects are scrutinized in order to derive a holistic understanding of the framework of interior design practice. The superior analytical and problem solving skills developed in the research methods, statistics and liberal arts component of the program will enhance the graduate’s capacity to meet the challenge of today’s work environment. Creativity will be developed and nurtured through a series of increasingly complex design challenges and a supportive learning environment. Throughout the four years of the program, students move through four stages of development: 
knowledge acquisition and awareness where students are introduced to new areas of learning and experience which broaden and deepen their existing knowledge; 
development of a conceptual and critical understanding where students engage in a critical analysis of texts, fields of knowledge, concepts and practices and where they test their analyses against known understandings and practices; 
practical experience where students synthesize their knowledge and understanding, acquire the practical experience, skill and opportunity for creative expression and thinking in a range of activities, and where they contribute to the design team and receive and give feedback on their performance; and 
critical reflection where students reflect on their new knowledge and understanding and their learning experiences and performances to develop a new awareness and higher level of understanding. The program commences with the acquisition of an understanding of the underlying principles and appropriate skills and then goes on to a program of staged development progressing to increasingly independent and personally focused learning. Early stages of the program are designed to foster the skills and knowledge for more advanced study. Initial courses introduce fundamental disciplinary debates and methodologies and pay particular attention to the development of visual awareness and analytical skills. The program employs a wide range of teaching, learning and assessment. It emphasizes imagination and creativity in combination with technical skills and is designed to develop students’ intellectual powers and their ability to communicate. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 11 2.1 Depth and Breadth of Knowledge
Benchmarks: a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline; b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; c. A developed ability to: i. gather, review, evaluate and interpret information; ii. compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline; d. A developed, detailed knowledge of and experience in research in an area of the discipline; e. Developed critical thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas outside the discipline. Knowledge and understanding are acquired through lectures, group discussions, research and seminars. Each course involves discussion of key issues, practice in applying concepts, analysis and interpretation of material, and individual feedback on work produced. Students develop a holistic view of the discipline, both academically and professionally, and examine the relevance of different areas of study within the program in relation to the current and emerging issues of interior design practice. Beginning with Design Theory 1 and Human Factors, students will acquire knowledge and understanding of the critical and contextual dimensions of interior design and its key intellectual tools. They will engage with various related theories within the historical, contemporary and cultural settings which inform the context of interior design. Students will examine the origin of the field, how it has changed and evolved, and how interior design has been applied in diverse situations in courses such as Design and Material Culture and Professional Practice 1. Through these courses, students will develop skills in interpreting the links between history and contemporary design practice and explore the cultural contexts through which historical designs have been and continue to be interpreted. The early courses introduce the field and processes, develop familiarity with the concepts, teach students how to investigate and integrate information and concepts, establish a map of the subject in terms of knowledge, methodologies and basic principles, and begin preliminary application. In their advanced courses, students will develop broader perspectives on interior design through Case Studies, Contemporary Design and Interdisciplinary Practice courses. The students will gain insight into the forces shaping and advancing design in courses such as Human Factors, Sustainable Design, and Professional Practice 2. In courses such as Case Studies and Design Theory 2, students will analyze the work of other practitioners to acquire knowledge and understanding of the context of interior design as well as to support the development of key skills such as critical analysis, synthesis, and evaluation. Courses such as Interior Design Studio and Design Communications cover the skills and techniques required in order to design. They ensure students acquire the required technical skills in the design process, structural design techniques, media application and design development as well as a firm understanding of the interactive relationship between methods, materials, and design solutions, between ideas and issues, and between designer and user. The basic technical skills are enhanced through students’ understanding of the human interface with built environments gained through the Human Factors course and the understanding of the relationship between materials, design and the environment examined in the Sustainable Practices and Case Studies courses. Students explore the principles and technologies involved in such areas as construction, materials, environmental design, structure and services in Interior Detailing. Creativity is the heart of interior design and creative technique and theory are solidly integrated into all coursework at all levels. Through discussion and practice, students will develop an understanding of the machinations of the creative process and connect it specifically to a design context. Students are taught strategies to think innovatively. A significant emphasis on project work, case analysis and practical examples provides students with an understanding of how design strategies are applied in complex areas. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 12 Students’ knowledge of design and the creative process is grounded by an understanding of business realities. In courses such as Professional Practices and Interdisciplinary Practice, students explore legal and ethical issues, elements of successful business practice from business conception to profit reporting, project management, facilities management and design management. In advanced courses, students will apply underlying concepts and principles outside of the initial context in which they were taught such as in dealing with the impacts of new regulations, client driven changes, shifts in demand, or recent technological breakthroughs that present new opportunities in design innovation. Interior design is an interdisciplinary field. It draws on the theories and methods of inquiry developed within the arts and humanities such as aesthetics, historical analysis and on the theories and research methodologies of social sciences and business. As a result, the strong breadth component built into the program provides a solid foundation on which students can build their practice and a range of frameworks which will enrich their creative endeavours. Breadth of Knowledge at Georgian At Georgian College, we understand that breadth courses ensure that college degree students are exposed to ideas, studies, and approaches outside of the students’ core discipline. The aim of these courses is to ensure that the college is attending to civic engagement of lifelong learners rather than an explicit focus on a field of employment. Georgian College degree programs have been developed with a very strong orientation to these breadth opportunities, ensuring that within their program of study students have at least one course per term that is a non‐core breadth course offered in such a way as to ensure that students are exposed to perspectives that encourage self‐reflection, critique, and new opportunities for a rigorous exploration of the relation between the self and others, social and political institutions, ethics and action, art and culture and science and the natural world. Courses may be grounded in the modes of analysis of a particular discipline or they may assemble and integrate the insights of several subject areas in an interdisciplinary manner. Courses are offered at introductory and advanced levels in the following four categories: humanities, social sciences, natural sciences and interdisciplinary studies. In keeping with PEQAB’s benchmarks, students are required to take at least 20% of their program hours in non‐core/breadth courses. We ensure that students are exposed to a variety of perspectives by requiring students to take at least one course in each of humanities, social sciences and sciences (breadth), and we ensure that students have more than an introductory knowledge in these areas (depth) by requiring at least two courses at the third and fourth year levels. (For more details see our Breadth Capacity review, submitted April, 2012.) 2.2 Conceptual and Methodological Awareness/Research and Scholarship
Benchmarks: An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; b. Devise and sustain arguments or solve problems using these methods; c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship. Learning in design stimulates development of an inquiring, analytical and creative approach and encourages the acquisition of independent judgement and critical self‐awareness. The use of active learning through project‐based enquiry encourages development of both students’ capacities for independent learning and their ability to work with others. It not only develops students’ abilities to solve problems in a creative way, but also to identify and redefine problems and to raise and address appropriate issues. These abilities are combined with the exercise of creative skills, imagination, vision and, at the highest level, innovation. The program requires students to undertake significant and sustained periods of independent study in the form of a major project and thesis in the latter stages of the program. This requires students to apply knowledge and experience so as to make appropriate Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 13 decisions in complex and incompletely charted contexts. They will be able to break down an argument, task, or body of evidence and deal effectively with its component parts, to bring evidence or ideas of different types or from different sources together in a productive way, to identify and present key elements of an argument or a demonstration, and to discriminate between arguments and different approaches. Students develop and apply their research skills in assignments, exercises, essays, projects and their thesis, requiring the systematic search of primary and secondary sources in particular subject areas. Through their study of research methods and the preparation of written and verbal presentations, students learn to critically evaluate the appropriateness of different approaches to solving problems. Students will learn to identify the issues which require research and identify and retrieve up‐to‐date information through diverse search methods. They will develop roadmaps for pursuing their research, and select the favoured approaches with the most effective results. Students will utilize leading authorities, selected readings, literature searches and original research. From their various projects, students will be in a position to formulate clear and coherent research plans using a wide range of research sources. This process ensures students understand the relationship between research and the practice of interior design. In order to develop effective design strategies, students must understand the requirements of the variety of businesses with which they work as well as the needs and wants of the consumer. Their work must reflect the complexity and diversity of the industries that they serve. It must also demonstrate understanding of and sensitivity to the multitude of cultures in our society. They must be able to synthesize research from a large and diverse range of sources in order to prepare effective designs. They need to be aware of such diverse areas as social trends and demographics, the role of culture and subculture, economic forces, marketing and retail trends, political imperatives, developments in materials and differences in perception. Throughout the program, students will be challenged to undertake this type of analysis beginning with an introduction to basic research in the Design Theory 1 and Qualitative Research Methods courses, continuing in Senior Level Thesis Project 1, and culminating in their theses. The process will be enriched by the use of seminar groups, panel evaluated integrated assignments, and visiting professionals from a variety of disciplines who bring different perspectives to the class, broadening students’ viewpoints and contextual frameworks and developing their fluency in interpreting meaning from multiple perspectives. Major essays will be prepared each semester that will require an in‐depth and systematic inquiry into selected topics. They will require students to individually undertake a multi‐disciplinary approach to design and other issues. Drawing upon the organizational and writing skills developed throughout the program and their experience in identifying and formulating relevant issues, students will present cogent, persuasive and well‐researched dissertations on issues. With the assistance of directed secondary sources, they will be able to integrate material from primary sources using interpretative techniques developed from case studies, design projects, and other individual and group projects. 2.3 Communication Skills
Benchmark: The ability to communicate information, arguments and analyze accurately and reliably, orally and in writing, to specialist and non‐specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline. Graduates of the program will have mastered communication and information skills. Verbal and written communication skills are developed as a result of interaction with peers, faculty, mentors, and industry representatives, both formally and informally, and by using standard formats such as reports, journals, proposals, essays or dissertations in relation to assigned work and to articulate and synthesize their knowledge and understanding. Extensive written assignments, oral presentations and design proposals provide invaluable experience in formulating and presenting arguments and solutions. In preparing design proposals, students are encouraged to give specific attention to the intended audience. The differing characteristics of audiences ranging from clients, suppliers, consultants, trades, senior designers, and end user are emphasized in the context of Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 14 presentations and proposals. The ability to summarize and simplify arguments in complex works, without yielding accuracy, is developed in the breadth courses. In addition, students will employ a range of predominantly visual languages to articulate concepts and ideas in two and three dimensions. Students develop these visual presentation skills in their studio courses as well as in such courses as Design Communications, Interior Detailing, and Professional Practices 2. They are required to conceive, produce, promote and disseminate a variety of material outcomes which go on to form a part of our visual culture. Each student is required to produce a portfolio which represents the range of their work and which employs a variety of information and communication strategies. 2.4 Application of Knowledge
Benchmarks: a. The ability to review, present and critically evaluate quantitative and qualitative information to: i. develop lines of argument; ii. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline; iv. where appropriate, use this knowledge in the creative process; b. The ability to use a basic range of established techniques to: i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; ii. propose solutions; iii. frame appropriate questions for the purpose of solving a problem; iv. solve a problem or create a new work; c. The ability to make use of scholarly reviews and primary sources Critical Analysis Through courses such as Design Theory, students develop their own critical disposition in relation to their discipline and the critical awareness required to articulate and apply their learning. The research courses, studio and technical courses, breadth courses and design thesis also develop students’ capacities to observe and visualize, identify and solve problems, and make critical and relative judgements. Students employ convergent forms of thinking involving rational and analytical skills when researching design and marketing issues and analyzing cases. They use divergent forms of thinking in generating ideas, in creating new or modifying existing designs, and in critiquing their own and others’ work. Through reports, presentations, proposals and case analyses, students are required to take a particular strategy and provide justification for that approach. Students are encouraged to separate their personal views from the position taken in order that an objective analysis is made more certain. In courses such as the Interior Design Studios and the thesis, issues are analyzed, synthesized and critically evaluated in various assignments by combining lecture material, readings, research and creative projects. Students are required to analyze, synthesize and critically evaluate their own work as well as that of others. In addition, they are required to analyze a variety of design issues by combining lecture material, readings, research and practice. In this manner, reasoned judgement can be derived based on an informed understanding of the practice of interior design. Solutions to problems raised in the assignments will have the support of critical analysis and evaluation from a variety of sources. Application The program combines the conceptual and the practical. It includes an essential core of studio/workshop instruction. Along with the development of cognitive attributes, the program, through the Studio courses, Senior Level Thesis, Interdisciplinary Practice and the work experience, provides students with the opportunity to produce material outcomes which require the application of practical skills. In courses such as Interior Detailing, students apply technical skills in the conscientious use of materials and processes. These courses provide students with Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 15 opportunities to address practical and theoretical concerns through a broad spectrum of two and three dimensional media, materials and processes. In the Professional Practices 2 course, students assemble a body of work which demonstrates ability to practice at a professional level and which is mindful of professional needs and values. These courses, all of which are composed of a number of projects or components of projects concerned with the design of the interior, give a balanced progression and integrate and develop both the knowledge base and skills of the various subject areas. In the Interior Design Advanced Studio course, students derive a working knowledge of various sectors through the preparation of requisite documentation, and the preparation and execution of design solutions for specific markets. In applying their knowledge to progressively more complex situations, students will be challenged to produce multi‐disciplinary analyses of design problems and well‐supported conclusions. Students will participate in design competitions, sponsored by ARIDO, IDEC, Dupont and other industry groups and manufacturers, which will demonstrate their understanding of design methods and issues, materials, processes and the needs of both industry and the end user. The program places a great emphasis on learning and doing in teams. Interior designers do not work in isolation, and this program will employ student teams for casework, simulations and projects. Through this strategy, the program will facilitate an appreciation for employing content from different disciplines and sources to team‐based applications and solutions. The work term provides a type of learning experience which cannot be duplicated in the academic environment. It introduces students to the complex situations faced in the workplace. In preparation for their work term, students take a careers module in their Professional Practices 1 course which helps them to consider employment options and prepare for work. Upon their return, they reflect upon, analyze, share and place their experience into a larger context of learning in Senior Level Thesis Project and Professional Practices 2. 2.5 Professional Capacity/Autonomy
Benchmarks: a. The qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: i. the exercise of initiative, personal responsibility and accountability in both personal and group contexts; ii. working reflectively with others; iii. decision‐making in complex contexts; b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; c. Behaviour consistent with academic integrity and social responsibility New Training Competencies Interior design is a highly complex and ever changing field. With the awareness of the limits of their knowledge, and having honed their design, creative, technical, research and analytical skills, students will be well positioned to advance their training and develop new competencies as the need arises. Whether in the context of servicing their clients or seeking to advance their career by assuming more responsibility within an organization, students will possess the attributes and experience to take the initiative in new pursuits. Having undertaken a variety of independent assignments, using a wide range of research sources and retrieval systems, students will have the capability to conduct research independently and study new subject areas. Their liberal arts education facilitates a broader approach to issues and information, opens new perspectives and offers a broad range of analytical tools. With the recurrent challenge in the program for students to constantly further the boundaries of their knowledge and abilities, students will be more reflective in taking inventory of their learning and skills. This will lead to a greater appreciation of personal growth, and the need to be on the cutting edge of professional development. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 16 Students will continually need to keep abreast of new legislation, innovative products and materials, trends cycles and emerging technology. Transferable Skills Generic skills are integrated throughout the program and have applications in a wide range of contexts both within the field of interior design and beyond. Graduates will emerge with the following skills: 
Interpersonal skills derived from group assignments and the work experience. 
Communication skills developed from the wide variety of written, visual and oral presentations students make throughout the program. 
Competency in generating and interpreting numerical or statistical information resulting from such courses as Quantitative Methods and Statistics, Senior Level Thesis Project 1, Qualitative Research Methods 
Skill in analyzing, synthesizing and evaluating complex material gained through courses such as design thesis and the liberal arts courses 
Independent research skills developed from the research methods course, the breadth courses, and through major essay assignments. 
Problem solving strategies developed through Interior Design Studios where documented research and materials for devising and applying solutions need to be brought together from diverse sources through lateral thinking processes. 
Critical thinking processes developed from analyzing and evaluating both student project work and the work of other designers. 
Negotiation skills developed through course work in Interior Design Studio and Senior Level Thesis wherein students seek critical analysis of their work from peers, professors and mentors and provide rationales for proposed concepts and solutions. 
Time and project management skills gained through planning and completing a variety of projects and assignments. The program demands high levels of self‐motivation, intellectual curiosity, speculative enquiry, imagination and divergent thinking skills which can be applied in businesses everywhere as well as in personal life. 2.6 Awareness of Limits of Knowledge
An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analysis and interpretations. The program will infuse a clear understanding in students that interior design is not a static field and that graduates will be limited by an inability to stay current. The program will emphasize and promote the need for independent learning. Students who develop the capacity to keep up to date on events, regulatory changes, practice and applications will be successful. The program is organized and delivered with this principle in mind as well as the need to strategically define areas of expertise. Students will be expected to develop their areas of expertise through selected assignments, project choices and independent learning. Throughout the program, the parameters of interior design will be emphasized, along with a clear understanding of the core subject areas comprising such practice and its interrelationship with other disciplines. At the same time, new issues can arise which are beyond their current knowledge. For example, environmental regulations, building or fire code regulations or construction of new materials may change. Students must keep abreast of such developments by updating their knowledge on an ongoing basis. Throughout the program, students will be expected to attend industry seminars by ARIDO, ASID and IDC, to visit key government and industry websites, and Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 17 to review industry, scientific, social and marketing periodicals in order to recognize new areas that require their study such as major research developments, new scientific discoveries and applications, and social trends. The program prepares students to take increasing responsibility for the content and direction of their work. It is designed to support individual development and creativity as well as the progressive acquisition of independent learning skills. The need for continual updating of their knowledge will be emphasized in such courses as Professional Practices, Case Studies and Interior Design Studio, as well as in courses such as Sustainable Practices. Professional development and the need for currency and on‐going learning will be stressed. Through their experience in critically analyzing their work and that of others, students will be able to identify their role in the particular changing field of practice, and when and where to turn for assistance if their ability to pursue an initiative is an issue. The Professional Practices course will discuss issues of Right to Practice, moral responsibility, professional ethics, and professional accountability and will explore the limits placed on the practice of interior design. Interdisciplinary Practice will explore the interrelationships of the role of the interior designer in relation to other built environment sectors. From exercises and case studies in that course, students will be able to assess whether a particular areas falls within their scope of practice and the limits of their professional capabilities. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 18 SECTION 3: ADMISSION, PROMOTION AND GRADUATION
The Quality Assessment Panel and the Board will assess whether your college’s requirements for admission in the program, for promotion within the program and for graduation are consistent with the postsecondary character of degree granting organizations, and meet the Board’s standard and benchmarks for Admission, Promotion and Graduation, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) how your requirements for admission (including direct admission and any proposed advanced standing options), promotion and graduation meet the Board’s requirements. Clearly label the information provided in this section, and ensure that it includes, in addition to the narrative, at least the following: 3.1 Admission Requirements for Direct Entry
Indicate the academic requirements (including any credential, specializations and minimum achievement level) and any other requirements (e.g., any required work experience, portfolio or interview requirements) for admission into the first year of the degree program. Admission Requirements 
Ontario Secondary School Diploma (OSSD) 
Grade 12U English (ENG4U) with a minimum grade of 65 per cent 
Any Grade 11 or Grade 12 U or M Mathematics with a minimum grade of 60 per cent 
Four Grade 12 U or M courses in addition to those listed above with a minimum 65 per cent overall average Applicants should be aware that first‐year enrolment is limited and that satisfying the minimum entrance requirements does not guarantee admission. Selection Process Digitally Submitted Portfolio There are a total of four creative pieces plus one written document that need to be submitted. The following five pieces must be submitted as they are described: 1.
Perspective line drawing of a chair: black line with construction lines to show proper perspective methods are encouraged. You may use your choice of medium. 2.
Perspective line drawing of an interior space or building façade. This should be from an actual space or building and not from your imagination or an abstract method. You may use your choice of medium. 3.
Colour still life study demonstrating your use of colour and composition must include the following: teacup and saucer (the cup must not be placed in the saucer), a book, a transparent glass vessel and a silver candlestick. You may use your choice of medium. Note: It is essential that these drawings be created from looking at actual objects and buildings, not from your imagination and not from a photograph. Submissions are reviewed specifically to assess your ability to draw with realistic and accurate depth, perspective, and proportions, as well as to assess your representation of texture, reflection, shade, and shadow. 4.
A work of your choice which may include a three‐dimensional object you have designed or created, a subject or type of work which is not included in the list above, or work related to interior design. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 19 5.
A written document of 350 words, which describes your interest in and knowledge of the interior design field. We strongly recommend you research and refer to current issues in the interior design profession and include any influences affecting your decision to pursue a career in the interior design discipline. The entire portfolio must be submitted as (one) file in Adobe PDF file format. The file name must include your name and your 9 digit Georgian student number. Example ‐ name.xxxxxxxxx.interiordesign.pdf 3.2 Admission Policies and Procedures for Mature Students
Include in the electronic “Policies” file the college’s policies and procedures pertaining to the admission of mature students. Mature students must be 21 years of age by December 31 of their admission year and must have been away from formal education for at least one year prior to beginning the program. Letters of reference are required from mature applicants along with transcripts of earlier completed courses. Mature applicants must have no recent unfavourable academic performance; and must have demonstrated potential for success in degree studies through academic accomplishments. Mature applicants must possess the published subject requirements, or equivalents, and submit official copies of transcripts from high school and any post‐secondary institutions attended. Applicants must also provide a resumé outlining work and volunteer experience since full‐time attendance at school. 3.3 Promotion and Graduation Requirements
Benchmarks: 9. Promotion and graduation requirements are consistent with the learning outcome goals of the program and include: a) policies governing academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements; b) a grading system that is easily understandable, meaningful and convertible to students, other postsecondary institutions and potential employers, whether expressed as letter grades, percentages or grade points; c) regardless of the grading scheme, grades for acceptable performance correspond to student work that demonstrates the degree level standard has been achieved; d) minimum overall average acceptable achievement for progression (across all degree requirements, including the breadth and discipline‐related requirements) not lower than the level typically designated by C‐ or 60–62%; e) minimum overall average acceptable achievement in discipline‐related requirements for progression in the program not lower than the level typically designated by C‐ or 60–62%; and f) a level of overall achievement expected in the core discipline(s) of study higher than the overall average. In addition to describing them in this section, include in the electronic “Policies” file the college’s policy on the level of achievement required of students in the program for promotion within the program and for graduation. Where applicable, include an explanation of how GPA is calculated. (See Section 16: Policies.) In addition to describing them in this section, include in the electronic “Policies” file the college’s policies and procedures for academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements. Indicate the academic requirements and any other requirements for promotion and graduation. The College publishes promotion and graduation requirements in the Academic Calendar. The calendar clearly outlines the promotional requirements of students and the policies governing academic remediation, sanctions Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 20 and suspension for students not meeting the minimum academic requirements. Promotion and graduation requirements are consistent with the learning outcome goals of the program and degree‐level standard. Academic Policies and Procedures are also available on the College’s website. 3.3.1 Grading System
The grading system is easily understandable. Most courses receive a numerical grade and grade point averages are expressed as percentages. Numerical grades are submitted by instructors and are used in the calculation of the program and semester Grade Point Average (GPA). An explanation of Georgian’s grading system and a chart of non‐numerical grading codes used in some courses can be found in the Course Evaluation section of the Academic Calendar under the Grading System heading. 3.3.2 Promotion Policies regarding promotion and an explanation of how grade point average is calculated can be found in the Course Evaluation section of the Academic Calendar under the Grading System heading. Students who do not meet these requirements are subject to the following: A student who fails the same course twice is not permitted to register for it again without prior approval of the academic area and the Office of the Registrar. Students who are permitted to register for a course for the third time and who are again not successful must consult with their dean to discuss program progression or transfer options. Students who end a semester with a weighted average of 60% or better proceed in good standing. Those who end a semester with less than a weighted average of 60% proceed on probation (where a subsequent semester of better than 60% will restore them to good standing and a subsequent semester averaging less than 60% will put them on academic warning). Students who end a semester with less than 50% as an average or fail all their courses must meet with their program area before proceeding to the next semester. Students who are on academic warning at the end of one semester and earn less than the minimum average of 60% in the next semester are suspended from the College for two semesters. If a student returns from suspension and earns less than 60%, the student is withdrawn from the College for one year and then may reapply with conditions after one year. Policies governing academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements can be found in the Course Evaluation section of the Academic Calendar under the Grading System heading. 3.3.3 Graduation
In order to maintain consistency with our other degree programs, the Graduation Requirements for this program differ slightly from Humber’s requirements. To graduate from a Georgian College baccalaureate degree, a student must attain a minimum of 60% or a letter grade of P (Pass) or S (Satisfactory) in each course in each semester, and have an overall average of 65% in the program. The same standard is required of core and non‐core courses. Learning outcomes of non‐core breadth courses are considered as valuable to students as their core course outcomes, and therefore the same academic rigour is required. To be eligible for a Georgian credential in a four‐year degree program, the student must complete a minimum of 25 per cent of the program courses at Georgian College. Policies regarding graduation are contained in the Graduation section of the Academic Calendar, and on the College website. 3.4 Advanced Standing Policies and Requirements
Benchmarks: 4. Where any type of advanced standing into the program is proposed, policies and procedures pertaining to bridging requirements, advanced standing, credit and credential recognition: Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 21 a) have as a principal criterion that the credits accepted for admission to a degree program are in proportion to the affinity with and/or applicability to the specialist content of the program and other curricular requirements; b) are fair (award credit where credit is due), reasonable (do not award credit where none is due) and consistent; c) identify the bases on which such decisions are made, including: i) the minimum acceptable grade or achievement level; ii) the requirements for comparability of program content of earlier studies with that of the proposed program; iii) the procedures for determining the credit to be awarded; iv) the procedures that students will follow when requesting credit and appealing transfer of credit decisions; v) the limit on the number of credits that will be awarded for prior degree level study toward the degree program; d) limit the number of credits that will be awarded for prior diploma level study, with and without affinity, toward the degree program (excluding any work experience/internship requirements) such that the advanced standing to be awarded does not exceed: • 67% degree level credit for a 3‐year degree program from a completed 3‐year diploma program; • 53% degree level credit for a 3‐year degree program from a completed 2‐year diploma program; • 65% degree level credit for a 4‐year degree program from a completed 3‐year diploma program; • 40% degree level credit for a 4‐year degree program from a completed 2‐year diploma program; e) require in all cases a gap analysis of the program content and outcomes of the studies for which transfer credit is being awarded; f) ensure that the degree level standard and all program learning outcome standards of the degree program are met; and g) identify any requirements for bridging studies that facilitate entry into the proposed program. 5. For a degree completion arrangement a detailed gap analysis demonstrates the academic integrity of the degree program and that the degree level standard and degree program learning outcomes are met. 6. Colleges proposing to award credit for learning that takes place outside formal postsecondary educational institutions: a) have policies and procedures pertaining to prior learning assessment, which must include at a minimum: i) key principles informing the prior learning assessment; ii) methodology used for portfolio assessment, and examination challenge for credit; iii) policies on credit limits, appeals and confidentiality; iv) assessment documents, guidelines, brochures for potential students; and b) demonstrate that: i) credit will be awarded only for learning and not for experience; ii) credit will be awarded only for degree level learning; and iii) the determination of competence levels and credit awards will be made by academic experts in the appropriate subject matter. 7. The institution: a) does not offer any credits for “life experience”, unless that experience is assessed for its appropriate learning value to the specific degree program; Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 22 b) does not waive comprehensive examinations, academic reports, research projects and/or theses, if these are standard requirements of the program; c) does not award advanced standing for more than 50% of the total number of the credits of the program based on prior learning assessment; d) requires that at least 50% of the individuals enrolled in a program at any given time are actively taking required elements of that program. 8. Administrative procedures for assessing advanced standing include the following elements: a) Credit awards and their transcript entries are monitored to avoid giving credit twice for the same learning. b) Policies and procedures applied to assessment, including provision for appeal, are fully disclosed and publicly accessible. c) All personnel involved in the assessment of learning should receive adequate training for the functions they perform, and provision should be made for their continued professional development. d) Advanced standing decisions are regularly monitored, reviewed and evaluated to ensure their ongoing validity for the degree program. Where there is an option for advanced standing into the program, In addition to describing policies in this section, include in the electronic “Policies” file the college’s policies and procedures pertaining to: ‐credit transfer/recognition (including any bridging requirements for certificate/diploma to degree laddering); and ‐entrance examinations and advanced placement based on prior learning assessments for “life experience”. Where a degree completion arrangement(s) is proposed, indicate the amount of credit students will receive toward the degree program, any special requirements of students to enter the degree completion arrangement and the point of entry into the degree program. Policies regarding advanced standing can be found in the Admissions section of the Academic Calendar, as well as the section on Assessment of Previous Learning. A number of ways are provided to assess previous learning experience for credit toward a degree. The student may be interested in pursuing assessment of previous learning if he or she has any of the following: 
Post‐secondary credits that match Georgian College course learning outcomes in his/her program of study (exemption); 
A number of completed related accredited courses or semesters or years of post‐secondary education (advanced standing); 
Equivalent skills and knowledge acquired through life and work experience that match the learning outcomes of the Georgian College course(s) in his or her program of study (Prior Learning Assessment and Recognition). In order to be accepted for credit, the prior learning must be possess sufficient affinity or applicability to the learning outcomes of the program or, in the case of exemptions, of a specific course. Policies are fair, reasonable and consistent. The procedures are clearly described in the Academic Calendar. Minimum acceptable grade or achievement levels are described for each type of advanced standing, as are the limits on the number of credits that will be awarded for prior study. In addition to limits on certain types of Advanced Standing, the college has a residency requirement which limits the maximum amount of all advanced standing credit to a total of 75% of a four‐year degree program. Transcript entries are monitored to avoid giving credit twice for the same learning, and students who receive advanced standing must satisfy all the standard requirements of the program. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 23 3.4.1 Exemptions
Acceptance of transfer credits from degree programs shall be based on the recognition that, while learning experiences may differ in a variety of ways, their substance may be essentially equivalent in terms of their content and rigour. As often as possible, acceptance of transfer shall allow for the maximum recognition of previous learning experience in degree‐level courses. An exemption based on another credit course or courses may be granted for a credit course that is part of a student’s program. Credit will only be granted for courses taken at accredited postsecondary institutions with a grade of 60% or better. Exemptions are granted on an individual basis and involve the examination of previous educational credentials by academic subject experts using gap analysis. Subject to degree, grade and program requirements, any course offered for credit by one institution shall be accepted for credit by another institution when there is essential equivalency in course content. For more information, please refer to section the Assessment of Previous Learning section of the Academic Calendar. 3.4.2 Advanced Standing: Diploma to Degree
3.4.2.1 Diploma Program to Georgian Degree Program Applicants with an overall GPA of 60 percent (C) or greater in a minimum two‐year diploma program from an accredited College will be considered for admission to a Georgian degree program. For advanced standing, courses may be evaluated on an individual basis or based on block transfer depending on the overall GPA obtained in the diploma program and affinity with the field of study. 3.4.2.2 Qualifying Bridge Program to Degree Program In general applicants who have successfully completed a Georgian qualifying bridge program with a grade of 60 per cent or greater in each course and an overall average of 65 per cent for the program will be considered for admission, with advanced standing, into a Georgian degree program. Please see specific requirements related to the Interior Design Diploma to Degree Bridge in Appendix A. 3.4.3 Prior Learning Assessment and Recognition
The college acknowledges that learning that can take place outside of accredited postsecondary programs through various work and life experiences such as: work experience, community involvement, professional associations and volunteerism, self‐directed study, travel, non‐credit courses and hobbies. Recognition of this learning involves the assessment and evaluation of acquired comparable skills and knowledge that match the learning outcomes of the course for which Prior Learning Assessment and Recognition (PLAR) is being sought. PLAR is recognized by the college because of the benefits derived from allowing it. Namely, it validates other forms of learning, provides encouragement to pursuing further education, eliminates redundant learning, may reduce educational costs, and may shorten the time needed to complete the degree. This increases access for a wide range of learners and acknowledges lifelong learning and the importance of continued growth. Learning is assessed on an individual basis employing methods such as examination, performance observation, skills demonstration, interview and portfolio examination or a combination of these methods. At Georgian College, the number of courses that can receive PLAR credit is limited to fifty percent for a degree program. PLAR regulations are described in the College’s Academic Calendar under “Academic Policies and Procedures, Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 24 SECTION 4: PROGRAM CONTENT
The Quality Assessment Panel and the Board will assess whether the program offers an education of sufficient rigor, breadth and depth to achieve the knowledge and skills identified in the degree level standard, and meets the Board’s standard and benchmarks for Program Content, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) how your requirements for program content and skills meet the Board’s requirements. Clearly label the information provided in this section and ensure that it includes, in addition to the narrative, at least the following (or a statement that the item is not relevant to this application): 4.1 Balance of Theory and Practice
In a short narrative, describe how the program ensures an appropriate balance of theory and practice. This interdisciplinary program will consist of coursework in interior design theory, and course work in related areas such as professional business practices as well as general education courses drawn from humanities, social and natural sciences. It combines higher level thinking skills in research, reasoning, logic, visual problem solving, spatial quantitative analysis, writing and analysis with the practical skills pertinent to the design, development and construction of built interior environments. Close cooperation with industry and collaboration within the program and related programs is a major characteristic of the program. Students will gain practical experience through special projects, by participating in design competitions and through the work term. Curriculum Design Related to Theory and Practice A strong foundation in the evolution and principles of interior design is developed in early courses such as Design Theory, Human Factors, and Sustainable Practices. Advanced courses such as Interior Detailing and Building Technologies provide a more detailed examination of specialized areas of practice. Courses such as Professional Practices, Design Communications and the Studio series prepare students for the workplace and address ethical issues and limitations of knowledge. Students are introduced to multidisciplinary perspectives gained through the study of Design and Material Culture, Contemporary Design, and Interdisciplinary Practices, as well as through the various breadth electives. Qualitative Research Methods and Quantitative Methods and Statistics courses develop and hone students’ analytical skills. Theoretical, historical, social, economic, environmental and ethical contexts are introduced as appropriate within each course to provide a framework for critical analysis and practical application of the skills. Throughout the program, students engage in developing and creating designs for a variety of applications and market segments. Applied design studio, detailing and business practice projects help students pull fundamental design and technical concepts together and bridge the gap between theory and application. The projects provide students with opportunities to develop creative ideas through to execution. In doing so, students develop project management, time management, creative problem solving, analytical, communication, collaborative and business skills, and employ both convergent and divergent thinking. The projects also provide a forum where ethics and professionalism can be addressed directly and concretely. Carefully selected projects encourage students to extend concepts beyond familiar situations and to conduct independent research. They also provide an opportunity to employ materials, media, techniques, technologies and tools associated with the execution of interior design strategies. In the development of their strategies, students will be required to: assess particular design concepts and evaluate their strengths, limitations and potential; evaluate the potential and limitations of both traditional and new materials; evaluate influences on consumer behaviour; and synthesize research data. The projects reinforce and integrate material that is covered throughout the program and provide opportunities for students to demonstrate mastery of many of the program outcomes. Student discussion and the preparation and presentation of design solutions develop oral communication skills as well as the ability to clearly state ideas, to listen well, to formulate independent judgements and to articulate reasoned responses to arguments or critical judgements of others through reflection, review and evaluation. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 25 Written and visual communication skills are addressed through design proposals and executions, case analyses, reports, essays, presentations and thesis. In all of these situations, students must identify and employ the most appropriate communication vehicles and strategies. Nature of the Work Term Practical Experience Students will be assisted in researching, sourcing and selecting a position from a wide variety of opportunities including, but not limited to: commercial interior design firms; residential designers and firms; or retail, hospitality or healthcare design specialists. In the past, some students have expressed a specific desire to pursue architectural and design representative positions in the resource alliance sector of the interior design industry, and positions in this affiliated industry of furniture, floorcovering, wallcovering, lighting and other product manufacturers or distributors will also be made available. Possibilities also exist within in‐house design and facilities departments of government agencies and large private corporations. During their work experience, students could be required to attend site assessment and measurement visits, documenting existing conditions and creating base plans on AutoCAD. They could work independently or in teams on many aspects of project development and fulfillment from concept development though to contract administration. Many students could spend time researching, sourcing and selecting finishes, furniture, and equipment for projects. Students could also work with computer media such as AutoCAD, Architectural Desktop, Microsoft Project, word processing, spreadsheet and database software and other industry standard platforms. Attending and participating in team meetings and ideation sessions as well as experiencing construction site inspections and meetings with contractors and consultants, and assimilating information and gaining an appreciation for time management and business practices are vital experiences students could have in their placements. 4.2 Program Advisory Committee
Identify the membership of the Program Advisory Committee for this program, including the members’ names, occupations, related credentials, professional affiliations and employers. Attach copies of relevant minutes of Program Advisory Committee meetings, including the minutes that: ‐contain the motion to support the program proposal; and ‐confirm that the program meets or exceeds the requirements of the field of study and/or practice. Member’s name Susan Anderson Christy Bremer Bradley Graham Occupation Interior Design Consultant; Website Designer Interior Designer; Principal: CDesign Teacher Related Credentials BAAID Professional Affiliations ARIDO, IDC
DID ARIDO, IDC, NCIDQ Certif., BCIN Small/Large Buildings, LEED AP Ontario College of Teachers Architectural Technologist Employer(s)
Anderson Interior Design Consultants, Anderson Business Solutions, 29 years of experience in interior design specializing in the Healthcare Sector C Design: Principal, 16 years of experience in Corporate, Residential, and Hospitality interior design, Georgian College: PT Professor, 12 years Simcoe County District School Board, Innisdale Secondary School, 32 years teaching Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 26 Doug Hamilton Interior Design and Part‐time Professor DID (3‐Year)
Meagan Hawkins Interior Designer, Executive Administrator DID (3‐Year)
Cheryl Krismer Registered Professional Interior Designer, furniture designer Interior Designer BID Terry Ledger MID in progress, BA: Culture & the Arts, DID (3‐ Year), Dipl., Fashion Merchandising DID (3‐Year)
Kaitlin McElroy Michael McKnight Interior Designer Architect Rebecca Muyal Manager, Renovations & Capital Works BAAID, MID in progress Georgia Tannis Interior Designer BID: Univ. of Manitoba Anna Watson Interior Designer DID (3‐year, Dean’s List) B. Arch. Carleton University, 1980 ARIDO, IDC
Douglas Hamilton Design Inc., 37 years of experience in Hospitality, Corporate, Recreation, Retail and Residential interior design. Georgian College: PT Professor, 3 years. Community Services volunteer: 2012 donation of interior design services for the new Special Olympics facility (gymnasium, pool, etc.,), Orillia, ON, ARIDO, NCIDQ Hamilton & Company and Steenhof Certif., BCIN Building Services Group, 6 years of Qualifications: experience in Hospitality, Small Medical/Dental, Corporate, Retail, Buildings and Modular Design (housing, workforce Legal, Alberta housing, offices, laboratories, kitchens, Municipal engineering (foundation designs, etc.), Affairs; Part Executive Administrator: Orillia & District 10 Construction Association Certification ARIDO, IDC, Don Watt and Assoc., 4 years, Crayon Design Co Inc., Principal, 31 years of experience. Guest speaker OCAD and Sheridan, ARIDO Designer of the Year, 1989, City of Toronto, Honourable Mention, 1997 CSC, ARIDO, t ‐squared design studio inc. and fixtures: IDC, LEED AP Principal, 11 years of experience in BD & C, Residential and Retail interior design NCIDQ# 023512 Intern ARIDO, IDC Ontario Association of Architects ARIDO, IDC
Intern ARIDO, IDC, BCIN Legal/House McKnight Charron Laurin Inc. Architects, 1 year of experience Partner: McKnight Charron Laurin Inc. Architects Humber College (current), York University, Ryerson University: 25 years educational facilities management experience Knoll, McCaustlin Group (Allsteel), Teknion, Urbacon, Principal/Senior Designer of 777 Design Avenue Ltd., AWF Set Designer/Decorator, 14 years of experience in Residential and Corporate design and Set Design for film Redman & Watson Inc., 10 years of experience in Healthcare (retirement living) and Business & Personal Services (golf club house and spa) Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 27 The minutes of the Interior Design Advisory Board Meetings of Monday, 2 May, 2011, Thursday, November 3, 2011 and Thursday, May 10, 2012 follow.
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 28 INTERIOR DESIGN ADVISORY COMMITTEE
Minutes
Monday, 2 May, 2011
President’s Board Room, H103 – Georgian College, Barrie Campus
12:00 PM – 4:00 PM
Attendees: Georgia Tannis, Jo Anne Stewart, Jason Hunter, George Fuller, Craig Lucas, Susan Anderson,
Meagan Hawkins, Marlene Mitchelmore, Ron McDonald, Michael McKnight, Kathy Lyte (recorder)
1. Welcome round table introductions and thank you for coming
2. Approval of 4 November, 2010 Minutes
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Business arising from the minutes of the last meeting
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Jo Anne has completed her action items:
Update: Jo Anne plans to have a plans examiner from the City of Barrie come to speak to the
students in the upcoming academic year.
ACTION: Jo Anne will follow up on the POI Scholarship
Motion to accept previous minutes: Susan Anderson 1st, and 2nd Michael McKnight
3. ARIDO/IDC Update:
 Jo Anne attended the ARIDO Annual General Meeting 31 March/11 where the restructuring of
ARIDO and IDC (Interior Designers of Canada) was presented. ARIDO will now focus on
regulatory issues and IDC will focus on advocacy elements.
- There are 7 participating Provinces currently comprising IDC
- One of our students Melissa Pfluegl was presented with the CTI Working Environments
Student Scholarship. Melissa was presented with a $500.00 cheque at the ARIDO Annual
General Meeting, 31 March, 2011
 Jenn Taggart, IDC Marketing Manager, and Pavy Lazare, ARIDO Membership Manager, spoke to
3rd Year Interior Design Students, Monday 11 April, 2011 regarding the process of applying for
Intern Interior Designer status.
- Jenn and Pavy were very supportive and will do anything to help Georgian College succeed
in offering a degree program.
ARIDO is accepting graduates until 2019 (from a currently recognized diploma). The current
and next year’s graduates must apply to ARIDO by 2019
to become members of ARIDO.
 The current students and students registering in Fall, 2011 will be recognized by ARIDO.
Students entering the 3-Year Diploma program for Fall 2012 will not be recognized by ARIDO
when they graduate, i.e, the program at Georgian College will not be recognized as of this date.
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 29 
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ARIDO recommends that applicants for Fall 2012 be advised they will need a 4-year bachelor’s
degree to become members of ARIDO.
See attached Education, Experience and Examination Requirements for Membership in ARIDO
ARDIO will accept graduates of 3-Year Diploma programs who started before Fall, 2011into
membership until 31 December, 2019.
4. Bill 121 Practice Act Update
 Interior Designers of Canada (IDC) will continue working to obtain the Interior Design Practice
Act for the provinces in its advocacy role
 IDC is working with the members of 7 provinces to standardize professional and academic
standards.
 Interior Designers of Canada (IDC) currently requires a 4-year baccalaureate to be recognized
in Canada. They hope to eventually represent all provinces.
 A 4-year degree is currently required to be recognised by ARIDO in Canada
See attached Inter Provincial Agreement
-If recognized in one province reciprocity mandates that a professional may move to another
province and practise in the new province without further examination/licensing. Professional
mobility across provinces, will offer broader appeal to students.
5. Interior Design Diploma Programs Program Renewal 2010:
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The Program Renewal was completed on 11 March, 2011.
-Jo Anne has been advised that the Ministry of Training Colleges and Universities has indicated
they will be reviewing Interior Design Program Guidelines in 2012. They were last reviewed in
1996.
-Jo Anne has been advised by the Ministry of Training Colleges and Universities that they will be
review the Interior Design Program Guidelines in 2012. They were last reviewed in 1996.
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The Program Renewal process referenced the following guidelines in curriculum renewal:
o Interior Design Program Standard, 6 Semester program approved by MTCU and
Accreditation Council (MCU Code 61833), April, 1996.
o Interior Design Program Standard, 4 Semester program approved by MTCU and
Accreditation Council (MCU Code 51833), April, 1996.
o Council for Interior Design Accreditation (CIDA) guidelines
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The Dean and Interior Design Faculty would like to express a sincere thank you to the Advisory
committee for your dedication and support throughout this critical process.
PROGRAM RENEWAL RECOMMENDATIONS:
-Jo Anne referred to the Program Renewal Proposal as to the updates and changes (see
attachment).
1. Name Change:
 The recommendation for a name change to each program has been implemented. The new name
for both programs is “Interior Design” (previously “Design Arts – Interior Design”).
2. Program Renewal Proposal INDE/IDES Interior Design Curriculum Changes:
 There will be no change to the graduation requirements
 Course Outline changes for Semester 2, 4 and 6 will be presented to Macro Curriculum
Committee for review in May 2011.
 Course Outline changes for Semester 1, 3 and 5 will reviewed by Macro Curriculum Committee in
Fall 2011.
 Course Outlines have minimal changes (less than 25%).
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 30 3. Provincial Program Recognition:
It was recommended that Georgian College implement a new 4-Year Baccalaureate Interior
Design program. In order to retain ARIDO recognition as a professional level interior design
program in Ontario, a four-year bachelor’s degree will need to be in place after 31 December,
2016. To meet this requirement a 4-year bachelor’s degree will need to start in the Fall
Semester, 2012.
- We anticipate the hurdle regarding dedicated space as we submit this request again to the
Academic Leadership Team (ATL). We are researching space options.
- We anticipate the hurdle regarding the perceived need for dedicated space as we submit this
request to the Academic Leadership Team (ATL). There may be a number of space use
alternatives.
- Jo Anne mentioned that if we are not recognized as an accredited program with a degree for
Fall 2012, new students will not be coming to Georgian; they will decide to go to another College.
4. National Program Recognition:
It was recommended that Georgian College implement a new 4-Year Baccalaureate Interior
Design program. In order to achieve national recognition by Interior Designers of Canada (IDC)
as a professional level interior design program in Canada, a four-year bachelor’s degree will need
to be in place after 31 December, 2016.
-To meet this requirement a 4-year bachelor’s degree will need to start in Fall Semester,
2012.
Refer to the attached documents for selected excerpts
6. Georgian College Interior Design Bridge to Sheridan’s Degree Development:
 Georgian College’s joint Interior Design Bridge Program with Sheridan is slated to start Winter
2013. This will allow graduates to enter Sheridan’s Semester 7 in Fall 2013. A Co-op will be
offered in Summer 2013. Details are being resolved in discussion with Sheridan on an on-going
basis.
See Attached: Interior Design Bridge Draft Program Outline - BAAID
Interior Design Bridge Summary Model
-Ron, Jason, Jo Anne and Bonnie Lee Clarke met with the Registrar, Steve Junkin, 6 April, 2011
regarding logistics, costing, and advertising for the Bridge offering on OCAS and Georgian’s
websites. Ron is in the process of requesting MTCU and APS codes (from the Ministry) which
allows us to receive funding. This should appear in Spring 2012 in OCAS for the Fall 2013
offering.
-Jo Anne reviewed the Draft copy of the Bridge Program Outline.
ACTION: Jo Anne to check and confirm Sheridan’s current portfolio requirements.
-Jo Anne has contacted Sheridan requesting a meeting to confirm all other requirements.
-Jason spoke to the Admission requirements and specifically about the lower level math
requirement. This is in question and the Registrar’s office is reviewing the requirement.
-This year Algonquin College is offering an Interior Design Bridge into their own BAA - ID
program.
- Interior Design faculty will teach the Bridge courses that are program specific.
-UPC faculty will teach others – Statistics and Research Methods, starting Winter 2013.
-Co-op requirements need to be confirmed in our meeting with Sheridan.
-Graduates of the Bridge are offered “conditional acceptance” into 4th Year at Sheridan
-Residence and housing issues will be part of our marketing strategy.
-the Bridge needs to be listed on our website, timing to be investigated
-Jo Anne is keeping records and finding a great deal of interest in the Bridge from existing
students and graduates.
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 31 7. Ontario Interior Design Degree Programs Status:
 The Academy has received consent to offer a Bachelor of Interior Design – (Honours)
ACTION: The new Dean of the Academy is being introduced on Friday May 13th. Georgia will
forward the email to Jo Anne and Craig.
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Fanshawe College is considering a resubmission of their BAAID – Interior Design application to
PEQAB. We understand they have not yet proceeded. Ron will find out in June at the Heads of
Media meeting. Fanshawe previously withdrew their application. It is believed they withdrew as
they didn’t have enough professors with proper credentials.
8. Interior Design Program Scholarships Update: (Jo Anne)
 We would like to thank Georgia Tannis for her generous contribution this year of a new award
“777 Design Avenue Scholarship for Excellence” in Interior Design which was presented for the
first time this year at our Annual School of Design And Visual Arts Scholarship Show.
See attached Interior Design Scholarship Show List
9. Interior Design Marketing Update:
 Information Sessions: 25 and 26 January/10; 15 and 16 March/11
Preview Days: 1 and 2 April, 2011, 20 students and their families came which is the largest
number of applicants to date at Preview Days
 Interior Design Program Applicant numbers
-225 Applicants for Fall
-48 confirmations and 50 as their 2nd choice. Deadline for fees is June 21st. We will have a better
indication of numbers at this point. At this time, 2 full sections are projected for first year. -2nd
year projected 60
-3rd year projected 40
-We have a strong Peer Mentors tutoring program with 3rd year students helping 1st and 2nd year
students.
11. Technology Update:
 AutoCAD Architecture 2011 in 4 CADD Labs and in the Library Commons (110 workstations).
The College may update this summer to a newer version.
-Craig will assess the 2012 version of AutoCAD software.
-Free downloads for 2012 are available after the Georgian College licensing is in place. The
software is not downloaded to student workstations until the 2 weeks prior to classes starting in
August.
11. Georgian College New Advisory Committee Booklet: See attached
 Includes the 2015 Strategic Plan
ACTION: Kathy to mail copies to members who are not present.
13. Trends in Business and Industry
-Michael said he finds the trend in business is either somewhat slow or very busy - no happy
medium. Builders seem to be looking for work. His company is very busy with a large contract in
Waterloo.
-Marlene commented on new technology like the IPAD and how effective it can be.
14. Other Business - Jason
- New Program information: Occupational Health & Safety
- 35 new chairs are required for the CADD lab., however, the CADD lab is an open lab and is
used by all students. Ron suggested that if we pay for new chairs, others may take them.
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 32 - Jason suggested that the program apply for CERF funding but noted that it could be difficult to
gain depending on other requests.
- A suggestion was made to split costs with Engineering Technology as they share the CADD lab.
- Craig suggested we could possibly get them donated
- Susan suggested that Steelcase has a donation source
ACTION: Jo Anne will investigate pricing and access options for acquiring new chairs. Susan to
contact POI.
BAA-ID Discussion:
All members participated in a discussion about the process, advantages and challenges of creating and
offering a BAA-ID at Georgian College that would be recognized by both ARIDO and IDC and CIDA
accredited. Many suggestions were put forward to resolve challenges and to support the acquisition of a
BAA-ID.
Jo Anne mentioned that if we are not recognized as an accredited program with a degree for Fall 2012,
new students will not be coming to Georgian; they will decide to go to another College.
15. Date of Next Meeting: Suggested date: Thursday, 3 November, 2011
16. View the Scholarship Show
17. Adjournment at 3:20pm by Georgia
Attachments:
Education, Experience and Examination Requirements for Membership in
Inter Provincial Agreement
Program Renewal Proposal
Interior Design Program Renewal Proposal
Interior Design Bridge Draft Program Outline
Interior Design Bridge Summary Model
Interior Design Scholarship Show List
Georgian College New Advisory Committee Booklet
ARIDO
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 33 Advisory Meeting Minutes Date: Thursday, November 3, 2011 Location – President’s Board Room – Time: 12:00pm‐3:00pm Present: Georgia Tannis, Jo Anne Stewart, Kaitlin McElroy, Susan Anderson. Marlene Mitchelmore, Jason Hunter, Brad Graham, Anna Watson, George Fuller, Meagan Hawkins, Craig Lucas, Terry Ledger, Douglas Hamilton, Michael McKnight, Christy Bremer, Kathy Lyte (recorder) Item # Summary of Key Points
Lead/Action/Follow Up/Motions 1. Welcome All 2. Appointment Form Update Kathy ‐Re‐appointment forms were handed out to all members that appointments had expired to renew for another three years 3. 1st – Susan Anderson
2nd –Douglas Hamilton Approved –all ACTION: try for CERF$ for new chairs in Lab – Room 118 Approval of May 2, 2011 minutes
Action Items ‐ Jo Anne: POI Scholarship has been requested not yet approved All other scholarships are the same as last year 14. Craig – new Chairs are in the Cad Lab and the students are very pleased to have them 4. ARIDO Update  IIDEX NeoCon, Direct Energy Centre, Toronto, 22 September/11 o 2 bus loads of students and faculty attended  The Georgian College team of 5 students made an excellent showing at the ARIDO Charrette competition at IIDEX NeoCon.  ARIDO came and spoke to 1st Year Interior Design students to sign up for student membership, 18 October/11.  ARIDO is continuing to pursue the Practice Act, no further progress at this time Jo Anne Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 34 5. 2 Questionnaires Results: “ Why I Choose Georgian College”
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6. Jo Anne ACTION: For future surveys perhaps change and ask “Where is your permanent residence” question #5 rather than “How many kilometres away do you live?” Hand out (see attachment) Web search is the biggest way students find us Open House ‐ coming up on November 12th Word of Hand out (see attachment) mouth and location School’s reputation On Going Bachelors’ Degree Research Results: “ Future Interior Design Education at Georgian College” 
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7. Hand out (see attachment) The third 1st Year survey indicated– 61% would be eligible to apply for a to Bachelor’s Degree, i.e., they meet the Mathematics, English and 4 other U or M courses in their High School curriculum.  90% indicated they would apply to the 4‐ year interior design baccalaureate if it was offered here at Georgian  90% said would update their credentials to go further into the degree Ontario Interior Design Degree Program Status
Jo Anne 
The Academy, RRC: Bachelor of Interior Design (Honours Baccalaureate) started Fall, 2010.  Algonquin: BAA‐ID  Conestoga College ITAL: BID (was Bachelor of Applied Technology Architecture – Interior Design)  Fanshaw College resubmitted its application for a bachelor’s degree to PEQAB, 3‐Year Advanced Diploma  Georgian College: 3‐Year Advanced Diploma, Degree Bridge (pending Ministry Funding)  Humber ITAL: BAA‐ID  La Cite Collegiale:3‐Year Diploma  OCAD: 4‐Year Degree  Ryerson: BID  Sheridan, ITAL: BAA‐ID, Started Fall, 2010  St. Clair College AAT 3‐Year Advanced Diploma  Attachment with other colleges in Ontario Summary: 
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Four colleges in Ontario still offer the Diploma rather than a 4‐ year baccalaureate including Georgian, Fanshawe, St‐Clair a La Cité Collegial. Fanshawe has addressed the faculty credentials requirement and have resubmitted their degree application to PEQAB. La Cité is having a conversation with a university regarding offering a degree through La Cité. Algonquin, Conestoga, Humber, OCAD, Ryerson, Sheridan, The Academy RCC, currently offer a 4‐ year interior design baccalaureate degree. 8. Georgian College Interior Design Degree Bridge
 Georgian College’s joint Interior Design Bridge Program with Sheridan is slated to start in Fall, 2012. Graduates to enter Semester 7 in F13. Details are being resolved in collaboration with Sheridan.  Co‐op to be offered Winter, 2013, Jason and Jo Anne met with Lisa Discussion/Comments/Ide
as ALL Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 35 Whalen to discuss Co‐op: see definition on hand out –(see attachment) Refer to attached Co‐op Education/Internship Definition Jo Anne stated that it is a general rule in the profession to place students in ARIDO Intern and Co‐op placements in firms with Registered Interior Designers (ARIDO) and in firms with registered Architects (OAA) for Interning and for academic work experience. This being said, under the Canadian Association of Co‐operative Education (CAFCE), of which Georgian College is a member, we are obliged to supply the student with a productive work experience that relates directly to their academic programs and career objectives for their Co‐
op. The two options listed above may not be available in the Barrie region. Jo Anne asked the Committee to suggest alternate placement options they believe would be viable. ACTION: Look at having courses run from 4‐7pm or 5‐8pm to aid in accommodating individuals who are working full‐time  Request for Advisory Committee feedback on viable Co‐op placements. Placement – recommendations from the committee: Facilities Design: Banks Financial institutions, Colleges/Universities, ACTION: Meagan will send Insurance Companies, etc. out blast email Corporate Head Offices: in‐house Interior Design Departments Jason Interior Design Showrooms, Herman Miller, Global, Dupont, etc. Building centres with residential design (Lowes, Home Depot, Rona) Suppliers/Sale representatives, customer service (interior finishes) representatives, inside sales, Contract Furniture Dealers (POI), Industry allies/manufacturers (See ARIDO’s listings)– lighting, painting companies/stores, construction industry, floor installing, tile installers, ACTION: Jo Anne to put Meagan on list for info Habitat for Humanity, session Residential Design: residential builders and contractors, design of model suites/condos, home staging, arranging home shows 
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Companies that rent space for exhibitions Stage and theatre design Barrie Construction Association Greater Barrie Home Association, Municipal building departments, Economic development departments Art Galleries Furniture dealers ‐ retail , e.g., IKEA, Leon’s, Aboda Decor, Decorium, La‐Z‐Boy Barrie Municipal Corporation Self‐directed Co‐ops 
13 October/11. Lisa Whalen will be contacting her counterpart at Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 36 Sheridan as to parameters.
The Bridge is awaiting funding from the Ministry. The Program will appear on OCAS and Georgian College websites when funding is awarded. The Bridge will be officially announced at this time.  When the Bridge is official we will be requesting assistance from the Advisory Committee regarding Co‐op placements. There is a $3,000.00 tax receipt available for Co‐op employers.  ARIDO – has listed the Interior Design Degree Bridge 4th year at Sheridan on their website as an accredited program. Jo Anne received the official accreditation in a letter from ARIDO dated 13 October/11.  The funding report has been submitted to the government agency. Once approved we can advertise on website for Fall, 2012.  Once approved then we will have an information session  College tuition rates will apply as the credential will be a Post‐graduate Certificate Georgian College Interior Design Degree Program Status
 Jo Anne will work on developing the degree next semester  Business case will be completed in the next few week  An application to PEQAB will be submitted  The Georgian College Board of Governs (BOG) must approve  Final Ministry (MTCU) approval required  Degree committee (sub) will need to be developed  Steering/Advisory committee will have to be formed  Advisory will be important in the process 
9. 10. 11. 12. Humber Articulation  Humber has not expressed interest in a formal articulation. However, our students may apply exemptions to Sustainable Design & Global Issues and Building Codes & Life Safety courses. Graduates may avail themselves of Transfer Credit policies at Humber to obtain Advanced Standing. Interior Design Diploma Programs Program Renewal 2010‐2011
 All courses have been revised though Macro‐Curriculum Committee (less than 25%) according to the Interior Design Advisory Committee recommendations.  Jason and Jo Anne presented Program Renewal recommendations to Academic Council in Spring, 2011 and they were approved. Kitchen & Bath Post Grad Certificate
 Open to all 2/3 year graduates. In depth 1 yr certificate  Only at statement of interest stage  Another pathway for grads in many areas  Has been submitted to Academic Council to go forward  Perhaps offering online/part time/weekends – some flexibility 3 night/3 day courses Jason MOTION: The Interior Design Advisory Committee endorses that we proceed with pursing the development of the 4‐
year Interior Design Bachelor’s Degree. This credential is required to maintain the Interior Design Program at Georgian College and meet Provincial and National education standards for the profession 1st Terry Ledger 2nd ‐Meghan Hawkins Accept ‐ All in favour Jo Anne Jo Anne Marlene Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 37 
13. 14. 15. Online survey going out to last year students to get a sense of if this would be certificate they would be interested in  Algonquin is the only other college offering this program  Diploma/Degree or experience in the Industry required to apply  6 courses and 1 field placement, includes the 20/20 program  Can do a challenge exam if you have several years in the industry Interior Design Marketing Update
 Open House: November 12, 2011 – will be promoting various exit points of the Program  Interior Design Program Enrolments 71 students in 1st Year, 48 students in 2nd Year and 34 students in 3rd Year Jo Anne Technology Update  AutoCAD Architecture 2012 was installed the summer of 2011 in Room A118 and A114, CADD Labs and in the Library Commons.  AutoCAD Architecture 2011 training for Faculty was held 30 August, 2011  We have developed stronger relationships with IT because of this  New HP T7100 Plotter acquired with CERF money New chairs for Room A114 – CERF
 (Previously discussed) Craig 16. Trends in Business and Industry  WiFi on site/I‐Pads increasing in use All 17. Other Business  Jo Anne would like to thank Marlene, Craig , George and all the other faculty for helping on the Degree Next Meeting: Suggested Thursday, May 10, 2012 Adjournment: 3:40pm Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 38 Date: Thursday, May 10, 2012 Time: 1:00 PM – 4:00 PM Location: President’s Board Room – H103
Attendees: Georgia Tannis, Jo Anne Stewart, Kaitlin McElroy, Cheryl Krismer, Terry Ledger, George Fuller, Craig Lucas, Brad Graham, Susan Anderson, Douglas Hamilton, Jason Hunter, Kathy Lyte (recorder) Guest: Lisa Whelan Item Summary of Key Points Lead/Action/Follow Up/Motions #1 Welcome – Introduction of new member Cheryl Krismer Georgia #2 Approval of 3Nov, 2011 Minutes Business arising from the minutes of the last meeting Georgia 1st – Susan Anderson 2nd ‐ Terry Ledger Approved: by all Lisa #3 Interior Design Degree Bridge:  Co‐op Information: Lisa Whalen Refer to Attachments: Co‐op Definition  Lisa spoke about Co‐op procedures, and details of how Co‐ops work. Lisa discussed the team that will work with the students to get them ready for Co‐ops, including job developers and student developers. This program has been very successful for the Architectural Technician/Technology program. We will be working closely with these Co‐op opportunities and related industries for job placements.  Handouts: Employer Guide, Career services guide  Co‐op to be offered Winter, 2013  Request assistance from the Advisory Committee regarding Co‐op placement recommendations and leads. There is a $3,000.00 tax receipt available for Co‐op employers.  Macro‐Curriculum Committee o Bridge Program Outline presented 12 March/12 o Bridge Course Outlines presented 19 April /12  Final Funding Factor received from the ACTION: provide recommendations to Jo Anne regarding Co‐op placement opportunities Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 39 
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#4 Ministry: 14 March, 2012 Bridge posted on the Georgian website: 16 March, 2012 Bridge posted on the OCAS: 19 March, 2012 Information Session: 10 April, 2012, 20 attendees – strong showing of 2nd‐Yyear students. Cindy Mutchler (UPC) came and spoke about protocols and credentials Credential: Ontario College graduate Certificate
To be offered starting Fall/12 Graduates to enter Semester 7 at Sheridan, F13. Details are being resolved in discussion collaboration with Sheridan. Jo Anne and Marlene participated in Bridge Portfolio Sessions at Sheridan: 28 February/12 Bachelor of Interior Design: Refer to the attached Bachelor of Interior Design Program Outline Jason put together a proposal and Linda Love presented to the Board of Governors. All College approvals have been completed.  Application to PEQAB is well underway  BID presented to Academic Council by Jo Anne Stewart and Jason Hunter, Monday, 2 April/12  BID presented to the Board of Governors by Jason Hunter: Thursday, 28 April/12  Motions to approve the Degree application: o Motion to support the Bachelor of Interior Design degree Program Outline Proposal o Motion to confirm that the program meets or exceeds the requirements of the field of study and/or practice  There are 33 new tables and chairs (in storage) for new dedicated 1st Year Interior Design Studio.  A quote has been received from Physical Resources to provide electrical power for laptops for this dedicated design studio has been received. Motion: 1st: Terry Ledger 2nd: Douglas Hamilton Approved by All Motion: 1st: Terry Ledger 2nd: Susan Anderson Approved by All Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 40 Jo Anne has arranged for 3 CADD rendered drawings to to be included in the PEQAB degree application. ARIDO/IDC Update:  The ARIDO Board of Governors accredited the Interior Design Degree Bridge offered at Georgian College in a letter dated 13 October, 2011  Sharon Portelli, ARIDO Registrar, and Pavy Lazare, ARIDO Membership Manager, spoke to 3rd Year Interior Design Students, Wednesday, 8 February, 2012 regarding the process of applying for Intern, Interior Designer status.  The current students in 2nd and 3rd Year will be recognized by ARIDO for eligibility to apply for Intern ARIDO status. Students entering 3‐
Year Diploma programs for Fall, 2012 will not be recognized by ARIDO for membership when they graduate.  ARDIO will accept graduates of 3‐Year Diplomas who started before Fall, 2012 into membership until 31 December, 2019. 
#5  A brief discussion was had regarding the current status of our 2‐ and 3‐ Year Diplomas. This may be brought up at future meetings for further discussion #6 #7 Practice Act Update:  Jo Anne attended the ARIDO Annual General Meeting 28 March/12  It was announced at the ARIDO AGM that more resources will be allocated for the pursuit of the Practice Act by Interior Designers of Canada (IDC). IDC is working with the 8 member provinces on this initiative. Interior Design Diploma Programs Program Renewal 2010: 
History of Furniture course revisions issued to MCC to include GNED2044 Modern Architectural History (formerly Modern Design History) content. These course changes will be in effect, Fall 2012. History of Furniture is a Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 41 Mandatory course in the 3‐Year Diploma program. #8 Interior Design Program Scholarships Update: (Jo Anne) 
New POI Business Interiors Scholarship – new this year $1,000.00  Some scholarships were not donated this year. We plan to try to obtain them next year. Any amount is welcome, however if under1000.00 the program area would have to follow up each year. Over 1,000.00 the Department of Development and Alumni Relations office will oversee. See attached Interior Design Scholarship Show List #9 ACTION: Advise Jo Anne of any recommendations you may have for scholarship donations Interior Design Marketing Update: 
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Information Sessions: 24 January/12,13 and 14 March/12 Preview Days: 30 and 31 March/12 Interior Design Program Applicant numbers 63 accepted into 1st Year (We are still accepting.) nd
o 54 in 2 year rd
o 32 in 3 Year Technology Update: o
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#11 AutoCAD Architecture 2012 in 4 CADD Labs and in the Library Commons (110 workstations). The College may update this summer to a newer version.  We may update to the AutoCAD 2013 version; if so training in the fall will be offer4d for faculty  The HPT7100 plotter in A114 is still under warranty, as is the plotter located in the library Trends in Business and Industry  Smaller footprint shared spaces and services  In Vancouver new condo sites are being built that are 125 sq ft. marketing to travelling business men who prefer to not stay in a hotel ($200.00 a month) plus common elements fee  Firms are getting busier  School projects: understand production‐build ACTION: Craig will investigate off site large format plot options Open Discussion Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 42 
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projects (differences, such as vertical stacking). Car assembly line techniques (300 suites at once). Difficulties for student go on‐site construction inspections: it is difficult to arrange location visits due to safety/liability issues Transferability of skills/abilities for interior design skill set Set design in film is a growing section in interior design in Toronto and across the counry Understand how to react on the spot to client requests and issues Students need to know that it is a process Develop projects that will interact with students/clients other department within the College on a collaborative project. Example: Interior Design students design a set and Digital Photography record it Provide an idea as a project. Students trade drawings, thus experiencing interpreting another’s drawings Method of learning: emphasize critical thinking Lighting course: practical study on location: sketch, design and solve any issues onsite by talking to the Client High school students are currently working on green energy, they are studying unique ideas for addressing environmental sustainability; could be part of the high school curriculum? Architectural Heritage sustainability: why does sustainability have to be new construction only? Craig went over Technical survey results (42 surveys: Rivet and Sketch up are being used by very few interior design firms, AutoCAD is still the standard) #12 Other Business #13 Date of Next Meeting: Suggested date: Thursday, 1 November, 2012 #14 View the Scholarship Show #15 Adjournment 3:40pm Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 43 4.3 Professional Accreditation
Attach the current requirements of regulatory bodies and/or standards of major and/or nationally recognized professional associations, accreditation agencies or other organizations associated with this field of study and indicate how the program will address these. Include documentation from these bodies that indicates recognition of the graduate’s credentials in terms of entry to practice requirements or satisfying requirements for further study. Association of Registered Interior Designers of Ontario (www.arido.on.ca) The Association of Registered Interior Designers of Ontario (ARIDO) is the only‐self‐regulatory professional organization for interior designers in Ontario. First established as the Society of Interior Decorators of Ontario, then Interior Designers of Ontario, the name was changed to the Association of Registered Interior Designers of Ontario in 1984 when the ARIDO Act was passed in the Legislature of Ontario. The Act was amended by the passing of Bill Pr6 in 1999 to grant interior designers who meet ARIDO standards exclusive use of the title Interior Designer in Ontario. ARIDO has over 1,800 registered and intern interior designers as members who represent all areas of specialty in interior design such as corporate, residential, retail, hospitality and institutional. ARIDO has in total a membership of over 3,300 registered, intern, educator, and student members. In addition, the Interior Design Industry Alliance category represents individuals or a company engaged in the manufacture or supply of furnishings and materials, as well as businesses that offer installation of products and related services to the interior design industry. ARIDO represents the interior design profession at all the municipal and provincial levels of government and to the general public. ARIDO also safeguards the right of interior designers to practice and educates the public in regards to all aspects of interior design, while ensuring public life, health, safety and wellbeing are maintained. Interior designers must meet ARIDO standards of education, experience and examination. The education aspect requires graduation from an ARIDO recognized interior design program. Two years of work experience are required from an intern member who is then eligible to write the NCIDQ exam. Once the NCIDQ exam has been successfully written an intern member is eligible to apply for registered ARIDO member status. To maintain their membership, intern and registered members must meet the requirements for the mandatory professional development program. Georgian’s proposed program will meet ARIDO standards for educational programs and will prepare graduates for their NCIDQ exam, following their two years of work experience. The program will prepare graduates to write the provincial Building Code knowledge exams required for designers to apply for building permits, as outlined in Bill 124. In addition, ARIDO has developed a body of knowledge for interior design. We have compared Georgian’s program to this body of knowledge (see following chart) to ensure our program covers all essential elements. ARIDO’s body of knowledge document is available at http://www.idbok.org/PDFs/IDBOK_2010.pdf Comparison of Georgian’s Proposed Degree Content to The Interior Design Profession’s Body of Knowledge (ARIDO) Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 44 Sustainable Practices Interdisciplinary Practice Ontario Building Regulations Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Site Studies & Case Studies Design Communications 1‐6 Human Factors Design Studios & Advanced Studio Interior Detailing 1‐4 Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 COMMUNICATION Communication Construction Documents Client and contractor meetings/ client meetings and discussions Client/ user interviews and meetings Collaboration/ Consensus building Communication techniques and technologies, Effective Communicators Facilitation Negotiation/Negotiation Strategies Liaison between the client and contractors Project Team Dynamics Coordinated drawings, schedules, and specifications General Conditions and Notes Construction drawings and documents/ Floor plans and elevations Demolition plan/As‐built plan Detail drawings/detail page Working drawings: interior construction Electrical plans and preliminary specifications Lighting plans and preliminary specifications Reflected Ceiling Plan Working drawings: details/custom cabinets/furniture Specifications and schedules for construction and materials Prescriptive, performance and proprietary specifications, technical specifications 1
Prepared for the Association of Registered Interior Designers of Ontario by Guerin/Martin Design Research, September 2010. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 45 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Bonds bulletins, change orders, and charts Contracts, contractual agreements Building Technologies 1 & 2 Visual design communication methods and techniques Written design communication methods and techniques Bid form/tender forms Ontario Building Regulations Measuring, drafting, and technical drawing conventions Oral and written communication
Interdisciplinary Practice Written form of agreement Graphic software Sustainable Practices Visual, written and verbal design communication methods and techniques Sketches as a design and communication tool 3D sketches that explore the image of the concept Digital media Interior Detailing 1‐4 Sketching Presentation of conceptual drawings with appropriate media range Integrate oral and visual material to present ideas clearly, presentations: oral, written and graphic Presentation techniques and skills Presentation: variety of ideas, approaches, and concepts Presenting the complete design for client approval, 2D and 3D Preliminary drawings Site Studies & Case Studies Presentation(s) Design Communications 1‐6 Critical listening skills: evaluate from several point of view/speaker credibility, logic and message meaning, underlying assumptions of the message Colour rendering, use effectively in all aspects of visual communications, e.g., models and presentations Material and colour boards Human Factors Critical Listening Design Studios & Advanced Studio Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 46 Design Communications 1‐6 Site Studies & Case Studies Interior Detailing 1‐4 Sustainable Practices Interdisciplinary Practice Ontario Building Regulations Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Purchase documents, purchase orders, records for tax purposes, tenant work letter requirements and transmittals Human Factors Form(s), invoices, minutes, field reports, proposals, Punch/deficiency list Design Studios & Advanced Studio Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x DESIGN THEORY AND PROCESS Acoustical design principles Colour and light principles and theories Colour principles, theories and systems Creative thinking Design concept Design process (phases of a project) (no additional abstract knowledge) Colour and light, interaction of light and colour, their impact on one another and interior environments Apply colour effectively, colour(s), colour concept, colour with regard to multiple purposes Creative solutions that support human behaviour within the human environment, creative thinking and originality, innovation Concept(s), concept models, design concept statement Programming: design problem (goals, objectives, performance criteria); goals, design research, project context, programmatic information, clients’ and users’ needs’, goals and special requirements gathering and analyzing information about clients’ and users’ needs’, compiling and evaluating data, program writing, matrices, adjacency matrices, area allocations Schematic Design: multiple design responses to programmatic requirements, design issues and implications, design application, bubble diagrams, block plans, stacking/zoning diagrams, preliminary plans, furniture x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 47 Design Communications 1‐6 Site Studies & Case Studies Interior Detailing 1‐4 Sustainable Practices Interdisciplinary Practice Ontario Building Regulations Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Evaluate, select, and apply information and research findings to design Human Factors Evaluating existing premises: space allocation, furnishings, equipment and other pertinent environmental attributes Evidence‐based design layouts, materials selection, and other components, appropriate space and furniture plans that reflect the budget, character, function and aesthetic concept, furniture, fixture, and equipment layouts Design Development: detailed space plans, mock‐ups and prototypes; final recommendations for the complete project, procedures for required approvals, client approval for working drawings production Contract documents: (see also Communication category “construction documents for additional information” ) Interior design documentation, coordinating design drawings for lighting, electrical, plumbing, and HVAC components Contract administration: construction mock‐ups, shop drawings, substitutions, inspection of completed premises with deficiencies review, inspection of final design solutions, project close‐
out Elements, principles, and theories of design 2D and 3D design theories and solutions Spatial definition and organization Existing conditions, field administration, furniture inventory, measure and record site conditions, site analysis, site procedures/inspection/survey /documentation, space condition and analysis Design Studios & Advanced Studio Design theory Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 48 Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Furnishings/ fixtures and equipment layout and schedules Furnishings (selection/ specification/ performance) Installation (methods/ scheduling/ supervision) Procurement/ purchasing documents Ontario Building Regulations Decorative elements/ accessories/ art (selection and application) Finish plans/ schedules Interdisciplinary Practice Furnishings, Fixtures and Equipment Signage Sustainable Practices Sustainability concepts , principles and theories Wayfinding Creative problem solving, critical thinking, designer responses/solutions, identify and explore complex problems, multiple design responses to programmatic requirements, problem solving methodology, strategic planning, synthesize information Space and form, space relationships, spatial definition and organization Renewable resources, sustainable design practices, sustainability guidelines Interior Detailing 1‐4 Space planning (no additional abstract knowledge) Site Studies & Case Studies Natural and electrical lighting design principles Principles of thermal design Problem solving Design Communications 1‐6 History: interiors, architecture, art and the decorative arts within an historical/cultural context, movements and periods in interior design and architecture, social/political/physical influences affecting historical changes in built environment design, stylistic movements and periods of art Daylighting, lighting: colour, quality, sources, use control, select and apply luminaries and light sources Human Factors Historical precedent to inform design solutions Design Studios & Advanced Studio Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 49 Human Factors Design Communications 1‐6 Site Studies & Case Studies Interior Detailing 1‐4 Sustainable Practices Interdisciplinary Practice Ontario Building Regulations Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Textiles (design/ selection/ technology) Design Studios & Advanced Studio Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x HUMAN ENVIRONMENT NEEDS Business, organizational and familial structures Ecological, socio‐economic and cultural contexts Globalization Human factors Lighting, acoustics, thermal comfort, and indoor air quality principles Occupant well‐
being and performance Post‐occupancy evaluation Research Theories: relationship between human Client organization structure and facility type, familial structures (co‐housing, nuclear, extended family) Cultural context, ecological issues, economic, environmental, social, psychological, behavioural, aesthetic, global, external factors; varied need for different socio‐economic populations Geography, global context and view, implications of conducting interior design practice within a world market, location, surroundings Anthropometrics, ergonomics, physiological responses (visual acuity), proxemics (territoriality) Acoustics, indoor air quality principles, noise control, sound distribution, speech privacy, white noise Aging in place, child and elder health, safety, welfare, illness/ injury, performance of building occupants, special needs: physical, cognitive, emotional Validity of design decisions and original programs Analysis of user satisfaction, surveys and questionnaires, qualitative and requirements quantitative analysis tools, special research project Behavioural science, human behaviour theories, relationships: Human behaviour and the built environment/relationship object x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 50 Interdisciplinary Practice Ontario Building Regulations Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Research/ research methods Sustainable Practices Environmental health/ indoor air quality Function/functional requirements Global perspective (cultural/ political/ economic/social Human behaviour (psychological and sociological factors) built environment interrelationship Human factors (ergonomics/ anthropometrics/ proxemics) Needs/ requirements/ issues (users/ clients) Post‐occupancy evaluations Interior Detailing 1‐4 Barrier‐free design/ accessibility
Site Studies & Case Studies Human Needs Design for all people: special needs – physical, cognitive, emotional, universal/accessible design concepts Analysis (of data) Design Communications 1‐6 to body Human Factors behaviour and the designed environment Universal design Design Studios & Advanced Studio Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x INTERIOR CONSTRUCTION, CODES AND REGUALTIONS Building construction Building Systems Calculations Building construction types, building methods, construction and installation standards Acoustical systems, distribution systems (electrical, mechanical, HVAC, safety, security, environmental, thermal, plumbing, lighting, Pollutant source control, filtration, ventilation variables, [CO2 monitoring, mould prevention Structural systems: wood‐frame and steel‐frame Vertical circulation systems Stairs/exit stairs, corridors, ramps, public washrooms, foot candle requirements, energy efficiency, codes, lease x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 51 Interior Detailing 1‐4 Sustainable Practices Interdisciplinary Practice Ontario Building Regulations Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Researching life safety and codes, project type location, and access Site Studies & Case Studies Regulations and ordinances Compartmentalization, fire separation and smoke containment, heat/ smoke detection and alarm, egress, fire suppression Industry specific regulations: Daycare, government projects, historic districts/ properties Permit requirements, searching documents and codes, regulations, and ordinances, variances for particular requirements Design Communications 1‐6 Laws, codes, standards and guidelines that impact design of interior spaces Life safety Construction and installation, design milestones, sequencing Components (doors, windows, studs), non‐structural systems, sequencing of construction work American National standards Institute (ANSI), California 01350, CHPS, National Building Code of Canada Human Factors Interior construction requirements, area calculation standards Guidelines, code requirements (all governmental levels), energy conservation, health codes, fire and life safety codes, barrier‐
free design Design Studios & Advanced Studio Code requirements, laws, standards, regulations, accessibility and sustainability Critical path Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x BUILDING MATERIALS AND FINISHES Building materials and finishes Custom work Floor, wall and ceiling systems Furniture, fixtures, Finishes, materials, products and lighting: selection, specification, use and care Architectural woodwork, custom cabinetry, furniture and millwork, details, fabrication, installation, assembly, development and production time Ceiling, wall and window treatments, floor coverings Selection and specification: furnishings, fixtures, equipment, x x x x x x x x x x x x x x x x Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 52 Interior Detailing 1‐4 Sustainable Practices Interdisciplinary Practice Ontario Building Regulations Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Selection and application of products and systems impact indoor air quality Quality control and performance, select and apply appropriate materials and products based on properties and performance criteria based on environmental attributes and life cycle cost, technical knowledge Toxicity Site Studies & Case Studies Interface of furniture with distribution and construction systems Performance criteria Installation scheduling ,delivery, and supervision: furnishings, fixtures, equipment, textiles, colours, flammability Integration with building systems and construction Design Communications 1‐6 textiles, colours, flammability Human Factors equipment and finish materials Installation Design Studios & Advanced Studio Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x x x x x x x x x x x x x PROFESSIONAL PRACTICE Budgeting and estimating costs Business development Business practice Budget control, principles and practices, budgeting of time, cost estimating, time and fee estimation/proposals, use of manpower and resources, value engineering New client development, market sectors, client types, marketing of services, marketing tools, public image/ relations/ speaking Business and organizational structures, human relations, required business licenses, lease requirements, legal considerations/ liability, efficient and effective business practice, structure and goals, business models, internal strategic planning x x x x x x Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 53 Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Determine other skills/ specialized skills requires, contractors and suppliers relations Integrated design practice, integration of disciplines, work consultants, interaction with multiple disciplines, multidisciplinary team projects/structures/dynamics Office management/procedures Ontario Building Regulations Office Liabilities Interdisciplinary Practice Multi‐
disciplinary collaboration Insurance: errors and omissions/contracts/coverage/is
sues/professional exposure and liability, legal responsibility for all documents and drawings Liabilities Sustainable Practices Multi‐
disciplinary collaboration Liabilities Accounting principles, billing and design compensation, contract fee systems, financial aspects and limitations, income, methods of compensation, payouts Contracts: negotiation, awarding, client contracts, consultant/sub‐consultant contracts, prepayment requirements Certification, professional licensure, registration Interior Detailing 1‐4 Legal recognition for the profession Liabilities Leadership, professional ethics, practice and values Site Studies & Case Studies Legal aspects of contracts Community service, contemporary issues, public and community service, contribution to the built environment Design Communications 1‐6 Specialized consultants Human Factors Consultations with consultants Contributions of interior design to contemporary society Ethical and accepted standards of practice Financial Management Design Studios & Advanced Studio Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 54 Site Studies & Case Studies Interior Detailing 1‐4 Sustainable Practices Interdisciplinary Practice Ontario Building Regulations Building Technologies 1 & 2 Art/Design History Professional Practices 1 & 2 Qualitative Research Methods & Thesis Statistics Independent Study Project Work Placement Project management Professional organizations/ activities, life‐long learning, continuing education Bidding process, close‐out procedures, coordinate tasks and scheduling/ program requirements with consultants, scope of work Job observation, on‐site observation Project accounting/ budget/ progress and tracking Project coordination procedures/related design professional roles, management of professionals Project management/communication/ delivery methods Project meetings/ management/ protocol Project planning/schedule review, progress and tracking, size and scope, scheduling and site visits Design Communications 1‐6 and technology, design business operations Human Factors procedures and regulations Professional development Design Studios & Advanced Studio Abstract Knowledge Design Theory 1 & 2 Knowledge Area1 x x x x x x x x x x x x x x x x x x x x x x x The National Council for Interior Design Qualification (NCIDQ, www.ncidq.org) serves to identify to the public those interior designers who have met minimum standards for professional practice by passing the NCIDQ examination. The Council endeavours to maintain the most advanced examining procedures, and to continually update the examination to reflect expanding professional knowledge and design development techniques. It seeks the acceptance of the NCIDQ examination as a universal standard by which to measure the competency of interior designers to practice as professionals. The council has been in effect since 1972. The mission statement of the organization states “NCIDQ is the international authority for qualifying interior design practitioners by defining, documenting and examining the practice.” The council consists of representatives from member boards representing provinces and states with licensing, titles acts, certification and/or registration statutes which stipulate the NCIDQ examination for license eligibility. Georgian’s degree will provide graduates with the knowledge base they require to write the NCIDQ exam. 4.4 Learning Outcomes
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 55 Attach a table that indicates the degree outcomes and the corresponding courses, course segments or workplace requirements that contribute to the degree outcomes. Attach a table that indicates (or embed within the table for degree outcomes) the program outcomes (including breadth) and the corresponding courses, course segments or workplace requirements that contribute to the program outcomes. Attach a table that indicates only the breadth outcomes and the corresponding non‐core courses, course segments or workplace requirements that contribute to the program outcomes. 4.4.1 Degree Outcomes
Program Level Learning Outcomes Course, Course Segment or Workplace Requirement Depth and Breadth of Knowledge
Analyze the universality of design principles and elements. Select appropriate materials and processes to achieve the technical and visual functionality of their designs. Explain the relationship between aesthetic and utilitarian dimensions (form and function) of design solutions. Explain the relationship between human behaviour and the built environment and the implications in preparing design solutions. Assess the implications for interior design presented by key developments in current and emerging materials, media and technologies and in interdisciplinary approaches to contemporary practice in design. Examine the technical issues, which challenge interior design practice. • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Professional Practices, Interdisciplinary Practices, Senior Level Thesis • Design Studios, Sustainable Practices, Interior Detailing, Interdisciplinary Practice, Senior Level Thesis, Building Technologies, Work Experience, Ontario Building Regulations • Design Studios, Sustainable Practices, Interior Detailing, Interdisciplinary Practice, Senior Level Thesis, Building Technologies • Design Studios, Design Theory 1&2, Human Factors, Building Technologies, Site Studies, Case Studies, Ontario Building Regulations • Design Theory 1&2, Sustainable Practices, Human Factors, Interior Detailing, Building Technologies, Professional Practices, Site Studies, Case Studies • Sustainable Practices, Interior Detailing, Design Communications, Building Technologies, Professional Practices, Interdisciplinary Practice, Site Studies, Case Studies, Work Experience • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Interior Detailing, Design Communications, Building Technologies, Professional Practices, Interdisciplinary Practice, Site Studies, Case Studies, Ontario Building Regulations Employ new methods, materials, processes and technologies appropriate to interior design and explain their cultural, social and environmental implications. Interpret, develop and communicate • Design Theory 1&2, Human Factors, Professional Practices, Site ideas in the history, theory and practice Studies, Case Studies of design. Analyze contemporary and historical art, • Design Theory 1&2, Site Studies, Case Studies architecture and design issues. Explain and foster the interrelationships • Sustainable Practices, Human Factors, Interior Detailing, Building between interior design and other art, Technologies, Professional Practices, Interdisciplinary Practice, Site design and built environment fields. Studies, Case Studies, Work Experience Conceptual and Methodological Awareness and Scholarship Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 56 Assess the merits of a freethinking, random idea creative process in creating and delivering an inventive solution. Analyze the role of technology in the built environment through research, analysis and creative development. Articulate and synthesize their knowledge and understanding, attributes and skills in effective ways in the contexts of creative practice, employment, further study, research and self‐fulfillment. Source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources, both primary and secondary. Analyze information and experiences, formulate independent judgements and articulate reasoned arguments through reflection, review and evaluation. Employ observation and rationalization skills in the development of problem solving criteria. Employ both convergent and divergent thinking in the process of observation, investigation, speculative enquiry, ideation and implementation of design solutions. Employ selectivity in the refinement and critique of potential design solutions. Articulate the characteristics of an aesthetically pleasing built environment. Select and employ appropriate visual languages to investigate, analyze, interpret, develop and articulate ideas for two and three‐dimensional projects. Conduct an academically structured, sustained and well‐supported argument around a design issue. Employ effective and professional communication skills and techniques to interact, negotiate and undertake collaborative efforts. • Design Studios, Design Theory 1&2, Sustainable Practices, Interior Detailing, Design Communications, Building Technologies, Professional Practices, Interdisciplinary Practice, Senior Level Thesis • Sustainable Practices, Interior Detailing, Building Technologies,
Professional Practices, Interdisciplinary Practice, Site Studies, Case Studies, Ontario Building Regulations • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Interior Detailing, Design Communications, Building Technologies, Professional Practices, Interdisciplinary Practice, Senior Level Thesis, Site Studies, Case Studies, Work Experience • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Interior Detailing, Design Communications, Building Technologies, Professional Practices, Interdisciplinary Practice, Senior Level Thesis, Site Studies, Case Studies, Breadth Courses • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Interior Detailing, Design Communications, Building Technologies, Professional Practices, Interdisciplinary Practice, Senior Level Thesis, Site Studies, Case Studies, Breadth Courses, Work Experience, Ontario Building Regulations • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Interior Detailing, Building Technologies, Professional Practices, Interdisciplinary Practice, Senior Level Thesis • Design Studios, Design Theory 1&2, Sustainable Practices, Interior Detailing, Design Communications, Building Technologies, Senior Level Thesis, Work Experience • Design Studios, Design Theory 1&2, Sustainable Practices, Interior Detailing, Design Communications, Building Technologies, Senior Level Thesis, Work Experience Communication Skills
• Design Studios, Design Theory 1&2, Human Factors, Design Communications, Senior Level Thesis • Design Studios, Design Theory 1&2, Design Communications, Building Technologies, Senior Level Thesis, Work Experience • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Interdisciplinary Practice, Level Thesis, Site Studies, Case Studies • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Interior Detailing, Design Communications, Building Technologies, Professional Practices, Interdisciplinary Practice, Senior Level Thesis, Site Studies, Case Studies, Breadth Courses, Work Experience, Ontario Building Regulations Manage open and reflective discussion of • Design Studios, Human Factors, Interior Detailing, Design one’s work in an open studio Communications, Building Technologies, Professional Practices, environment, with audiences, clients, Interdisciplinary Practice, Senior Level Thesis, Site Studies, Case markets, end‐users and team members. Studies, Work Experience, Ontario Building Regulations Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 57 Application of Knowledge
Solve design problems using analysis, synthesis, and creativity. Produce sophisticated designs with character and quality of space. Apply the principles and elements of design, line, rhythm, shape, colour, texture, proportion, etc., in the development of their work. Apply the criteria for method and material selection in design projects. • Design Studios, Design Theory 1&2, Design Communications, Interdisciplinary Practice, Senior Level Thesis, Work Experience • Design Studios, Interior Detailing, Design Communications, Interdisciplinary Practice, Senior Level Thesis, Work Experience • Design Studios, Design Theory 1&2, Human Factors, Interior Detailing, Design Communications, Senior Level Thesis, Work Experience • Design Studios, Sustainable Practices, Interior Detailing, Interdisciplinary Practice, Senior Level Thesis, Work Experience, Ontario Building Regulations • Design Studios, Interior Detailing, Design Communications, Building Technologies, Interdisciplinary Practice Employ appropriate conventions of measurement, scale, site measuring, drafting and volumetric manipulation through modeling. Design, represent and communicate high • Design Studios, Interior Detailing, Design Communications, quality interior design propositions of Professional Practices, Interdisciplinary Practice, Senior Level Thesis, varying size, scope and complexity. Work Experience Professional Capacity/Autonomy
Integrate the principles of sustainability in creative design concepts. Analyze and confidently employ appropriate business ethics and professional practices of the design industry. Interpret the elements of a successful design practice, from business conception through to profit reporting. Evaluate the significance of “Right to Practice” legislation, and issues of debate such as ethics, potential conflicts, liability and constraints. Set personal goals, monitor, and reflect on achievements, workloads, and commitments. Develop and employ a professional standard of time management. Adhere to the laws, codes, regulations, standards and practices that protect the health, safety and welfare of the public. • Design Studios, Sustainable Practices, Interior Detailing, Building Technologies, Interdisciplinary Practice, Senior Level Thesis, Work Experience • Design Studios, Professional Practices, Interdisciplinary Practice, Work Experience • Professional Practices, Senior Level Thesis, Work Experience • Professional Practices, Interdisciplinary Practice, Work Experience, Ontario Building Regulations • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Interior Detailing, Design Communications, Building Technologies, Professional Practices, Interdisciplinary Practice, Senior Level Thesis, Site Studies, Case Studies, Work Experience • Design Studios, Sustainable Practices, Human Factors, Interior Detailing, Building Technologies, Professional Practices, Interdisciplinary Practice, Senior Level Thesis, Work Experience, Ontario Building Regulations • Design Theory 1&2, Human Factors, Professional Practices, Interdisciplinary Practice, Case Studies Formulate a cogent theoretical rationale for design and the contribution the individual can bring to it. Awareness of Limits of Knowledge
Analyze the complexity of forces – economic, political, sociological and technological – which influence the • Design Theory 1&2, Sustainable Practices, Human Factors, Building Technologies, Professional Practices, Site Studies, Case Studies, Ontario Building Regulations Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 58 design of the physical environment. Evaluate the significance of “Right to Practice” legislation, and issues of debate such as ethics, potential conflicts, liability and constraints. Anticipate and accommodate change and work within the contexts of ambiguity, uncertainty and unfamiliarity. Reflect critically and evaluate whether a particular area falls within their scope of practice and whether they have sufficient depth of knowledge and practical experience to take on the project on their own resources or in collaboration with other consultants. • Professional Practices, Interdisciplinary Practice, Work Experience, Ontario Building Regulations • Design Studios, Design Theory 1&2, Sustainable Practices, Human Factors, Interior Detailing, Design Communications, Building Technologies, Professional Practices, Interdisciplinary Practice, Senior Level Thesis, Site Studies, Case Studies, Work Experience • Design Studios, Building Technologies, Professional Practices, Interdisciplinary Practice, Work Experience 4.4.2 Program Level Learning Outcomes
(Includes learning outcomes referred to in Section 4.7 Work Experience Outcomes.) Program Level Learning Outcomes 1. Solve design problems using analysis, synthesis, and creativity. 2. Analyze the universality of design principles and elements. 3. Produce sophisticated designs with character and quality of space. 4. Integrate the principles of sustainability in creative design concepts. 5. Assess the merits of a freethinking, random idea creative process in creating and delivering an inventive solution. 6. Apply the principles and elements of design, line, rhythm, shape, colour, texture, proportion, etc., in the development of their work. 7. Articulate the characteristics of an aesthetically pleasing built environment. 8. Apply the criteria for method and material selection in design projects. 9. Select appropriate materials and processes to achieve the technical and visual functionality of their designs. 10. Explain the relationship between aesthetic and utilitarian dimensions (form and function) of design solutions. 11. Analyze the complexity of forces – economic, political, sociological and technological – which influence the
design of the physical environment. 12. Explain the relationship between human behaviour and the built environment and the implications in preparing design solutions. 13. Assess the implications for interior design presented by key developments in current and emerging materials, media and technologies and in interdisciplinary approaches to contemporary practice in design. 14. Examine the technical issues, which challenge interior design practice. 15. Analyze the role of technology in the built environment through research, analysis and creative development. Program Level Learning Outcomes 16. Employ appropriate conventions of measurement, scale, site measuring, drafting and volumetric manipulation Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 59 through modeling. 17. Employ new methods, materials, processes and technologies appropriate to interior design and explain their cultural, social and environmental implications. 18. Interpret, develop and communicate ideas in the history, theory and practice of design. 19. Analyze contemporary and historical art, architecture and design issues. 20. Explain and foster the interrelationships between interior design and other art, design and built environment fields. 21. Analyze and confidently employ appropriate business ethics and professional practices of the design industry. 22. Interpret the elements of a successful design practice, from business conception through to profit reporting. 23. Evaluate the significance of “Right to Practice” legislation, and issues of debate such as ethics, potential conflicts, liability and constraints. 24. Articulate and synthesize their knowledge and understanding, attributes and skills in effective ways in the contexts of creative practice, employment, further study, research and self‐fulfillment. 25. Design, represent and communicate high quality interior design propositions of varying size, scope and complexity. 26. Source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources, both primary and secondary. 27. Select and employ appropriate visual languages to investigate, analyze, interpret, develop and articulate ideas
for two and three‐dimensional projects. 28. Analyze information and experiences, formulate independent judgements and articulate reasoned arguments through reflection, review and evaluation. 29. Conduct an academically structured, sustained and well‐supported argument around a design issue. 30. Employ effective and professional communication skills and techniques to interact, negotiate and undertake collaborative efforts. 31. Manage open and reflective discussion of one’s work in an open studio environment, with audiences, clients, markets, end‐users and team members. 32. Anticipate and accommodate change and work within the contexts of ambiguity, uncertainty and unfamiliarity. 33. Set personal goals, monitor, and reflect on achievements, workloads, and commitments. Develop and employ a professional standard of time management. 34. Adhere to the laws, codes, regulations, standards and practices that protect the health, safety and welfare of the public. 35. Employ observation and rationalization skills in the development of problem solving criteria. 36. Employ both convergent and divergent thinking in the process of observation, investigation, speculative enquiry, ideation and implementation of design solutions. 37. Employ selectivity in the refinement and critique of potential design solutions. 38. Reflect critically and evaluate whether a particular area falls within their scope of practice and whether they have sufficient depth of knowledge and practical experience to take on the project on their own resources or in collaboration with other consultants. 39. Formulate a cogent theoretical rationale for design and the contribution the individual can bring to it. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 60 4.4.3 Breadth Outcomes
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The breadth benchmark in our degree programs is fulfilled by requiring students to take courses in more than one non‐core/breadth area and the depth requirements are fulfilled by requiring students to take at minimum two non‐core/breadth courses at the upper year (3000 or 4000) level. During their degree studies, students must complete the following breadth course requirements: At least 20% of their course load consists of non‐core courses AND, their course load must include courses in the following specified areas at the designated levels: 
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At least 1 humanities at the lower levels (1000 or 2000) At least 1 social science at the lower levels (1000 or 2000) At least 1 natural science At least 2 non‐core/breadth courses at the 3000 or 4000 level. In keeping with these requirements, the Course Calendar, Fall 2012, makes the following statement for all degree programs (which will also appear on our website): Liberal Arts and Science Electives Liberal Arts and Science courses ensure students receive a breadth of educational experience beyond their discipline. Courses are offered in the streams of Humanities, Social Sciences, Natural Sciences and Interdisciplinary Studies. Students are required to take one course in each of Humanities, Social Science and Natural Sciences. A course in Interdisciplinary Studies qualifies as EITHER a Humanities OR a Social Science. In addition, students are required to take AT LEAST TWO Liberal Arts and Science courses at the upper level (Year 3 and/or Year 4). Students in the third and fourth years of degree studies must register for 3rd and 4th year breadth electives (lower level electives are not available to them at the time of registration), ensuring that these students take at least two courses at the upper level. Upper level courses are designed to develop critical thinking, quantitative reasoning, written, and oral communication skills, and include evaluations to assess these aspects of scholarly activity. Map of Breadth Outcomes onto Non‐core courses Breadth Outcome Non‐core Course, Course Segment or Workplace Requirement
The non‐core curriculum contributes to the achievement of: (Benchmark 6a) the development of critical thinking, quantitative reasoning, written and oral communication skills* *All degree level courses involve the development of these skills. The courses listed here make at least one of these aspects of learning a particular focus. ENGL1001 Literary Genres‐Fiction and Poetry ENGL1002 Literary Genres‐Drama and Film PSYC1000 & 1002 Introduction to Psychology INTS1000 & 1001 Introduction to Women’s Studies INTS1002 Multidisciplinary Research HUMA1000 Gender and Ethics HUMA1001 Children’s Literature HUMA2006 Introduction to the Humanities INTS2000 Modes of Reasoning PHIL2000 Philosophy SOSC2003 Political Science PSYC2000 Social Psychology PSYC2001 Perception SCEN2002 Environmental Science SCEN2001 Integrated Science Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 61 (Benchmark 6b) more than introductory knowledge in the humanities, sciences, social sciences, global cultures and/or mathematics (Benchmark 6c) knowledge of society and culture, and skills relevant to civic engagement SOSC3002 Survey Methods and Statistics
INTS4000 Interdisciplinary Critical Theory SOSC4000 Advanced Research Skills HUMA3002 Social Media
HUMA3003 Fantasy and the Modern World ARTL3002 Western Literature: Medieval to Renaissance ARTL3003 Western Literature: Restoration to Post‐Modernity HUMA3000 Contemporary History through Film and Popular Culture HUMA3001 Studies in Popular Culture SOSC3003 Media and Society PSYC3001 Abnormal Psychology SOSC3000 Greed and Globalization SOSC3001 History of Education in Canada SCEN3001 Holistic Sciences and Healing SCEN3000 Global Environmental Politics SCEN3004 Social Determinants of Health SCEN3002 The Science of Pollution ARTL4000 Special Topics in Art History ARTL4001 Literature SOSC3002 Survey Methods and Statistics HUMA4000 One World INTS4000 Interdisciplinary Critical Theory SOSC4000 Advanced Research Skills SOSC4001 Corporations, New Technology and Social Change INTS4001 Sexual Politics SOSC4002 Diversity and Politics in Canada SOSC4003 Labour Relations SCEN4001 Environmental History SCEN4000 Artificial Intelligence SOCI1000 Introduction to Sociology
HUMA1005 Race and Reality HUMA1004 Philosophies of Evil HUMA1003 Philosophies of Intimacy HUMA1000 Gender and Ethics HUMA1002 Philosophy of Food ARTL1000 Introduction to Spanish HUMA2000 Film Theory HUMA2002 Music History HUMA2001 Major Religions of the World ARTL2000 Understanding Art HUMA2004 Worldview, Language and Culture HUMA2007 Anthropology HUMA2008 Human Rights SOSC2003 Political Science SOSC2004 Power and Knowledge PSYC2000 Social Psychology PSYC2001 Perception SOSC2005 World Cultures and Customs SOSC2002 Crime and Punishment SOSC2001 Canadian Political Parties SOSC2009 Organizational Behaviour Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 62 (Benchmark 6d) more than introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core field(s) of study. SCEN2002 Environmental Science
HUMA3002 Social Media HUMA3000 Contemporary History through Film and Popular Culture HUMA3001 Studies in Popular Culture SOSC3003 Media and Society SOSC3001 History of Education in Canada SCEN3000 Global Environmental Politics SCEN3004 Social Determinants of Health SCEN3002 The Science of Pollution HUMA4000 One World SOSC4001 Corporations, New Technology and Social Change INTS4001 Sexual Politics SOSC4002 Diversity and Politics in Canada SOSC4003 Labour Relations SCEN4001 Environmental History SOSC3002 Survey Methods and Statistics
SOSC4000 Advanced Research Skills INTS4000 Interdisciplinary Critical Theory INTS4001 Sexual Politics SCEN3004 Social Determinants of Health SCEN3000 Global Environmental Politics SCEN4000 Artificial Intelligence HUMA3001 Studies in Popular Culture HUMA3002 Social Media ARTL3002 Western Literature: Medieval to Renaissance ARTL3003 Western Literature: Restoration to Post‐Modernity ARTL4000 Special Topics in Art History ARTL4001Literature Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 63 4.5 Course Descriptions
Attach a table that provides a description of each core course such as these may appear in an academic calendar by semester for each academic year. If the course has been previously assessed by PEQAB, please enter the name of the application in which it was assessed. Attach a table that provides a description of each non‐core course such as these may appear in an academic calendar by semester for each academic year. 4.5.1 Course Descriptions for Core Courses
Semester Course Title
Calendar Course Description All Courses Previously Assessed as part of Humber’s Bachelor of Applied Arts (Interior Design) FIRST YEAR CORE COURSES
Semester 1 Interior Design Studio 1 Interior Design Studio is the core of the curriculum. It provides students with a “virtual studio” environment where industry practices and design theories are integrated into simulated projects. Collaboration, ideation, guided questioning and critical analysis using a recognized design process are emphasized at all levels of the studio. The studio learning environment provides a foundation for this practical experience. Short lectures on key design criteria of prescribed project scenarios are provided, but the direction of the class is dependent on the critical path defined by individual and team approaches. Interior Design Studio 1 is an investigation of both non‐discipline and linked‐
to‐discipline based problems where students explore abstract solutions to two and three‐dimensional problems analyzing the effects of sensory elements such as colour, light and manipulation of space. Emphasis will be placed on the design process, as well as on psychological factors such as colour, spatial quality and perception in development of the interior envelope. Semester 1 Design Communications 1 This course is the first in a series of six applied learning courses, the completion of which will culminate in a full scope interior design project presentation. The multi‐practice nature of the Design Communications series emphasizes that students and professionals must be proficient in all types of communication. Design Communications 1 introduces techniques of freehand drawing, model making and sketching studies, as well as manual drafting practices as a tool to communicate ideas. The class sessions will be divided into specialties of the discipline such as manual drafting practices and drawing. Practical modules will also be completed outside of class by the students to support materials delivered in the lectures and studio. Semester 1 Design Theory 1 Design Theory 1 is the first of two courses that define and investigate components of visual and spatial awareness. The course focuses on an analysis of design elements & principles: space, line, mass, shape, texture, scale, proportion, balance, rhythm, emphasis, colour, harmony and variety. Colour theory and theorists, systems of classification, and colour perception and psychology are investigated and analyzed as a significant portion of this Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 64 course. Students demonstrate awareness and sensitivity to design elements and principles through written assignments, an essay, independent research, journal reflections, class discussions, colour plate assignments and a final group project. Semester 1 Sustainable Practices This is the first of two courses investigating the issues and practices of sustainability and their relationship to interior design and architecture practice. Prior to investigating specific practices and implications, students explore such topics as the degrading environment, micro verses macro issues, sensitivity, leadership, ethics and accountability. Students investigate specific issues in sustainable interior design including but not limited to air pollution, urban sprawl, deforestation, environmental resource depletion, sick building syndrome, indoor air pollutants, off‐gassing and CO2 emissions, global warming with respect to reduction, minimization, and alternative solutions. The course incorporates the employment of sustainable practices to support the psychological and physiological wellbeing of occupants of built environments through ecological accountability. A focus on implementing sustainable practices in studio projects is introduced, and commitment of the student as designer and facilitator is stressed. Semester 1 Elective See 4.4.2 Course Descriptions for Non‐core Courses below. Semester 2 Interior Design Studio 2 Interior Design Studio is the core of the curriculum. It provides students with a meaningful learning environment where industry practices and design theories are integrated into simulated projects. Collaboration, ideation, guided questioning, and critical analysis using a recognized design process are emphasized at all levels of the studio. The studio learning environment provides a foundation for this practical experience. Short lectures on key design criteria of prescribed project scenarios are provided, but the direction of the class is dependent on the critical path defined by individual and team approaches. Students will explore the analytical, conceptual, and developmental components of successful space planning. They will be expected to produce design solutions in response to specific criteria demanding behavioural, conceptual, and contextual consideration. In this second in a series of studios, students will focus on small‐scale design problems of institutional/healthcare and residential spaces. Semester 2 Design Communications 2 This course is the second in a series of six applied learning courses, the completion of which will culminate in a full scope interior design project presentation. The multi‐practice nature of the Design Communications series emphasizes that students and professionals must be proficient in all types of communication. In Design Communications 2, students expand on techniques of manual drafting, perspective and rendering with investigation of techniques employed in the representation of materials and finishes in a variety of media. Introduction of computer‐generated drawings for two‐dimensional project documentation is addressed. The class sessions are divided into specialties of the discipline such as manual drafting practices and drawing. Students also complete practical modules outside of class to support materials delivered in lecture and studio. Semester 2 Human Factors This course examines factors of diversity and perception, which affect development and success of design solutions. Anthropometrics, ergonomics, Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 65 human metabolism and homeostasis, as well as psychological, cultural and social influences and interrelationships of the built environment will be researched and analyzed by the students. Semester 2 Interior Detailing 1 Students assess current trends and traditional and emerging materials prescribed in finishing interiors of built environments. The students interpret associated technologies, properties, and liabilities of the designer in the use of finish materials. Small scope specification projects relate properties and characteristics of materials discussed to interior design projects. Through investigation, research and discussion, students employ a technical vocabulary, stressing the manipulation of these materials, in guest lectures (industry suppliers), site visits, labs and presentations. Semester 2 Contemporary Design: Origins and Issues This course explores the development of contemporary design approaches and issues from the Enlightenment to the 21st century. The many critical issues that have evolved during this time period are analyzed and connected to the work of contemporary designers. Insights into the very real connections between students’ studio work and relevant historical design approaches are encouraged. Students become familiar with specific works of the many important and relevant designers who have advanced the fields of Interior Design, Architecture, and Furniture Design, as well as advancements in painting and sculpture. The course is organized as a matrix of the specific histories of ideas, spatial design, art, and furniture & finishes across historical developments in four chronological units: The Enlightenment; The 19th Century; The 20th Century; and Contemporary Design, 1990‐Present. Semester 2 Elective See 4.4.2 Course Descriptions for Non‐core Courses below. SECOND YEAR CORE COURSES
Semester 3 Interior Design Studio 3 In this third level of the studio courses, students are led through studio projects, individually and in teams, in response to discipline‐specific criteria demanding behavioural, conceptual, and contextual consideration with a focus on workplace and health‐care settings. Semester 3 Design Communications 3 This course is the third in a series of six applied learning courses, the completion of which will culminate in a full scope interior design project presentation. Expanding on the techniques and software introduced in modules one and two, this course focuses on computer‐generated drawings for two‐dimensional work with emphasis on integration of design project presentation and documentation standards. Further development of advanced perspective and rendering techniques and their use in the expression of conceptual ideas and images are explored and practiced. The class sessions are divided into specialties of the discipline such as manual drafting practices and drawing. Students also complete practical modules outside of class to support materials delivered in the lectures and studio. Semester 3 Interior Detailing 2 This course expands on the materials investigated in Interior Detailing 1 and focuses on wood frame and residential construction techniques. Other areas of study include assemblies and components such as wall, floor and ceiling assemblies, as well as doors, frames and hardware. Specification and documentation of selected materials and finishes are interpreted and employed. Hands‐on lab projects will explore the design and construction of building assemblies and vertical circulation elements such as stairs. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 66 Semester 3 Design and Material Culture This course explores the cultural significance and purposes of the material culture of western civilizations up to the Enlightenment. Students explore these periods through various critical strategies with the expectation of developing a critical facility in addition to an understanding of the evolution of design through history. Emphasis is placed on understanding the many connections between the cultures themselves and the cultural production of architecture, interior design, painting, sculpture and furniture design. The course is organized as a matrix of the specific histories of ideas, spatial design, art and furnishings across historical development in four chronological units: Ancient and Classical, Medieval, Renaissance, and Baroque. Semester 3 Quantitative Methods and Statistics This is an introductory course in statistics. Emphasis is on the application of statistics methods in business. Topics include descriptive statistics, probability and probability distributions, estimation and hypothesis testing, correlation and regression, chi‐square tests and analysis of variance. Semester 4 Interior Design Studio 4 Interior Design Studio is the core of the curriculum. It provides students with a meaningful learning environment where industry practices and design theories are integrated into simulated projects. Collaboration, ideation, guided questioning and critical analysis using a recognized design process are emphasized at all levels of the studio. Students will produce design solutions individually and in teams, in response to specific criteria demanding behavioural, conceptual and contextual consideration with a focus on commercial spaces under 3,500 square feet, from the domains of retail and low‐rise rural residential design. The studio learning environment provides a foundation for this practical experience. Short lectures on key design criteria of prescribed project scenarios are provided, but the direction of the class is dependent on the critical path defined by individual and team approaches. Semester 4 Design Communications 4 This course is the fourth in a series of six applied learning courses, the completion of which will culminate in a full scope interior design project presentation. The multi‐practice nature of the Design Communications series emphasizes that students and professionals must be proficient in all types of communication. Expanding on the techniques and software introduced in the introductory modules, this course will focus on advanced computer‐
generated drawings for two‐dimensional work and three‐dimensional support with emphasis on integration of design project presentation and documentation standards. Graphics computer media for three‐dimensional presentation of design projects will be implemented with integration of manual and computer generated work to support design studio projects. Modelling techniques and the use of graphics in the interior design field will be explored. Further development of advanced perspective and rendering techniques and their use in expression of conceptual ideas and images will be explored and practiced. Semester 4 Case Studies in Design Case Studies in Design provides students with a platform for discovery and application of principles and elements of design by published and award winning designers as well as local projects. Student will develop awareness of and will critically investigate contemporary trends, employment of accepted theories and bodies of knowledge and human responses using case studies of built environments for observation. Students will link theoretical issues across chronological, cultural, geographical, and socio‐economic parameters. Case studies will be explored in a series of presentations, guest Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 67 lectures, site visits and interviews.
Semester 4 Building Technologies 1 – Lighting and Electrical Systems This course is the first in a series of lecture and exploratory based studies on the mechanical and electrical components of a built environment. This course will introduce students to sources of light, their properties, liabilities and appropriate uses. Alternative and unique sources of energy and lighting qualities will be investigated and assessed by the students. Students will analyze lighting systems and their appropriateness, as well as the viability of emerging technologies in lighting. Energy consumption guidelines and calculation will be demonstrated through case studies, including a student project from Interior Design Studio. The importance of lighting as a component of the interior design process will be emphasized. Semester 4 Qualitative Research Methods The purpose of this course is to equip students with a knowledge and understanding of key concepts and methodologies associated with qualitative data analysis and research design in the social sciences. The course will begin by defining what constitutes qualitative research and what distinguishes it from quantitative research. Students will learn how qualitative research studies are designed, why a particular research methodology is chosen and how that methodology is then carried out. Several research designs within qualitative research methodologies will be presented. Students will be introduced to methods such as ethnography, participant observation, interviewing and focus groups. In addition to covering ethical protocol in research, the course will investigate the interpretation of results, the writing up of findings and effective communication of data. In providing students with some background in how research is conducted and presented, the course will offer students the skills to think critically about research results that are presented to them in their coursework and in the media. Students will understand how qualitative research can provide important insights into problems or needs within a community or client populations, patterns of service delivery, consumer satisfaction and public opinion. Semester 4 Elective See 4.4.2 Course Descriptions for Non‐core Courses below. THIRD YEAR CORE COURSES
Semester 5 Design Theory 2 This course presents a continuing examination of the theoretical and philosophical approaches to design. It examines the practice of interior design through a variety of critical and historical perspectives. Different modes of thought and manners of questioning are used to debate issues, which may include gender, ethics, diversity, materiality, technology and representation and changing typologies. This seminar course provides practical training in the interaction with theory that is necessary for students by assisting them in reading, understanding, and integrating theory into their own projects. Students are encouraged to pursue individual areas of interest. Chosen readings provide an overview of issues relating to the development from Modernism to Post‐modernism. Semester 5 Interior Design Studio 5 In this fifth level of the studio courses, short lectures on key design criteria of prescribed project scenarios continue to be provided, but the direction of the class is dependent on the critical path defined by individual and team approaches. Students manipulate processes studied in preceding studio and theory classes to produce sophisticated design solutions, individually and in teams, in response to specific criteria demanding behavioural, conceptual Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 68 and contextual consideration with a focus on hospitality spaces under 5,000 square feet. Semester 5 Interior Detailing 3 This course further explores the materials and components addressed in previous detailing classes with a focus on commercial construction systems such as post and beam, concrete, and steel. Site visits to produce forensic studies of these construction typologies will be conducted. Construction details, schedules and specifications for ceiling and millwork assemblies developed in the Interior Design Studio 5 project will be documented. Hands‐on lab projects will explore materiality and its impact on design and construction systems. Semester 5 Ontario Building Regulations In this course students explore the Ontario Building Code as it relates to the profession of Interior Design. They research, interpret and apply necessary information from the Building Code as it applies to an Interior Design project. Students also are exposed to industry specific regulations such as the AODA, the National Building Code of Canada, and project specific regulations such as Regulations for Daycare and regulations for Long Term Care Facilities. Semester 5 Building Technologies 2 –
Mechanical and Safety Systems and Acoustics The second in a series of lecture‐ and exploratory‐based studies on the mechanical and electrical components of a built environment, this course examines commercial building services including HVAC (heating, ventilation and air conditioning), plumbing, safety communications and security systems. Emphasis is placed on ecologically responsible choices. Way‐finding and fire suppression and emergency systems will also be investigated. Semester 5 Elective See 4.4.2 Course Descriptions for Non‐core Courses below. Semester 6 Interior Design Studio 6 Interior Design Studio is the core of the curriculum. It provides students with a virtual studio environment where industry practices and design theories are integrated into simulated projects. Collaboration, ideation, guided questioning and critical analysis using a recognized design process are emphasized at all levels of the studio. The studio‐learning environment provides a foundation for this practical experience. Short lectures on key design criteria of prescribed project scenarios are provided, but the direction of the class is dependent on the critical path defined by individuals with the interdisciplinary instruction of both design studio and woodworking labs. Semester 6 Design Communications 5 This course is the fifth in a series of six applied learning courses, the completion of which will culminate in a full scope interior design project presentation. The multi‐practice nature of the Design Communications series emphasizes that students and professionals must be proficient in all types of communication. Expanding on the techniques and software introduced in previous modules, this course will focus on advanced computer‐generated drawings for two‐ and three‐dimensional presentations with emphasis on the integration of design project presentation and documentation standards. Graphics computer media for three‐dimensional presentation of design projects will be implemented with integration of manual and computer generated work to support the Interior Design Advanced Studio Project. As the studio project is a collaborative effort with students from another institution, utilization of digital media for online collaboration will be the focus of the software platforms employed. The exploration of modeling Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 69 techniques and the use of graphics in the interior design field will be continued from Design Communications 4. Students will employ various software packages including AutoCAD, Architectural Desktop, Adobe Illustrator, Photoshop, InDesign and other platforms. Semester 6 Site Studies This course will provide students with two distinct learning experiences. First, it will provide an opportunity to assess use of design theory, methods, materials and practices employed by local designers and/or contractors in area projects. Students will visit a site at various stages of completion then present a synopsis of their research to peers using film, illustration and site documentation. Second, an opportunity to experience spatial quality and its manipulation, scale, presence, quality and relation to students’ own projects will be emphasized. Semester 6 Professional Practices 1 This course is the first in a series of two courses which familiarizes students with corporate leadership, professional values, attitudes and traits with a focus on structure and culture, ethics, standard forms of agreement, marketing and professionalism. Semester 6 Interdisciplinary Practice This class will provide an exploration of related disciplines that support and are supported by the interior design field. Three learning modules will provide a broad exposure to theories and practices of interdisciplinarity: students will explore contemporary theoretical debate surrounding interdisciplinary collaboration; research and test collaborative strategies, and demonstrate the strategic value of interdisciplinary practice in order to meet and exceed industry standards. This course of study will encourage collaborative, concurrent design strategies while enhancing creative synthesis between disciplines. Experts/ industry specialists in all fields will help form the framework for student achievement. Students will undertake two major projects demonstrating the creative processes and innovation associated both with their own and supporting disciplines. First, students will participate in a small scale construction project culminating in the production of an artifact allowing the students to see the relationship between their design methodology, project innovation, and the built/designed environment. Second, students will create a design brief that applies interdisciplinary practices to strategic project conceptualization and development for a commercial facility from the design studio project. Semester 6 Elective See 4.4.2 Course Descriptions for Non‐core Courses below. Interior Design Degree Work Term Students must complete a 14‐week, paid work experience following semester six. Students are responsible for finding a suitable placement. Students will develop effective job search skills prior to the work term. The college will work with business and industry to help identify possible employment opportunities for students. FOURTH YEAR CORE COURSES
Semester 7 Interior Design Advanced Studio Interior Design Studio is the core of the curriculum. It provides students with a “virtual studio” environment where industry practices and design theories are integrated into simulated projects. Collaboration, ideation, guided questioning and critical analysis using a recognized design process are emphasized at all levels of the studio. The studio learning environment provides a foundation for this practical experience. Short lectures on key design criteria of prescribed project Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 70 scenarios are provided, but the direction of the class is dependent on the critical path defined by individual and team approaches. Students are expected to utilize all theories and resources developed in preceding courses to produce an advanced space planning solution, and complete construction documentation for a major design problem. Semester 7 Design Communications 6 This is the final in a series of six applied learning courses culminating in a best practices studio in which students implement the manual, digital and software tools used in the previous courses. All presentation aspects of the Design Studio Project are analyzed, explored, styles defined and even exploited to uncover individual palettes of style, medium and expression. Works of respected artists, architects, designers and other innovative examples are sourced and assessed for method and support of design ideas. Semester 7 Interior Detailing 4 This course covers advanced detailing, specification and scheduling of projects in support of design studio projects. Guest speakers, field studies, and intensive hands‐on lab experiences will investigate emerging technologies affecting the scope of interior design. Semester 7 Senior Level Thesis Project 1 Senior Level Thesis Project 1 provides students with the application of numerous facets of interior design research and investigation processes introduced in Research Methods. Opportunities will be created to allow students to explore quantitative and qualitative research as part of this course and to tie the knowledge obtained into their individual thesis projects in Interior Design Advanced Studio. This course will support the student’s development of a thesis topic and breadth of project through exercises of self‐reflection, critical awareness and analysis. By actively participating in projects, students will be able to understand the importance of interior design research and thus contribute to the interior design body of knowledge. Upon completion of this course, students will fulfill their developed and approved project proposals in an effective, viable and unique project solution. Students will seek and establish an industry mentor for support of their research and studio thesis project with the assistance of faculty. Semester 7 Elective See 4.4.2 Course Descriptions for Non‐core Courses below. Semester 8 Senior Level Thesis Project 2 This course provides students with a “virtual studio” environment where industry practices and design theories are integrated into simulated projects. Collaboration, ideation, guided questioning and critical analysis using a recognized design process are emphasized at all levels of the studio. The studio learning environment provides a foundation for this practical experience. Short lectures on key design criteria of prescribed project scenarios are provided, but the direction of the class is dependent on the critical path defined by individual and team approaches. Synthesizing skills from all resources, practical and theoretical, developed throughout the program; students focus on development, refinement and presentation of a thesis project that addresses all aspects of a non‐
residential or group use facility. This is an individual advanced strategy studio project requiring industry mentorship. Students continue the relationship(s) established in Thesis 1. Students work towards candidacy for thesis presentation. Students utilize and expand upon the approved programming document from Interior Design Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 71 Senior Thesis 1. Emphasis is placed on appropriateness, supportive research, critical analysis and incorporation of sustainable practices as well as the innovation, functionality, creativity and communicative techniques of the thesis project design solution Semester 8 Professional Practices 2 This course is the second in a series of two courses, which familiarizes students with corporate leadership, professional values, attitudes and traits with a focus on structure and culture, ethics, standard forms of agreement, marketing and professionalism. Semester 8 Independent Study Project Students will seek out an opportunity to work on a project of social merit. Faculty will assist in co‐ordination of new projects where necessary. Documentation of work will include a proposal, critical path, journal of experience and a presentation to peers and faculty. Projects may be individual, partnership or team based. Appropriate ventures may include, but are not limited to: youth and family shelter new start packages, volunteer design services for a not for profit venue, workshops or teaching assistants in high school programs linked to interior design or therapeutic arts, Habitat for Humanity, home conversions for disabled or the elderly. Semester 8 Elective See 4.4.2 Course Descriptions for Non‐core Courses below. Semester 8 Elective See 4.4.2 Course Descriptions for Non‐core Courses below. 4.5.2 Course Descriptions for Non-core Courses
Course Title Code Description
Abnormal Psychology PSYC3001 This course considers the nature, causes and treatment of a number of behaviour disorders. A descriptive and theoretical survey of the major forms of psychopathology in children, adolescents, and adults is conducted. As well, the course examines current trends and research in the fields of mental health and psychopathology. Submitted with Bachelor of Business: Automotive Management Renewal Advanced Research Skills SOSC4000 This course focuses on the development of both qualitative and quantitative research skills within the context of a capstone project designed and implemented by the class. Fieldwork, survey design and data analysis are all covered within the context of computer usage. Previously approved in Bachelor of Business: Golf Management Anthropology SOSC2000 Anthropology is the holistic study of humankind, including biological and cultural variations and adaptations. In this course, you will be introduced to archeology and physical/biological anthropology including human physical variation, human evolution, and the comparison of humans to primates. Previously approved in Bachelor of Business: Golf Management Artificial Intelligence SCEN4000 This course identifies traditional concepts of intelligence to contextualize developments in artificial intelligence. Students examine new technologies, ethics, and institutions involved in artificial intelligence research and development as Previously approved in Bachelor of Business: Golf Management Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 72 they consider possibilities for future development. Students are expected to conduct research with a sophisticated synthesis of materials. Canadian Political Parties SOSC2001 This course provides an intensive examination of the origins and development of the major political parties in Canada and an overview of the cultural, social, economic, and institutional underpinnings of Canadian politics. Particular attention is paid to recent proposals for constitutional reform, the extent of state autonomy, the nature of Canadian parties and interest groups, and the extent and significance of regional differences. Previously approved in Bachelor of Business: Golf Management Children’s Literature HUMA1001 This course provides students with an introduction to the study of children's literature and the characteristics of this form of literature which is unusually named for its audience. This course considers strategies for reading children's literature in addition to cultural assumptions about children and childhood. Texts range from poetry, picture books, novels, digital media and film, considering some of the most influential texts. Submitted with Bachelor of Business: Automotive Management Renewal Contemporary History through Film and Popular Culture HUMA3000 This course explores how history has been depicted through popular culture in cinema and other electronic media. Students focus on post WWII when filmmakers began to rethink the function of cinematic representations and their cultural and political relationships to the contemporary world. Previously approved in Bachelor of Business: Golf Management Corporations, New Technology and Social Change SOSC4001 This course offers a study of technological change with special emphasis on the way new technologies are affecting both the workplace and society. The course focuses on various public and private corporations where new technologies are being introduced. Students ponder questions regarding progress and sustainability as well as social benefit. Previously approved in Bachelor of Business: Golf Management Crime and Punishment SOSC2002 This course presents an overview of concepts, themes and issues encountered in the discipline of Sociology with an emphasis on Crime. This course emphasizes the social construct of crime, ideas, research, practice and policy, with special reference to the Canadian context. Students are introduced to a range of theoretical and substantive areas of interest to professional sociologists and criminologists and the Canadian public, with both historical and contemporary emphasis. Submitted with Bachelor of Business: Automotive Management Renewal Diversity and Politics in Canada SOSC4002 Students analyze the limitations and possibilities for Previously diversity in Canada by exploring policies concerning approved in immigration, multiculturalism and bilingualism. Bachelor of Business: Golf Management Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 73 Environmental History SCEN4001 This course studies the relationship of culture and environment through a historical perspective. The focus is on ways in which social change is impacted by the environment and vice‐versa. Case studies illustrate general patterns of change, such as those associated with the introduction of alien species and new modes of agricultural production. Previously approved in Bachelor of Business: Golf Management Environmental Science SCEN2002 This course introduces students to the interdisciplinary landscape of environmental science by examining its scientific and social basis. Students will study topics relating to Earth's ecological principles and how natural systems respond to anthropogenic factors such as population growth and resource use. The role that each of us plays in impacting the environment is assessed. A detailed examination of the scientific, social, cultural and political aspects of several environmental issues is undertaken. Previously approved in Bachelor of Business: Automotive Management Fantasy and the Modern World HUMA3003 In fantasy, the outside is an externalization, a metaphor, of the internal. Magic is perhaps the most fruitful metaphor available to this kind of fiction. Artists in the fantasy genre use the metaphor of magic as a means of discussing the ways in which human beings are greater than the sum of their parts. This course considers fantasy as a rich study of social, cultural and intellectual developments. Submitted with Bachelor of Business: Automotive Management Renewal Film Theory HUMA2000 This course provides an intensive study of the theories of film, with particular attention to montage, mise‐en‐scene, auteur, genre and other classical and contemporary conceptions. Previously approved in Bachelor of Business: Golf Management Gender and Ethics HUMA1000 In this course students examine the ethical theories and issues connected with gender theory and practice. This course focuses on the ways in which our moral concepts ‐ that is, what and why we consider some acts right and others wrong ‐ are shaped by historical and contemporary theory about gender. Submitted with Bachelor of Business: Automotive Management Renewal Global Environmental Politics SCEN3000 This course examines the interrelationship between globalization and the environment. Students analyze the historical development of the global environmental system and theoretical approaches to understanding the global environment. Students also consider the main actors, institutions and legal instruments related to global environmental issues. The environmental impacts on, and political responses to, phenomena such as global warming, trade, transnational corporate activity, foreign aid, Previously approved in Bachelor of Business: Golf Management Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 74 and biodiversity are studied.
Greed and Globalization SOSC3000 This course examines capitalist enterprises historically and ethnographically. Students focus on forms of corporate capitalism; the historic spread of capitalism as a world system; globalization and neoliberalism. Previously approved in Bachelor of Business: Golf Management History of Education in Canada SOSC3001 This course surveys the cultural roots and development of education in Canada within the historical context of major ideas, events, and themes. Specifically, the course explores the purposes, both intended and otherwise, of schooling as it developed in each of the major geographic regions in Canada. Particular attention will be paid to issues of class, race and gender and the ways in which current social attitudes about these ideas both informed and, in turn, were shaped by the systems of education that developed. Previously approved in Bachelor of Business: Golf Management Holistic Sciences and Healing SCEN3001 This course invites students to consider students to consider transdisciplinary methodologies in explaining natural systems. These methodologies recognise that complex systems have "emergent properties" that describe their characteristics as wholes and that these properties are conditioned, but not determined, by the system's constituent parts. In considering alternative or holistic approaches to therapy, students are predominantly considering the socio‐economic systems in place in Canada which support and/or prevent the acceptance of alternative health approaches. Previously approved in Bachelor of Business: Golf Management Human Rights HUMA2008 (Formerly SOSC2006) This course will examine a number of historical‐
contemporary human rights issues with a particular emphasis on people's struggles for interlocking human rights (socio‐economic, cultural, collective, civil and political) from a critical, cross‐cultural perspective. Students will also examine the impact of social inequities based on class, race, gender, sexuality and others. Previously approved in Bachelor of Human Services: Police Studies Integrated Science SCEN2001 This course is an introduction to science for non‐
science majors, exposing students to scientific and technological issues in application to real‐world scenarios. Concepts from a variety of disciplines will be incorporated, including biology, chemistry, physics, physiology and technology. Students are required to critically assess scientific theory in relation to social concerns. Previously approved in Bachelor of Business: Automotive Management Interdisciplinary Critical Theory INTS4000 (Formerly ARTL4002) This seminar offers students an opportunity to do primary reading of specific theorists pertinent to multiple disciplines including the arts and visual Previously approved in Bachelor of Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 75 culture, literature, sociology and psychology. Business: Golf Management Introduction to Psychology 1 PSYC1000 This course is a survey of various specialty areas within contemporary psychology. Theories and research related to content areas such as Historical Perspectives, Research Methods, the Brain and Behaviour, Lifespan Development, Sensation and Perception, States of Consciousness and Learning are examined. Further, students integrate concepts of empiricism and scientific inquiry across these content areas. This course in combination with Introduction to Psychology II provides students with the requisite knowledge to study psychology at senior levels. Previously approved in Bachelor of Human Services: Police Studies Introduction to Psychology 2 PSYC1001 This course is a survey of various specialty areas within contemporary psychology. Students consider current psychological theories and research related to content areas such as Cognition, Intelligence, Motivation, Emotion, Personality, Social Behaviour, Psychology Disorders, Therapies and Health Psychology. Further, students integrate concepts of empiricism and specific inquiry across these content areas. This course in combination with Introduction to Psychology 1 provides students with the requisite knowledge to study at senior levels. Previously approved in Bachelor of Human Services: Police Studies Introduction to Sociology SOCI1000 This course provides a systematic introduction to understanding society, social structure, basic social institutions and their interrelations, the nature of social interactions, and the relationship between the individual and society. Particular attention is given to major issues within society such as power. Social issues will be examined comparatively with particular reference to Canadian society. Major theoretical issues in sociology, the methods of sociology, and the rules of evidence in social science are introduced. Previously approved in Bachelor of Human Services: Police Studies Introduction to Spanish ARTL1000 This course is for students with no previous knowledge of Spanish. The basic elements of Spanish grammar are studied, with emphasis on group and individual oral practice. Focus is placed on the development of skills in listening, comprehension, speaking, reading and writing. This course is not available to students with native, near‐native or advanced skills. Submitted with Bachelor of Business: Automotive Management Renewal Introduction to the Humanities (Formerly “The Art of Being Human”) Students have opportunities to explore the arts including film, television, music, art, dance, theatre and literature in this introduction to culture and the arts. Students consider provocative issues in the humanities including religion, morality, happiness, death and freedom, and the ways artists from many Previously approved in Bachelor of Business: Automotive ARTL2005 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 76 genres and backgrounds apply their skills to make us think critically about our world. Management
Introduction to Women’s Studies – Part 1 INTS1000 Placing women's experiences at the center of interpretation, this class introduces basic concepts and perspectives in Women's Studies. Focusing on both historical and contemporary women's issues, we will examine women's lives with a particular emphasis on the ways in which gender interacts with race, class, sexual orientation and ethnicity. The central aim is to foster critical reading and thinking about women's lives and the ways in which the interlocking systems of colonialism, racism, sexism, ethnocentrism, ageism, ableism and heterosexism shape women's and men's lives; and how women have resisted these inequalities and worked to create new systems of change, and engage in national and global practical transformational politics. Submitted with Bachelor of Business: Automotive Management Renewal as SOSC1000 Introduction to Women’s Studies – Part 2 INTS1001 Placing women's experiences at the center of interpretation, this class develops on the basic concepts introduced in the Introduction to Women's Studies ‐ Part 1 course. Focusing on both historical and contemporary women's issues, we will continue to examine women's lives with a particular emphasis on the ways in which gender interacts with race, class, sexual orientation and ethnicity. The central aim is to foster critical reading and thinking about women's lives and the ways in which the interlocking systems of colonialism, racism, sexism, ethnocentrism, ageism, ableism and heterosexism shape women's and men's lives; and how women have resisted these inequalities and worked to create new systems of change, and engage in national and global practical transformational politics. Submitted with Bachelor of Business: Automotive Management Renewal as SOSC1001 Labour Relations SOSC4003 This course examines collective bargaining and union/management relations. Students are expected to critically evaluate the roles of unions as well as to understand their socio‐political and historical relevance. Students use case studies to analyze labour relations at a highly developed level using methodologies based in law and sociology. Previously approved in Bachelor of Business: Golf Management Literary Genres – Drama and Film ENGL1002 This course introduces students to the discipline of English Studies through a thematic approach to a range of genres including poetry, novels and film. The course emphasizes active reading and analytical response to literary texts. Students implement principles of effective university‐level writing through several different assignment types that emphasize process and relate to English Submitted with Bachelor of Business: Automotive Management Renewal Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 77 Studies.
Literary Genres – Fiction and Poetry ENGL1001 This course introduces students to the discipline of English Studies though a thematic approach to a range of genres including short fiction, the novel and poetry. This course emphasizes active reading and analytical response to literary texts. Submitted with Bachelor of Business: Automotive Management Renewal Major Religions of the World HUMA2001 This survey course exposes students to the major philosophical underpinnings and beliefs of the world's major religions. Students will be encouraged to compare and contrast religious principles and texts. Previously approved in Bachelor of Business: Golf Management Media and Society SOSC3003 This course provides a critical examination of media forms and their impact on society. The representation of culture through print media (books, magazines, newspapers, and online media) and through various visual media (film, television, Internet) is explored. Students learn how informational, entertainment, literary, and commercial messages are crafted and transmitted. The focus is on messages, the institutions behind the messages, and their impact on society. Previously approved in Bachelor of Business: Golf Management Modes of Reasoning INTS2000 (Formerly ARTL2002) This course introduces students to thinking as a cognitive process, to be distinguished from feeling and emotion. Students learn the terminology of logical analysis, the rules of classification and reasoning, and how to identify and construct a valid argument. Learning and applying the skills of propositional logic, students will evaluate personal beliefs, cultural practices, and current issues, and develop their skills in speaking and writing more persuasively. Previously approved in Bachelor of Business: Automotive Management Multidisciplinary Research INTS1002 This course prepares students to conduct research appropriate to the degree level across disciplines. Students are taught how to access primary, secondary and tertiary sources and to evaluate the same, incorporating them into various communications for different audiences and varied purposes. Submitted with Bachelor of Business: Automotive Management Renewal as SOSC1002 Music History HUMA2002 This survey course provides students with an introduction to the historical development of Western music. Students are introduced to the terms, names and dates of music history, to theories of history, to stylistic analysis of specific works through musical scores and recordings, and to methods for expressing historical concepts. This course has strong listening and writing components. Previously approved in Bachelor of Business: Golf Management Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 78 One World HUMA4000 What is social identity? Are we “citizens of the NEW
world”? This course addresses the moral and socio‐
political philosophical idea that all human ethnic groups belong to a single community based on a shared morality, a shared economic relationship, and/or a political structure that embraces world government. In this course, students learn about origins of world citizenship and its current trials and tribulations. Perception PSYC2001 This course introduces students to human sensation and perception through both lecture and interactive demonstrations of perceptual phenomena. As humans, we are constantly under the impression that what we perceive is exactly what is “out there” in the world; however, this is an illusion. In this course, students learn the effects of physiology, individual experiences and culture factors on our perception of objects, events, and other people. Submitted with Bachelor of Business: Automotive Management Renewal Philosophies of Evil HUMA1004 In this course students examine the concept of evil ‐ that is, the morally wrong, harmful, and downright bad behaviour of humans ‐ using a variety of philosophical perspectives. In their evaluation of evil, students consider the various material, historical, and conceptual conditions that allow for humans to act at their absolute worst as well as survey both classical and contemporary literature in the humanities that enlighten us to the nature of evil. Submitted with Bachelor of Business: Automotive Management Renewal Philosophies of Intimacy HUMA1003 In this course students examine the many pressing philosophical issues that underlie our popular notions of love, sex, and friendship. Students use a problems‐based approach to the study of intimacy as well as draw from both influential and classical readings in philosophy. Submitted with Bachelor of Business: Automotive Management Renewal Philosophy PHIL2000 The major topics in this course include epistemology (ways of knowing), social and political thought, and ethics. After introducing students to each of these areas we explore a number of relevant topical issues. In the process we will consider three broad questions: How do we know what we know? How do/should we act? How do we understand social relationships and power? We will consider these questions with several of the topics listed below. Previously approved in Bachelor of Business: Automotive Management Philosophy of Food HUMA1002 In this course students consider their relationship with food and eating from a variety of philosophical perspectives, including ethical and moral questions. Students will also consider the aesthetic aspects of cultural relationships with food, both historic and Submitted with Bachelor of Business: Automotive Management Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 79 contemporary.
Renewal
Political Science SOSC2003 This course surveys four main fields of political studies: theory, comparative politics, international relations, and Canadian studies, with the purpose of exploring the major categories and concepts of the discipline. As a humanities option, students have the opportunity to link their learning from their core courses to relevant political issues. Students learn about the political processes of a number of countries, and they will understand how the use of power is (and is not) justified in diverse societies around the world. Previously approved in Bachelor of Business: Automotive Management Power and Knowledge SOSC2004 Students have opportunities to explore concepts of power and its interrelationship with knowledge. In addition to defining concepts of power, this course promotes a critique of the ways in which power becomes disguised as well as challenged in complex ways in our workplaces. Of special interest are environments in health care, policing, education and business. This course encourages an intersection of a variety of theories from the social sciences including: sociology, political science, psychology and philosophy, but students do not need backgrounds in these areas. Previously approved in Bachelor of Business: Golf Management Race and Reality HUMA1005 What is race? Is race 'real'? Advances in biology and genetics suggest that races are not distinct biological categories but that race is a social, cultural and political construct. This course will examine the various perspectives on race. Submitted with Bachelor of Business: Automotive Management Renewal Sexual Politics INTS4001 (Formerly SOSC4004) This course enables students to consider, in‐depth, research which has challenged popular conceptions of sex as a natural and biological force. The socio‐
political construction of sexualities through the fields of psychoanalysis, law, education, sexology and popular culture are considered. Previously approved in Bachelor of Business: Golf Management Social Determinants of Health SCEN3004 This course examines how the ten social and economic determinants across the lifespan can impact the health of Canadians. Students will examine how the growing social and economic inequalities in Canadian society are contributing to higher health costs and other social burdens. Focusing on early childhood, students will explore how poor families are less likely to reach their full potential as citizens and full contributors to society. Students will advocate for policy change to create health promoting conditions. Previously approved in Bachelor of Business: Golf Management Social Media HUMA3002 This course invites students to consider the social, political, economic and aesthetic aspects of the rise Submitted with Bachelor Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 80 of social media in the context of human communications. Students explore the historical nature of communications in terms of relationships, art, culture, philosophy, society and political science and analyze communications in the context of contemporary digital media. of Business: Automotive Management Renewal as HUMA2005 Social Psychology PSYC2000 This course is a survey of various specialty areas within contemporary psychology. Students consider current psychological theories and research related to content areas such as Cognition, Intelligence, Motivation, Emotion, Personality, Social Behaviour, Psychology Disorders, Therapies and Health Psychology. Further, students integrate concepts of empiricism and specific inquiry across these content areas. This course in combination with Introduction to Psychology 1 provides students with the requisite knowledge to study at senior levels. Previously approved in Bachelor of Business: Automotive Management Special Topics in Art History ARTL4000 This seminar course offers an opportunity to study a particular genre (e.g., photography, painting, sculpture, Aboriginal) and/or period of development in the visual arts (e.g., Renaissance, Modern Canadian). Methodologies follow in the traditions of art history and research. Previously approved in Bachelor of Business: Golf Management Special Topics in Literature ARTL4001 This course explores special topics which may include: a great author (e.g., Shakespeare); a type of literature (e.g., Arthurian legends); a genre (e.g., poetry); or a specific time period or geographic area (e.g., post‐modern fiction; contemporary Canadian Literature). This focused course requires a high level of literary analysis and text engagement. Previously approved in Bachelor of Business: Golf Management Studies in Popular Culture HUMA3001 This course draws upon mainstream and independent films, contemporary fiction, graphic novels and comics, and popular forms of music as well as research in cultural studies. Students apply various theoretical approaches to the study of popular culture. Previously approved in Bachelor of Business: Golf Management Survey Methods and Statistics SOSC3002 The purpose of this course is to introduce students to advanced topics in survey design and analysis. During the course, students develop a survey research proposal based upon a comprehensive literature review of a topic of interest. The course requires students to use the SPSS statistical package. Students should have a basic understanding of how to use SPSS to manage data prior to entering the course. Previously approved in Bachelor of Business: Golf Management The Science of Pollution SCEN3002 This course introduces students to the major scientific concepts and principles that govern the origin, fate and effect of pollutants in the environment. Using an interdisciplinary framework Previously approved in Bachelor of Business: Golf Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 81 the emphasis is on the natural sciences, but issues related to pollution legislation, regulation, history, and economy are also examined. Management
Understanding Art ARTL2000 This course is an introduction to art; the process of making art, various art forms and mediums, and the terminology used to describe art in an effort to critically analyze and evaluate art and the practices in the creation of it. Previously approved in Bachelor of Business: Automotive Management Western Literature: Medieval to Renaissance ARTL3002 This survey course introduces students to the major works in Western literature produced from the Medieval period through the Renaissance. Special attention will be given to the notion of canon and the recognition of various period conventions. Previously approved in Bachelor of Business: Golf Management Western Literature: Restoration to Post‐
Modernity ARTL3003 This course introduces students to the major works in Western literature produced from the Restoration and 18th Century through the 20th Century. Special attention will be given to the notion of canon and the recognition of various period conventions. Previously approved in Bachelor of Business: Golf Management Women and the News Media SOSC2008 This course examines the ways in which women are represented in the news media (broadcast and print), their participation in these industries, and the extent to which assumptions, purposes and practices in news media have been challenged and/or changed by the women's movements in Canada and the USA. The course also involves a critical survey of how journalists of both genders are represented in popular culture through Hollywood film. Submitted with Bachelor of Business: Automotive Management Renewal Worldview, Language, & Culture HUMA2004 This is a broad‐based, interdisciplinary course that explores the human condition from a contemporary, cross‐cultural perspective. Students examine the human quest for truth and knowledge, beauty, and community through such topics as religion and spirituality, forms of artistic expression, communication and language systems, concepts of nation, and the impact of historical experience on worldview. Previously approved in amendments to consents for all Georgian College degrees, October 2009 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 82 Section removed for web version.
4.6.3 Course Schedule 2(a) - Program Courses
(Same as Course Schedule 1(a) without Instructor names) Year and Semester Course Title Total Core Course Semester Hours Semester 1 Interior Design Studio 1 56 Design Communications 1 84 Design Theory 1 56 Sustainable Practices Breadth Elective (See 4.5.2 Below) Interior Design Studio 2 42 Semester 2 Design Communications 2 Total Course Non‐Core Prerequisites Course and Co‐
Semester requisites Hours FIRST YEAR CORE COURSES
Co‐Req:
• Design Theory 1 • Design Communications 1 Co‐Req:
• Interior Design Studio 1 Co‐Req:
• Interior Design Studio 1 • Design Communications 1 None
42
84 56 Highest Qualification Earned and Discipline of Study PhD Comparative Arts M.Des. MA Interior Design M.Des. MA Education, BID MA Interior Design PhD Comparative Arts BID, MID (In progress, 2014) M.Des. BA, MA Integrated Studies (In progress, 2013) None
Pre‐Req:
• Interior Design Studio 1 • Design Theory 1 • Design Communications 1 Co‐Req: • Design Communications 2 • Interior Detailing 1 • Human Factors Pre‐Req:
• Design Communications 1 Co‐Req: PhD Comparative Arts M.Des. MA Interior Design M.Des. MA Education, BID MA Interior Design Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 97 Human Factors • Interior Design Studio 2 Pre‐Req:
• Design Theory 1 Co‐Req: Contemporary Design: Origins and Issues Pre‐Req:
• Interior Design Studio 1 • Design Communications 1 Co‐Req: • Interior Design Studio 2 Pre‐Req:
• Design Theory 1 Co‐Req: • Human Factors 42 Interior Detailing 56 1 Semester 3 Contemporary Design: Origins and Issues 42 Breadth Elective (See 4.5.2 Below) Interior Design Studio 3 84 Design Communications 3 56 42
MA Integrated Studies (In progress, 2013) M.Des. BID, MID (In progress, 2014)
MA Education, BID MFA
MFA BA, MA Integrated Studies (In progress) None
SECOND YEAR CORE COURSES
Pre‐Req:
• Interior Design Studio 2 • Design Communications 2 • Interior Detailing 1 Co‐Req: • Design Communications 3 • Interior Detailing 2 • Design Theory 2 Pre‐Req:
• Interior Design Studio 2 • Design Communications 2 Co‐Req: PhD Comparative Arts M.Des. MA Interior Design BA, MA Integrated Studies (In progress, 2013) Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 98 • Interior Design Studio 3 Pre‐Req:
• Interior Detailing 1 Interior Design Studio 2 Co‐Req: • Interior Design Studio 3 • Design Communications 3 Pre‐Req:
•Contemporary Design: Origins and Issues (or faculty approval) Interior Detailing 42 2 Semester 4 Design and Material Culture 56 Quantitative Methods and Statistics Interior Design Studio 4 56
84 Design Communications 4 42 Case Studies in Design 42 None
Pre‐Req:
• Interior Design Studio 3 • Design Communications 3 • Design Theory 2 Co‐Req: • Design Communications 4 Pre‐Req:
• Design Communications 3 Co‐Req: • Interior Design Studio 4 Pre‐Req:
• Design Theory 2 • Design and Material Culture • Interior Design Studio 3 • Contemporary M.Arch. M.Arch. M.Arch. MFA
MFA PhD Comparative Arts BA, MA Integrated Studies (In progress 2013) PhD Experimental Psychology
PhD Political Science Master’s degree in a related field, e.g. MID, MIA, M.Arch., MFA, NCIDQ certified M.Des. MA Interior Design BA, MA Integrated Studies (In progress, 2013) MA Education, BID PhD Comparative Arts M.Des. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 99 Semester 5 Design
• Human Factors Pre‐Req:
• Interior Detailing 2 Building Technologies 1 – Lighting and Electrical Systems Qualitative Research Methods Breadth Elective (See 4.5.2 Below) 42 42
None
42
Depends upon selection Design Theory 2 42 Interior Design Studio 5 84 Interior Detailing 42 3 Ontario Building Regulations 42 Building Technologies 2 – 42 THIRD YEAR CORE COURSES
Pre‐Req:
• Design Theory 1 • Human Factors Co‐Req: • Interior Design Studio 3 Pre‐Req:
• Interior Design Studio 4 • Design Communications 4 • Building Technologies 1 Co‐Req: • Interior Detailing 3 • Building Technologies 2 Pre‐Req:
• Interior Detailing 2 • Interior Design Studio 4 Co‐Req: • Interior Design Studio 5 Pre‐Req:
• Interior Detailing 2 Co‐Req: • Interior Design Studio 5 (or permission of coordinator) Pre‐Req:
• Building M.Arch. BID, MID (In progress, 2014) MA Education, BID PhD Experimental Psychology
PhD Comparative Arts MA Interior Design PhD Comparative Arts M.Des. MA Interior Design M.Arch. M.Arch. M.Arch. MA Interior Design M.Arch. M.Arch. M.Arch. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 100 Mechanical and Safety Systems and Acoustics Semester 6 Breadth Elective (See 4.5.2 Below) Interior Design Studio 6 Design Communications 5 42 Site Studies 42 Professional Practices 1 28 Interdisciplinary Practice 42 42
84 Breadth Elective (See 4.5.2 Below) Work Experience Semester 7 Interior Design Advanced Studio 84 42
Technologies 1
Co‐Req: • Interior Design Studio 5 Depends upon selection M.Arch. M.Arch. Pre‐Req:
• Interior Design Studio 5 • Interior Detailing 3 • Design Communications 4 • Building Technologies 2 Co‐Req: • Design Communications 5 • Interdisciplinary Practice Pre‐Req:
• Design Communications 4 Co‐Req: • Interior Design Studio 6 Pre‐Req:
• Design Theory 2 • Case Studies in Design Co‐Req: • Interior Design Studio 6 • Site Studies Pre‐Req:
• Interior Design Studio 5 Depends upon selection Master’s degree in a related field, e.g. MID, MIA, M.Arch. or MFA PhD Comparative Arts FOURTH YEAR CORE COURSES
Pre‐Req:
• ID Studio 6 • Design Master’s degree in a related field, e.g. MID, MIA, M.Arch or MFA PhD Comparative Arts BA, MA Integrated Studies (In progress, 2013) PhD Comparative Arts M.Des. MA Interior Design M.Arch. MFA Master’s degree in a related field, e.g. MIA, MID, M.Arch. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 101 Design Communications 6 56 Interior Detailing 56 4 Semester 8 Senior Level Thesis Project 1 42 Breadth Elective (See 4.5.2 Below) Senior Level Thesis Project 2 42
140 Communications 4 • Building Technologies 2 Co‐Req: • Design Communications 6 • Senior Level Thesis Project 1 Pre‐Req:
• Design Communications 5 • Interior Design Studio 6 Co‐Req: • Interior Design Advanced Studio 1 • Interior Detailing 4 Pre‐Req:
• Interior Detailing 3 • Interior Design Studio 6 Co‐Req: • Interior Design Studio 7 Pre‐Req:
• Interior Design Studio 6 • Quantitative Methods And Statistics • Qualitative Research Methods • Case Studies in Design Co‐Req: • Interior Design Advanced Studio Depends upon selection Pre‐Req:
• Interior Design Advanced Studio • Senior Level Thesis Project 1 M.Des. MA Interior Design Master’s degree in a related field, e.g. MID, MIA, M.Arch. or MFA M.Arch. M.Arch. MA Interior Design Master’s degree in a related field, e.g. MID, MIA, M.Arch. or MFA, NCIDQ certified Master’s degree in a related field, e.g. MID, MIA, M.Arch, MFA, NCIDQ certified M.Des. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 102 Professional Practices 2 28 Independent Study Project 28 Breadth Elective (See 4.5.2 Below) Breadth Elective (See 4.5.2 Below) Subtotal Course Hours Total Program Hours • Design
Communications 6 • Qualitative Research Methods • Quantitative Methods and Statistics Pre‐Req:
• Professional Practices 1 42
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1890 2324 434
Pre‐Req:
• Interior Design Studio 6 (or permission of coordinator) Depends upon selection MA Interior Design PhD Comparative Arts M.Des. MA Interior Design PhD Comparative Arts M.Des. MA Interior Design Depends upon selection 4.6.4 Course Schedule 2(b) - Breadth Courses
(Same as Course Schedule 1(b) without Instructor names) Course Title Total Non‐
Core Course Semester Hours (DO) Course Prerequisites and Co‐
requisites Highest Qualification Earned and Discipline of Study FIRST YEAR BREADTH COURSES
ARTS & HUMANITIES
Introduction to Spanish ARTL1000 42 Terminal or Master’s degree in Spanish Literary Genres – Fiction and Poetry ENGL1001 42 PhD Theory and Policy Studies, MA English Literature
PhD English MA English PhD English MA Literature Literary Genres – 42 PhD Theory and Policy Studies, MA English Literature
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 103 Drama and Film ENGL1002 PhD English
MA English PhD English MA Literature Gender and Ethics HUMA1000 42 MA Philosophy
Children’s Literature HUMA1001 42 Doctorate or Masters in English or Primary Education
Philosophy of Food HUMA1002 42 MA Philosophy
Philosophies of Intimacy HUMA1003 42 MA Philosophy
Philosophies of Evil HUMA1004 42 MA Philosophy
Race and Reality HUMA1005 42 PhD Sociology
INTERDISCIPLINARY
Introduction to Women’s Studies – Part 1 INTS1000 42 MSc Education – School Counselling Introduction to Women’s Studies – Part 2 INTS1001 42 MSc Education – School Counselling Multidisciplinary Research INTS1002 42 PhD Political Science
SOCIAL SCIENCES
Introduction to Psychology 1 PSYC1000 42 MSc Education – School Counselling Master of Human Kinetics in Sport and Exercise Psychology MA History and Theory of Psychology PhD Psychology PhD Psychology (Life Span Development) PhD Psychology PhD Experimental Psychology Introduction to 42 MSc Education – School Counselling Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 104 Psychology 2 PSYC1001 Master of Human Kinetics in Sport and Exercise Psychology MA History and Theory of Psychology PhD Psychology PhD Psychology (Life Span Development) PhD Psychology PhD Experimental Psychology Introduction to Sociology SOCI1000 42 MBA Information Systems, BA Sociology MSW PhD Education Studies SECOND YEAR BREADTH COURSES
ARTS & HUMANITIES
Understanding Art ARTL2000 42 MFA
Introduction to the Humanities ARTL2005 42 Film Theory HUMA2000 42 Major Religions of the World HUMA2001 42 A minimum of a Master’s degree with a preference for a terminal degree in the discipline Music History HUMA2002 42 DME
Worldview, Language, & Culture HUMA2004 42 PhD or MA in Language, Cultural Studies or Social Sciences Human Rights HUMA2008 (Formerly SOSC2006) 42 MSW
Philosophy PHIL2000 42 MA Philosophy
MFA PhD Theory and Policy Studies, MA English Literature
PhD Political Science PhD Theory and Policy Studies, MA English Literature
PhD English INTERDISCIPLINARY
Modes of Reasoning INTS2000 42 PhD Political Science
SOCIAL SCIENCES
Social 42 PhD Psychology
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 105 Psychology PSYC2000 PhD Psychology (Life Span Development) PhD Psychology PhD Experimental Psychology Perception PSYC2001 42 PhD Psychology
PhD Psychology (Life Span Development) PhD Psychology PhD Experimental Psychology Anthropology SOSC2000 42 A minimum of a Master’s degree with a preference for a terminal degree in the discipline Canadian Political Parties SOSC2001 42 PhD Political Science
Crime and Punishment SOSC2002 42 PhD Education Studies
Political Science SOSC2003 42 PhD Political Science
Power and Knowledge SOSC2004 42 PhD Theory and Policy Studies, MA English Literature
Women and the News Media SOSC2008 42 PhD Political Science PhD in Women’s Studies or Media SCIENCES
Integrated Science SCEN2001 42 PhD Physiology
Environmental Science SCEN2002 42 PhD Physiology
THIRD YEAR BREADTH COURSES
ARTS & HUMANITIES
Western Literature: Medieval to Renaissance ARTL3002 42 Western Literature: Restoration to Post‐Modernity ARTL3003 42 PhD English
PhD English PhD Theory and Policy Studies, MA English Literature
PhD English PhD English Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 106 Contemporary History through Film and Popular Culture HUMA3000 42 Studies in Popular Culture HUMA3001 42 Social Media HUMA3002 42 Fantasy and the Modern World HUMA3003 42 PhD Theory and Policy Studies, MA English Literature
PhD English PhD Theory and Policy Studies, MA English Literature
PhD Political Science MBA Information Systems
PhD Political Science PhD Theory and Policy Studies, MA English Literature
PhD Political Science SOCIAL SCIENCES
Abnormal Psychology PSYC3001 42 PhD Psychology
PhD Psychology (Life Span Development) PhD Psychology PhD Experimental Psychology Greed and Globalization SOSC3000 42 MBA Information Systems
MSW PhD Political Science History of Education in Canada SOSC3001 42 A minimum of a Master’s degree with a preference for a terminal degree in the discipline Survey Methods and Statistics SOSC3002 42 PhD Experimental Psychology
Media and Society SOSC3003 42 PhD Political Science PhD Theory and Policy Studies, MA English Literature
PhD Political Science SCIENCES
Global Environmental Politics SCEN3000 42 PhD Physiology
Holistic Sciences and Healing SCEN3001 42 PhD Theory and Policy Studies, MA Education, BScN
The Science of Pollution SCEN3002 42 PhD Physiology
MSc Occupational and Environmental Health Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 107 Social Determinants of Health SCEN3004 42 PhD Theory and Policy Studies, MA Education, BScN
FOURTH YEAR BREADTH COURSES
ARTS & HUMANITIES
Special Topics in Art History ARTL4000 42 Special Topics in Literature ARTL4001 42 MFA
MFA PhD Education Theory and Policy Studies, MA English Literature PhD English PhD English One World 42 PhD Political Science
INTERDISCIPLINARY
Interdisciplinary Critical Theory INTS4000 42 Sexual Politics INTS4001 42 PhD Education Theory and Policy Studies MSc Education – School Counselling SOCIAL SCIENCES
Advanced Research Skills SOSC4000 42 PhD Experimental Psychology
Corporations, New Technology and Social Change SOSC4001 42 MBA Information Systems
Diversity and Politics in Canada SOSC4002 42 PhD Political Science
Labour Relations SOSC4003 42 PhD History MSW SCIENCES
Artificial Intelligence SCEN4000 42 PhD Artificial Intelligence, Robotics, Engineering, or Computer Science Environmental History SCEN4001 42 PhD Physiology
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 108 4.7 Work Experience
Identify all requirements/options for work experience in the program. Include a summary of the types of placements students will be seeking for work experience/ placements associated with the program, the college’s plans to develop placement opportunities for students and the level of support the college will extend to students seeking placements. Identify the anticipated outcomes of the work experience associated with the program, how the experience(s) offered will provide the opportunity to put the stated learning outcomes into practice and how students will be evaluated during their placements. Program Structure Requirements Year September January April Semester 1 Semester 2 Semester 3 Year One On‐campus studies On‐campus studies Vacation Year Two On‐campus studies On‐campus studies Vacation Year Three On‐campus studies On‐campus studies Work term Year Four On‐campus studies On‐campus studies GRADUATION Full‐time work term = __14_ consecutive weeks Work Experience Outcomes How work experience puts into practice the program outcomes During their work experience, students may perform some or all of the following types of tasks which support achievement of program outcomes 1. Solve problems, make decisions and evaluate the outcomes of decisions. Research context and parameters and make recommendations. Identify and analyze needs and goals. Assist in observing, recording and evaluating existing conditions. Assist in formulating preliminary plans programming and design concepts to satisfy a particular need. Assess resources and limitations. Supports program outcomes: 5, 7, 10, 11, 12 2. Communicate clearly, concisely and correctly as appropriate to the requirements of the position. Prepare memos, letters, e‐mail or other written documentation. Participate in meetings. Meet with clients. Communicate with managers, consultants and/or other designers. Assist with presentations. Communicate design specifications. Supports program outcomes: 21, 22, 23, 24, 25 3. Manage effectively the use of time and other resources to attain work goals within established timelines. Assist in the preparation of project schedules and monitoring contractors’ and suppliers’ progress. Prepare material to submit to a client on a given due date. Adjust timeframes to accommodate an earlier Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 109 time if requested. Complete assigned work on schedule. Maintain and update a critical path on appropriate software. Supports program outcomes: 33, 34 4. Identify combination of personal skills, work ethics, positive attitude and behaviours required to secure, maintain and advance on the job. Build relationships based on shared values to develop a client presentation package. Discuss requirements of job and performance with supervisor. Identify behaviours of team members that contribute to success. Supports program outcomes: 30,24,31,32,33 5. Demonstrate improvement after receiving constructive feedback and take responsibility for own actions and decisions. Refine concepts, drawings, models and documentation to address client, team or management concerns and explain the changes in reference to feedback. Solicit and respond to supervisor feedback on performance. Supports program outcomes: 37, 32, 30, 31 6. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of mutual goals. Meet with other designers, specialists or consultants. Collaborate with specialists in technical areas. Call suppliers to discuss requirements. Participate in and contribute to team meetings. Supports program outcomes: 30, 31, 32, 38, 39 7. Employ materials, media, techniques, methods, technologies and tools associated with interior design with skill and imagination while observing good working practices. Prepare finish boards, sketch ideas, draft or use software‐generated drawings. Prepare working drawings and details. Supports program outcomes: 7, 8, 9, 10 8. Articulate ideas and information comprehensibly in visual, oral and written forms. Prepare presentation media such as drawings, sketches, perspectives, renderings, colour and materials boards, photographs and/or models. Supports program outcomes: 28, 29 9. Apply, consolidate and extend learning in different contextual frameworks and situations. Apply learning from program to contribute to design challenges on the job. Conduct research, summarize data and report findings. Supports program outcomes: 24, 32 10. Bring together knowledge of design, construction and codes in a variety of contexts and technical situations. Assist in the development of recommendations for space planning and furnishing arrangements, wall, window, floor and ceiling treatments, furnishings, equipment, fixtures and millwork, colour, finishes, hardware and lighting requirements. Identify the life, safety and code issues and solutions. Participate in site visits and field inspections. Supports program outcomes: 21, 37, 11, 12 11. Synthesize the many facets of interior design into specific design proposals. Participate in team sessions to analyze a request for information, request for proposal or request for presentation. Suggest ideas for presentation and strategies for responses. Assist in preparation of written documentation and presentation materials. Participate in cost setting on a request for proposal situation. Supports program outcomes: 40, 39, 38, 30 12. Generate ideas, concepts, proposals, solutions or Assist in the formulation of design concepts that meet Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 110 arguments independently and/or collaboratively in response to set tasks. requirements and are functional and aesthetically pleasing. Assist in the development of preliminary plans. Assist in the development of final design recommendations for approval. Supports program outcomes: 30, 39, 32, 26 4.8 Course Outlines
Attach course outlines for all core courses and non‐core courses (and outlines of all other requirements for graduation where applicable). Assemble the outlines in distinct sections for core and non‐core. Each outline should include the following elements: ‐course title; ‐year and semester; ‐course/subject description; ‐method(s) of instruction; ‐a content outline by topic; ‐length in actual contact hours; ‐method(s) and frequency of evaluation of student performance (e.g., assignments, presentations, term papers, exams); ‐resources to be purchased/provided by students (e.g., course kits, equipment, software); ‐textbook requirements (for new programs, indicate illustrative textbooks and other course materials); ‐learning outcomes; ‐a list of the faculty qualified to teach the course and/or the statement “faculty to be hired”; ‐faculty qualifications required to teach/supervise the course (include academic credentials and professional experience); and ‐classroom and equipment requirements. Colleges that have submitted non‐core courses in a previous submission, and that have not revised any breadth elements, may omit this file. (Please indicate in the submission that the breadth course outlines on file with PEQAB are current.) Colleges proposing new non‐core requirements should submit an updated file and identify the new outlines. See the attached file in Appendix B for all core course outlines. Breadth Capacity is under review at the time of this submission. 4.8.1 Program Progression
The program begins with the underlying principles and foundation skills necessary to interior design and moves on to increasingly complex problems, theory, research analysis, concept formation and design development. The interior design core consists of: design studies which provide a holistic overview of the discipline; studios which are composed of a number of projects or components of projects which give a balanced progression over the modules and which integrate knowledge and skills from other courses and develop students skill in designing interiors; and technical studies in drafting, CAD, construction, materials, environmental design, structure and services which cover the principles and technologies essential to the practice of interior design and which map the specialist fields of knowledge. These studies are supported by a variety of related courses such as Design and Material Culture and Contemporary Design which provide an historical perspective to design, and the breadth electives which provide specialized knowledge and additional context and depth of understanding to the design process. Final stages of the program emphasize synthesis and self‐reflection. Preliminary Level – The first year introduces the field and process of interior design. The emphasis is on developing Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 111 familiarity with the field and learning how to investigate and integrate principles and concepts. This is accomplished through a carefully structured program which provides students with the necessary range of practical and intellectual skills. Courses are at the introductory level and establish maps of the different subjects in terms of their areas of knowledge, methodologies, and basic principles. Design courses acquaint students with the skills and processes of interior design, situate them within a broad intellectual framework and introduce a primary understanding of interior design as a spatial entity which engages context, culture, technology and human use. Students are introduced to disciplinary debates and develop a holistic view of the discipline, both academically and professionally. They develop an understanding of the relevance of the areas of study within the program and in relation to the world of practice. Intermediate Level – This level extends the student’s range and capabilities and develops a deeper understanding and broader knowledge of different elements of interior design. The emphasis is on the development of critical skills and the range and depth of investigation essential to the development of quality in design. Students are encouraged to stretch their abilities to discover what they are really capable of. They learn how to take risks necessary to achieve excellence in design and begin to build up a coherent intellectual framework. They begin to define interior design for themselves and learn a series of investigative and conceptual skills. They are exposed to the complexity of the field and through projects and portfolio work begin to take responsibility for the interpretation of their own work as a coherent entity. Advanced Levels – The final two years of the program focus on the issues of control, integration and the appropriate choices and application of decisions. Through papers, projects, and their thesis, students test their ability to propose and sustain a coherent argument in academic form. The design modules focus on the production of highly resolved interior design propositions which fully integrate a range of issues and the production of a portfolio as a coherent academic and professional document. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 112 4.8.2 Program Map
First Year Second Year Third Year Fourth Year Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Interior Design Studio 1 Interior Design Studio 2 Interior Design Studio 3 Interior Design Studio 4 Interior Design Studio 5 Interior Design Studio 6 Senior Level Thesis Project 1 Design Communications 1 Design Communications 2 Design Communications 3 Design Communications 4 Ontario Building Regulations Design Communications 5 Design Communications 6 Independent Study Project Sustainable Practices Interior Detailing 1 Interior Detailing 2 Case Studies in Design Interior Detailing 3 Site Studies Interior Detailing 4 Professional Practices 2 Design Theory 1 Human Factors Design and Material Culture Qualitative Research Methods Design Theory 2 Professional Practices 1 Interior Design Advanced Studio Breadth Elective Breadth Elective Contemporary Design: Origins and Issues Quantitative Methods and Statistics Building Technologies 1 – Lighting and Electrical Systems Interdisciplinary Practice Breadth Elective Breadth Elective Breadth Elective Breadth Elective Building Technologies 2 – Mechanical and Safety Systems and Acoustics Breadth Elective Breadth Elective Work Term Semester 1 Core Courses
Mandatory Breadth Courses
Breadth Electives
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 113 Semester 8 Senior Level Thesis Project 2 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 114 4.8.3 Core Categories
The following core categories provide the framework for all courses and will be developed and reinforced throughout the program. Planning Students will explain the process and reasoning of planning decisions, which benefit the function, sequence and quality of space. They will articulate organization of spaces, and the balance of aesthetics and utility will be analyzed and applied. Rudimentary principles and elements of design as well as an accepted model of the design process will be employed at every level of problem solution. Technical, functional, environmental and behavioural issues will be investigated and addressed in planning solutions. Spatial Quality and the Sensory Environment Place and space, their inherent qualities, the manipulation and exploitation of sensory elements such as lighting, acoustics, colour, balance, proportion and composition will be contrasted and articulated in design projects, case studies, journals and guided discussions. The interrelationships of the social, economic, physical and psychological wellbeing of users and interior spaces will be evaluated and manipulated in design solutions and case study exercises. Universal Design and the Built Environment From a human factors investigation, design, engineering and the integration of universally designed solutions, products and environments will be employed. Students will describe the impact of accessibility, life cycle, sustainability and renewal on their design solutions. Social, cultural, physiological and psychological knowledge will be articulated. Design Process Students will research, experiment with and adopt a standard, accepted model of design process such as that supported by the NCIDQ and ARIDO Body of Knowledge. Programming, concept development, schematic design, documentation and evaluation will be the basis for expansion and manipulation of the design process in various problems. Theory of Design – accepted theorists Students will identify and define influencing and governing theorists of design, from an historical context to present practices and strategic planning. Influence and Responsiveness Interior Design is recognized as a catalyst and connector between built environments and quality of life. Students will address the designer’s influence and response through design to: changing demographics, family structure and dynamics, balance and design of work and home life, emerging leisure activities and facilities, conservation and renewal of resources, advancing technology, demands of a global economy and other emerging influences. How these trends change design solutions, and how design can Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 115 influence their direction will be explored by students through research, guided discussion and incorporation in project capsules in the studio setting. Design Technology and Communication Students will demonstrate competency in interior design scope, constraints, responsibility and liabilities. They will identify and utilize the framework provided by the criteria of building, life and safety codes, and will be able to distinguish between and apply current and appropriate industry graphic standards and practices in contract documentation, administration and management. They will learn to embrace collaboration and interdisciplinary relationships in a team setting reflecting and advancing industry models. Students will compare and competently apply professional vocabulary, active listening, critical awareness, grounded reasoning, and be able to defend their rationale to all verbal communication materials. They will effectively communicate all aspects of the design process, from project parameters through to solution. Technology (Building Systems and Automation) Students will source and articulate emerging and rescinding technologies which shape the role of the designer, the direction of interior construction, the energy requirements and the automation of the workplace and home. Professional Values Response to change – interior designers face rapid changes: socio‐cultural, political, environmental and technological. Change, improvement and challenge must be fostered in a positive, influential way through responsive design solutions. Design ethics, responsibility, accountability and effectiveness will be addressed. Recognizing alternate points of view and cultural diversity will be stressed. Students will be expected to source and articulate appropriate sustainable practices to emphasize a local and global perspective. They will apply operative time management and quality control skills in every aspect of the design process and employ tools and conventions of critical thinking and awareness of self Creative and Effective Thinking Students will identify and differentiate problem‐solving approaches utilizing lateral, linear and abstract thinking. Self‐awareness and creative reflection through the use of journaling will be emphasized. Tools for evaluation of creativity and effectiveness will include innovation, freshness, elaboration through ideation and visual communication techniques such as modeling, and flexibility of response to guided questioning. Evaluative Tools Students will use recognized industry standards to evaluate drawing packages and presentations. As well, they will develop a personal “tool kit” of best practices and will continue to measure effectiveness, appropriateness, creativity, innovation and functionality. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 116 4.8.4 Learning Values
Learning Values are desired attributes of educated graduates. Upon completion of this program, students will develop desired characteristics through: increasing a sense of historical development by 
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articulating the roots and direction of the profession as well as related disciplines. investigating historic, traditional, contemporary and emerging finishes, materials and technology. investigating significant natural and artificial lighting in historic and current contexts. understanding the development of and continued improvement of lighting sources. investigating development of building systems and automated controls advancing their sensitivity, and awareness of the changing values of design through history, and the connection of these to the values of the societies that produced them. investigating traditional and historic drawing techniques and systems and the use of computer media. looking at the theoretical approaches of design sourcing and articulating great masters and theorists such as; Walter Gropius, William Morris and Vitruvius; their work and impact on the profession and practice, culture, built environments and spatial organization. exploring environmental issues that are destroying the planet and their evolution examining contextual information employing a variety of qualitative methods of data collection and analysis. pursuing independence of thought by 
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employing case studies as benchmarks for good design evaluating alternative solutions to theoretical problems. promoting goal setting, initiative and critical awareness of thought and direction creating opportunities for the development of innovative strategies and employment of construction technologies. developing an informed and personal design awareness based on historical precedents, changing design values of the modern world, and the cultural implications of design developing personal strategies and techniques for presenting design ideas and solutions. explaining the process and reasons for design decisions and proposed solutions. setting a path and strategy for innovative ideas and concepts with relevant supporting research and experimentation. reading assignments and individual reflections in journals, as well as undertaking independent research and partaking in class room discussions. focusing on the relationship between research and interior design. adding to their depth and breadth of understanding of 
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the value of case studies as a learning tool to successfully solve interior design problems. diversity of thought, perception and psychological influences on the users of the built environments created by design professionals. the challenges and social conscience of the industry. the value of energy consumption legislation, safety codes, waste and water usage impact on the micro and macro level. how design has been used to achieve specific cultural, spatial, aesthetic and functional requirements in an Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 117 
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historical context the design process, standard practices, software platforms, freehand drawing and manual drafting. interior design principles and elements such as rhythm, harmony, texture and light. design vocabulary, critical awareness and problem solving. planning criteria, life and safety issues and professional values and accountability interior design research by participating in research and presenting findings. augmenting a global understanding of 
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how to communicate ideas within the parameters of the universal language of interior design. universality of design and related industries’ ability to shape possible solutions to social issues. the diversity, impact and forward thinking of design professionals and their work. opportunities for sustainable practices and innovation within the interior design profession. the cultural uses of design and art among different peoples, and the relevance of these in both historic and contemporary contexts and their influence on the development of design values graphic communication. current political, socio‐economic and other issues that affect the built environment. diversity, perception and argument. diverse influences, sources of information and evaluative or perceptive value fostering ethical development by 
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undertaking original research through both traditional and unique sources, and being able to understand the consequences of decision making. demonstrating responsiveness and accountability for one’s work and direction in the context of social issues and assistance. fostering a collaborative and supportive team environment to raise current issues and address challenges. sourcing ecologically responsible manufacturers of products and systems for recycling and waste reduction. critically understanding the implications of historical approaches and values as analogues for current value systems. critically understanding the ethical implications of design and the recent engagements of modern ethics with design values. examining professional integrity and responsibility and demonstrating responsiveness and accountability for one’s work and direction. supporting professional advancements such as right‐to‐practice legislation, issues of intellectual property and collaboration and bringing these issues to the forefront and allowing students to understand the impact that they as future interior designers have on the sustainability of the planet. addressing ethics in behavioural and observational research. enhancing aesthetic development through being able to communicate ideas clearly and having an understanding of the criteria that encompass successful design solutions. the application of design theory to selection of finishes, methods and materials. the application of design theory to lighting design. the appreciation of different design approaches and aesthetic systems. experimentation with wet and dry media to create mood and spatial quality for two dimensional work. class discussions and independent research. presentation skills, execution of two and three dimensional projects. exercising judgement and the application of theoretical information such as spatial quality, colour theory and sensory processes. individual reading assignments, research and active participation. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 118 applying appropriate forms of enquiry when 
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researching precedents, context and historical significance of design theory and process to solve interior design problems. researching the profession, its leaders, innovations and strategies. researching product development, alternative solutions and innovative precedents in terms of sustainable practices, responsive choices and economic accountability. applying academic, aesthetic, interpretive and creative re‐fashioning approaches to research and development researching precedents, context and the historical significance of design theory and process. researching project capsules such as background information, observational research and current social issues influencing a project scope and solution. researching issues that deal with sustainability and developing an understanding of the issues of non‐
sustainable practices. generating relevant research questions. communicating findings in a scholarly format. encouraging independent thinking (in the context of individual and team assignments, researching material, developing theories and views) by 
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providing an audience and tools for critical awareness of the development of concepts and ideas. creating opportunities for collaboration and debate of proposed solutions. openly engaging and developing interpretive skills through class and group discussions of specific works of art and design. experimenting with medium and technique and pursuing personal best practices and innovation. encouraging constructive argument of the uniqueness of design solutions. fostering a creative and inspiring studio environment. actively reading assigned and recommended material, absorbing it, and discussing their understanding of it through independent writing and participation in classroom discussions of material. being an active learner. enhancing an appreciation of learning by 
analyzing new theories, tools, applications and activities which generate excitement in effectively mastering the subject matter. fostering creativity through 
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the application of historic and contemporary design theories in both traditional accepted methods and by exploiting accepted practices. seeking and utilizing optimal resources such as people, time, materials and finances. the appropriate application of research findings to interior design projects the pursuit of personal goals and unique strategies for their implementation and resources. opportunities to preview new products, specialty solutions and the work of industry professionals and their work the re‐interpretation of historical works, and engagement of historical material in presentations. opportunities to use pure and exploitive forms of traditional and experimental medium. journal reflection, independent research and class discussions. experimentation with form, composition and construction. simple design problems which provide avenues of diverse unique and innovative solutions. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 119 
visual presentations, stimulating demonstrations of problem solving strategies, guest speakers and encouragement of free‐thinking. 4.9 Bridging
Where advanced standing options or degree completion arrangements are proposed, include a description of each arrangement and at least the following: Bridging Course Descriptions, Bridging Course Outlines, Gap Analysis. In October 2009 the Minister of Training, Colleges and Universities granted consent to Georgian College of Applied Arts and Technology to offer a bridge program into the Bachelor of Applied Arts (Interior Design) program offered by Sheridan College Institute of Technology and Advanced Learning in Ontario. The Sheridan College Interior Design curriculum is identical to the Humber College Interior Design curriculum used in this current application to offer a Bachelor of Interior Design at Georgian College. A copy of the Minister’s letter of approval is attached in Appendix A. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 120 SECTION 5: PROGRAM DELIVERY
The Quality Assessment Panel and the Board will assess whether the program delivery methods will achieve the proposed learning outcomes at the degree level standard, and meet the Board’s standard and benchmarks for Program Delivery, published in the Handbook for Ontario Colleges. In this section, explain in a narrative (with appropriate supporting materials) how the methods used to deliver the curriculum and other program elements, and their associated quality assurance policies and procedures, meet the Board’s requirements. Clearly label the information provided in this section and ensure that it includes; in addition to the narrative, the course outlines and CVs included elsewhere; at least the following (or a statement that the item is not relevant to this application): Benchmarks: 1. The institution conducts sustained, evidence‐based and participatory inquiry to determine whether courses and the program (whether delivered using traditional, web facilitated, blended, hybrid or online methods) are achieving the intended learning outcomes. 2. The results of such inquiry are used to guide curriculum design and delivery, pedagogy and educational processes. 3. Assessment of the delivery methods includes consideration of: a) their quality and effectiveness; b) standardized and regular feedback from students; c) provisions for pre‐registration and ongoing academic advising; d) policies concerning interventions for poor student progress; and e) availability and suitability of technical and other supports. 4. Delivery methods are appropriate to course content and design. 5. The institution has the expertise and resources to support the proposed delivery methods and to ensure their effectiveness. 6. The delivery methods contribute to and enhance the creation of academic community among students and between students and faculty. For online learning elements, this includes ensuring that: a) the program/course design and the course syllabus make appropriate provisions for instructor‐student and student‐student interaction; and b) the technologies used to achieve interactions among faculty and students (e.g., email, telephone office hours, phone conferences, voicemail, fax, chat rooms, web‐based discussions, computer conferences, threaded discussions) are adequate. 5.1 Quality Assurance of Delivery
In addition to describing them in this section, include in the electronic “Policies” file the college’s policies, guidelines and practices pertaining to quality assurance of program delivery method(s). The College conducts sustained, evidence‐based and participatory inquiry to ensure that all modes of delivery are achieving the intended learning outcomes, used to help guide curriculum design and delivery through the following: Standardized and regular feedback from students (teacher and class reviews are regularly conducted), KPI surveys conducted, available coordinator counseling to assist with academic advising, and a Centre for Access located on campus to help students with a variety of learning difficulties; services of which the students are made Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 121 aware. As well, delivery is aided through an information technology and media support department in place to assist with both software and hardware issues and provide technical support to both students and faculty. Georgian College has a documented history of excellence in quality of program planning and delivery (PQAPA, 2009). Policies and procedures pertaining to quality assurance of program delivery methods are found in our Policies file (Curriculum Handbook: Programs and Courses v.3; Student Satisfaction KPI Survey, and Program Quality Assurance Process Audit Orientation Manual; Georgian College Final Audit Report, and 18‐Month Follow‐
up Report). Methods of Delivery This degree program offers both in‐class and online delivery and class outlines clearly state expected learning outcomes and course content as well as evaluation methods. The courses will be presented using lectures and visual presentations, site visits, tutorials, guest speakers, labs, case studies, demonstrations, and independent and group research. The fundamental theories, principles and concepts will be presented through classroom lectures, demonstrations, directed readings, and an analysis of the work of a variety of different practitioners. These fundamentals will be reinforced through student discussions, case analyses, labs and participation in the studio courses, where students will apply their learning to real situations. In the preparation of their research and analysis, students will use major reference works, electronic/online databases, corporate, government or education websites, as well as conduct end user research. Students will be required to apply this research to complex situations in a variety of contexts and provide supporting arguments for their conclusions. Their analysis, synthesis and arguments will be presented in case analyses, short research papers, major essays, proposals and presentations. There will be at least one major documented research paper in each teaching semester. The students will formulate proposals derived from their research, test their theories in seminar groups or in assigned projects and will present and debate their positions in simulated settings with other students and professors. Professional Pedagogical Development of Faculty The Centre for Teaching and Learning (CTL) facilitates academic professional development with an emphasis on the quality of students’ learning experiences and support for those experiences both in and outside classrooms. This includes support for the program development and review process. The emphasis is on internal PD as well as external PD that leads to improved student learning through improved teaching and learning practices, systems, and support. The Centre for Teaching and Learning works with faculty and program areas toward the following priorities: 1.
To encourage and facilitate discussions about professional teaching practice at the post‐ secondary level, through workshops, mentoring, online learning, and open dialogue. 2.
To facilitate skill development regarding the effective use of technology for teaching and learning. 3.
To create instructional and resource materials for faculty on a variety of topics related to assessment, teaching strategies, and teaching with technology. 4.
To provide and support technological (i.e. scanners, development software, digital camera, web links) and print (i.e. books, journals) resources to enhance teaching and learning 5.
To develop skills in the academic areas for making and implementing informed delivery choices for curriculum. 6.
To implement a model for new faculty orientation and development. 7.
To provide support in continuously improving college curriculum. These concepts are put into action in several ways, as suited to faculty and program need. They are illustrated in the chart below. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca Bachelor of Interior Design 122 In addition, to ensure that the delivery methods are appropriate and will be effective for our degree‐level programs, the Advanced Studies Macro Curriculum Committee which has experience and expertise in assessing degree‐level outcomes, examines each new program outline, and each new degree‐level course. With respect to our expertise and resources concerning development and delivery of curriculum, our recent comprehensive Program Quality Assurance Process Audit report stated: The culture of the College reflects a consistent commitment to quality. The Centre for Teaching and Learning is a key vehicle for supporting quality assurance processes. The support and resources available to full‐time and part‐time faculty, including the Curriculum Handbook, Professional Development initiatives, and Curriculum Coaches are all well utilized held in high regard and demonstrate a high level of staff engagement in the quality assurance and continuous improvement processes. In addition, a supportive committee structure for reviewing and developing curriculum processes has been in place at the College for more than 15 years. (PQAPA, 2009) Development of curricular and instructional innovation and technology skills is supported through the following policies and procedures (available in the Policies file): Employee Orientation and Training Program, Human Resources Development, Pro 4‐102, Human Resources Development Funding, Academic Professional Development Leave, and the Staff Education Assistance Plan. 5.2 Academic Advising and Progress
Students receive academic advising through the Program Coordinator. Coordinators ensure that students have seen and understand the program graduation requirements, pre‐ and co‐requisites and supply academic course tracking sheets so that the students can monitor their progress through mandatory courses and make decisions regarding elective courses. In addition, to help students choose appropriate courses each semester, when students register, they are presented with only the choices limited to their current academic semester. Pre‐
requisites and co‐requisites are programmed into the system, and students cannot enrol in a course for which they are not qualified without an override from their Program Coordinator. If a student fails a prerequisite course, he or she is not permitted to register for the subsequent course. Students receive notification to check their schedules just prior to each semester so that they can confirm that they are properly registered. As part of Georgian’s ongoing orientation practice, new students are encouraged to connect with student services, and faculty are encouraged to monitor student progress and refer students to specific services. After final grades have been submitted each semester, the student information system automatically generates letters to students who are under academic warning, probation or suspension and they are directed to meet with their coordinator. At that time, coordinators may identify issues with students that indicate the need for counseling or other support services and take the opportunity to underline the availability of these services for the student. In addition, the program area is able to run a report to identify at‐risk students in order to contact them, and advise according to need. Please refer to Section 6.4 Support Services for a description of other supports available to students. The following policies related to advising and student progress can also be found in the Policies file: 
faculty availability to students (Article 11.01 F 1. Academic Employees Collective Agreement, p. 15.) 
4.1.3 Promotional Status. Academic Calendar 2011 – 2012, p. 24. 
academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements* 4.1.3 Promotional Status. Academic Calendar 2011 – 2012, pp. 24‐25. 4.1.4 Definitions. Academic Calendar 2011 – 2012, pp. 24‐25. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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4.1.5 Promotional Status and Eligibility for Co‐op. Academic Calendar 2011 – 2012, pp. 24‐25. 5.3 Student Feedback
In addition to describing them in this section, include in the electronic “Policies” file the college’s policy regarding the mechanisms and processes for student feedback regarding program delivery. Include the criteria to be used in the assessment of student feedback and a copy of any existing student feedback instruments. Continuous improvement of our course delivery, materials, and the learning environment is a hallmark of our quality service to our students. We constantly incorporate feedback from our students for the improvement of our teaching and learning processes and the achievement of course outcomes. The student feedback procedure at Georgian College is formalized in Human Resources Procedure #4‐135 “Performance Management Procedure for Faculty and Support Staff”. 5.4 Blended, Hybrid or Online Delivery
For any program that includes blended, hybrid or online delivery: ‐In addition to describing them in this section, include in the electronic “Policies” file all policies pertaining to technology‐, computer‐ and online learning modes of delivery. ‐Attach the CVs of online learning professional and technical staff. ‐Provide a copy of all consortial and other agreements relating to the delivery of the program. ‐Describe the learning, physical, technological and human resources that will support the online delivery. ‐Provide information about electronic library resources available to faculty and students. Where the resources of other institutions/colleges will be used, include copies of formal letters of agreement from the supporting institutions/colleges. ‐Provide information pertaining to computer resources and web access available to students. Where the resources of other institutions/organizations will be used, include copies of formal letters of agreement from the supporting institutions/organizations. ‐Attach the college’s detailed plan and schedule for the renewal and upgrading of resources necessary to support ongoing online delivery of the program. ‐Include in the electronic “Policies” file the college’s policies pertaining to the professional development of faculty including the promotion of curricular and instructional innovation as well as technological skills. ‐Ensure that faculty responsible for course design and delivery are clearly identified in the CVs provided in Section 6. Georgian College made a special application on November 9, 2010 to be assessed regarding Program Delivery Using the Internet. In July 2011, The Minister of Training, Colleges and Universities granted consent “to allow Georgian to use distance education delivery within all of its degree programs in applied areas of study for which it has consent to offer.” Copies of the application, evaluation and consent letter are attached in Appendix C. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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SECTION 6: CAPACITY TO DELIVER
The Quality Assessment Panel and the Board will assess whether the college has the capacity to deliver the quality of education necessary for students to attain the stated and necessary learning outcomes, and meets the Board’s standard and benchmarks for Capacity to Deliver, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) your college’s capacity to deliver the program. Clearly label the information provided in this section and ensure that it includes, in addition to the narrative and the CVs included elsewhere, at least the following (or a statement that the item is not relevant to this application): 6.1 Introduction
Benchmark: 1. The program is appropriate to the college’s mission, goals and strength. Our mission: To inspire innovation, transform lives and connect communities through the power of education. In pursuit of this mission over the next five years, five strategic priorities have been identified. For each of the priorities, the goals relevant to the capacity to deliver this degree are specified: 1. Advance Student Access and Success We will dedicate ourselves to expanding academic pathways and learning opportunities that serve our diverse population of learners. To advance student access and success, we commit to the following goals:  Fulfill our student access mandate by strategically managing all enrolment growth in alignment with government priorities while balancing our financial, physical and human resources and improving student retention every year.  Understand and serve the changing needs of an increasingly diverse population of learners.  Expand academic pathways and alternative learning opportunities, including continuing education programming and technology‐ enabled learning. 2. Inspire Extraordinary Teaching and Learning Through integrated learning opportunities, we will prepare students for meaningful work, lifelong learning and dedicated service in our communities. To inspire extraordinary teaching and learning, we commit to the following goals:  Advance our commitment to integrated learning by combining the best in‐class, work‐related and applied research experiences for our students.  Enhance interdisciplinary learning by exploring opportunities for students to study outside their specific programs.  Foster innovative teaching practices and curriculum design through the orientation, development and engagement of faculty and staff.  Expand targeted alternative delivery options.  Focus on entrepreneurship, innovation and small/medium enterprise as common Georgian learning experiences through curriculum renewal.  Develop a philosophy of citizenry in our students through service learning. 3. Champion Employee Engagement We will foster our employees’ passion for student success. We will promote a healthy work environment in which employees are connected to our mission, interactions are positive and people are celebrated. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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To champion employee engagement, we commit to the following goals:  Connect employees to our mission, vision, values and strategic direction.  Celebrate the contributions and successes of our employees.  Foster positive employee and labour relations.  Strengthen our workforce through diversity.  Promote the physical, mental and emotional health and wellness of our employees.  Enhance our culture through continuous improvement and lifelong learning. 4. Strengthen Community and Industry Connections We will connect with community and industry partners to prepare individuals for a changing work environment, to meet the needs of employers and to support the economic and social needs of our communities. To strengthen community and industry connections, we commit to the following goals:  Act as a catalyst for community economic development across all campuses.  Expand our partnerships with business and industry to support student learning through work placements, applied research and innovation.  Define and communicate our value proposition and differentiation through a branding strategy.  Engage our students, employees, alumni, governors, partners, donors, advisory committees and other stakeholders as ambassadors and champions.  Strengthen our global connections through increased international recruitment and partnership development. 5. Build Sustainability through Innovation We will evolve our practices and embrace change to ensure financial, social and environmental sustainability. To build sustainability through innovation, we commit to the following goals:  Enhance financial sustainability through non‐government and philanthropic sources.  Pursue an organizational effectiveness strategy to streamline our business processes, leverage technology and optimize our space utilization.  Strengthen Georgian’s position as the hub of post‐secondary education in Central Ontario.  Promote environmental sustainability on our campuses and across our curriculum. In each of these areas, Georgian has a history of excellence and strives constantly for improvement. Our recent Program Quality Assurance Process Audit indicated that “The culture of the College reflects a consistent commitment to quality” and specifically commended the College on the support and resources available to both full‐time and part‐time faculty. As mentioned in the Executive Summary, Georgian continues to score top marks in the Ontario college system’s annual survey of students and employers. The survey is conducted by independent researchers on behalf of the Ministry of Training, Colleges and Universities. Results of the 2010/11 Key Performance Indicators (KPI) survey reveal that Georgian’s graduate employment rate is above the provincial average at 85.7 percent. As well, Georgian received outstanding marks, at 93.8 percent, in employer satisfaction. Georgian maintains strong results in other KPI areas: 82.8 percent in graduate satisfaction and 77.2 percent in student satisfaction, both of which are above the provincial average among Ontario’s 24 colleges. Georgian also received the distinction of being voted in the Top 100 Employers in 2012, its fifth time since 2001. Exceptional ratings were given in the areas of physical workplace, and health and family‐friendly benefits. In 2012, Georgian was also rated one of Canada’s top family‐friendly employers. In addition, Georgian has been one of Canada’s Greenest Employers for the last two years (2010 and 2011) because of its award‐winning environmental sustainability accomplishments. The proposed program builds in every way towards the fulfillment of these goals. It is a degree that has become necessary for student success in interior design, it inspires interdisciplinary studies and innovation, engages a team of experienced and inspirational faculty in the forward movement of their profession, integrates our students into the community through work terms, and has a strong sustainability component which will have an impact on our campus and our community for years to come. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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6.2 Learning and Physical Resources
Describe the on‐site and electronic library resources available to faculty and students. Where the resources of other institutions/organizations will be used, include copies of formal letters of agreement from the supporting institutions/organizations. Provide information pertaining to on‐ and/or off‐site computer resources and web access available to students. Where the resources of other institutions/organizations will be used, include copies of formal letters of agreement from the supporting institutions/organizations. Provide information about classroom space and seating capacity. Where the resources of other institutions/organizations will be used, include copies of formal letters of agreement from the supporting institutions/organizations. Describe specialized equipment, workstations and laboratory space available to students. Where the resources of other institutions/organizations will be used, include copies of formal letters of agreement from the supporting institutions/organizations. 6.2.1 Library Resources
Summary Table of Relevant Resources Number of Holdings – Print
Relevant to the Field of Study Number of Holdings – Electronic/Audiovisual Relevant to the Field of Study On‐site Library Resources Relevant 1. Books – 669 titles (average age 1. Electronic Journals to Degree Program Area (for 2003) a. Art Full Text – 95 students/faculty) 2. Periodicals journals a. Architectural Digest b. Academic Search b. Canadian Architect Premier c. Canadian Architecture – 32 journals and Design c. Business Source d. Canadian House and Complete – 28 Home journals e. Canadian Interiors d. Canadian Reference f. Canadian Style at Centre –14 journals Home 2. DVDs – 21 titles g. Domus 3. Films on Demand – 45 titles h. Dwell i. Fine Homebuilding j. Hospitality Design k. Interior Design l. Interiors and Sources m. Journal of Design History n. Visual Merchandising and Retail Design Extended Library Access Georgian belongs to the Ontario College Library Service Libraries (OCLS) and maintains an effective Inter‐library loan network. Budget $6085.00 on interior design (Includes books, DVDs, print journals and subscription databases) Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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The Library supports programs with a variety of resources and services. Resources exist in many formats including print material (books, magazines, journals, and newspapers), audiovisual formats, and electronic resources (e‐
books, electronic access to databases of magazine, journal and newspaper articles with the majority being full text). Library Services are provided through on‐ and off‐site reference assistance, interlibrary loan of resources, and off‐campus access to the online catalogue of books, audiovisuals and electronic databases. The library web site http://library.georgianc.on.ca/ is the focal point of access to all resources and services. Georgian’s strong, comprehensive collection of electronic databases cover a full range of subject areas, with many specific to the program. The students’ primary resource for assistance is the library staff. Within their first semester, students receive an orientation to databases and their role and function in student research. Online Library Research tutorials are available on the library home page. Additional training and reinforcement is available upon request or as the need for such is identified by faculty or library staff. Online tutorials are also available within the databases themselves. Georgian College provides library research assistance to students face to face as well as by e‐mail, web form, real time chat (AskON) and telephone. Assistance is not campus specific. Electronic Databases – Sample Searches for subject term “interior design” Database Results (full text articles) Art Full Text 8856
Academic Search Premier 12,418
Business Source Complete
18,027
Canadian Reference Centre 14,386
CBCA ( Canadian Business and Current Affairs)
4336
List of Electronic Databases, Vendors and Descriptions Academic Search Premier [EBSCOhost] ‐ Comprehensive index of scholarly journals with focuses on social sciences, humanities, education, computer sciences, engineering, language and linguistics, arts & literature, medical sciences, and ethnic studies. Academic OneFile [Gale] ‐ Has coverage of the physical sciences, technology, medicine, social sciences, the arts, theology, literature and other subjects. Art Full Text [Ebscohost] ‐ International coverage of: Advertising Art, Antiques, Archaeology, Architecture and Architectural History, Art History, Computers in Art, Crafts, Decorative Arts, Fashion Design, Folk Art, Graphic Arts, Industrial Design, Interior Design, Landscape Architecture, Motion Pictures, Non‐Western Art, Painting, Photography, Pottery, Sculpture, Television, Textiles, Video. Business Source Complete [EBSCOhost] ‐ This is the world's definitive scholarly business database, providing the leading collection of bibliographic and full text content. As part of the comprehensive coverage offered by this database, indexing and abstracts for the most important scholarly business journals back as far as 1886 are included. In addition to the searchable cited references provided for more than 1,200 journals, Business Source Complete contains detailed author profiles for the 20,000 most‐cited authors in the database. Journal ranking studies reveal that Business Source Complete is the overwhelmingly superior database for full text journals in all disciplines of business, including marketing, management, MIS, POM, accounting, finance and economics. Additional full text, non‐journal content includes financial data, books, monographs, major reference works, book digests, conference proceedings, case studies, investment research reports, industry reports, market research reports, country reports, company profiles, SWOT analyses and more. Canadian Reference Centre Canadian Content [EBSCOhost] ‐ Comprehensive collection of Canadian and international magazines such as "Macleans", "Scientific American", newspapers and news wires such as the Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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"Toronto Star", as well as reference books and company information, biographies and an image collection. This database also includes a Canadian Dictionary. CBCA Canadian Content [ProQuest] ‐ Canadian Business and Current Affairs (CBCA) provides access to approximately 140 Canadian industry and professional periodicals and newsletters covering business and current affairs. Encyclopedia Britannica ‐ Search the online version of Encyclopedia Britannica, magazines, journals & websites (as selected by the publisher) and Britannica videos. Films on Demand [McIntyre Media] ‐ Contains over 5,000 videos on topics in business, social sciences, the arts, health, science and technical education which are available on and off campus and can be shown in the classroom. Hospitality and Tourism Complete [Ebscohost] ‐ Hospitality & Tourism Index is a bibliographic database covering scholarly research and industry news relating to all areas of hospitality and tourism. This comprehensive database contains more than 440,000 records from 500 titles, with coverage going back to the early 1960s. Oxford Art Online [Oxford University Press] ‐ Users can search Grove Art Online and Oxford Art Reference (including: The Oxford Companion to Western Art, The Concise Oxford Dictionary of Art Terms, and The Encyclopedia of Aesthetics). 6.2.2 Computer Access
Year Number of Students (Cumulative) Number of Computers Available to Students in Proposed Program Number of Computers with Web Access Available to Students in Proposed Program Location of Computers
On‐site
1
30 1,265 1,265
1,265
2
93 1,265 1,265
1,265
3
138 1,265 1,265
1,265
4
182 1,265 1,265
1,265
Other (Specify)
Note: These computers are in open access labs available to all students at Georgian 6.2.3 Classroom Space
Number of Classrooms (seating capacity)
Total On‐site – Barrie
Off‐site – Orillia Campus 271 (7133) 223 (6064)
48 (1069) 6.2.4 Specialized Equipment, Workstations and Laboratory Space
Number of Students (Cumulative) Number of Labs Specifically Equipped Workstations and/or Specialized Equipment* Number
Ratio of Students:Equipment Location of Labs/Equipment On‐site Other (Specify) 1 30 171 See list below1
On‐site 1:1
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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2 93 17 See list below
1:1
3 138 17 See list below
1:1
4 182 17 See list below
1:1
1.
This Number of Labs includes: 








3 Mac labs each containing 43 iMacs 2 3D design studios 1 Woodshop 1 Commercial Interior Design Library containing design/material samples 1 Residential Interior Design Library containing design/material samples 3 Design Studios each with 33 drafting tables 1 Design Studio with 12 flat‐table surfaces 4 CADD (Computer Assisted Design & Drafting) Labs each with 30‐34 computers 1 Planned Dedicated Interior Design Studio Figure a: Mac Lab 1 Figure b: Mac Lab 2 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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Figure c: 3D Design Studio 1 Figure d: 3D Design Studio 2 Figure e: Woodshop Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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Figure f: Commercial Interior Design Resource Library Figure g: Design Studio 1 Figure h: Design Studio 2 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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Figure i: Design Studio 3 Figure j: Design Studio with flat‐table surfaces Figure k: CADD Lab Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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Figure l: Plan for a new Dedicated Interior Design Studio (Student Renderings) 6.3 Resource Renewal and Upgrading
Attach the college’s detailed plan and schedule for the renewal and upgrading of resources including library resources, computers and computer access, classrooms and laboratory space and equipment. 6.3.1 Learning Resources
Georgian’s Educational Services Collection Development Policy (Procedure #1‐114) provides direction for the development and management of all collections to be made available through the Library Commons. In addition to following the standards established for accreditation for each program, the Library Commons strives to meet the following minimum standards: Minimum Collection
FTE Students Volumes
Under 1,000 30,000
Current
Serials Subs 230
Video &
Film Other
Items* Total Collection 1,000‐2,999 40,000
300
400
5,100
45,800 3,000‐4,999 60,000
500
750
8,000
69,250 5,000‐6,999 112,000
1,000
2,250
18,000
133,250 140
2,500
32,870 * Includes microforms, cartographic, graphic, audio and machine‐readable materials. The development and maintenance of the Learning Resource Centres' collections is the responsibility of the Campus Librarian/Library Manager, and those staff within whom the responsibility has been delegated, in conjunction with faculty using twelve selection criteria. Deselect is based on similar criteria. 6.3.2 Classrooms
All of Georgians classrooms are equipped with multi‐media technology. The multi‐media classrooms each have a data projector with speakers, a computer and/or laptop hookup, and DVD players, allowing faculty the flexibility to use multimedia presentations, surf the web to demonstrate a point or show videos during class. Our larger classrooms have microphones on the multimedia podiums. The podiums are also equipped with a phone, which faculty can use to call for immediate technological assistance from Media Services. The computers, projectors and Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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other electronic equipment will be replaced every four years to ensure that the learning environment remains modern and to reduce the likelihood of malfunction. Georgian’s energy‐efficient lighting system has daylight and motion sensors to improve efficiency, but faculty can also control the lighting for various activities in their classrooms. For example, faculty can turn off as many fixtures as they like when using data projectors. The system is designed to respond automatically to ambient light from windows. The fixtures closest to the windows will reduce their light levels so that the lighting intensity is consistent throughout the room. The entire system can be programmed by Georgian College staff, negating the need for outsiders to make changes to the programming of the lights. More importantly, the automated system identifies when a ballast or tube is malfunctioning and issues a report to Physical Resources of the problem. The lighting retrofit project was recognized for excellence by the Ontario Power Authority. We have designated some classrooms for collaborative learning. The desks in the collaborative learning classrooms are always set up in groups to facilitate collaborative learning exercises, but each seat also has clear sight lines to the front of the classroom for lectures and presentations. The permanent set up saves valuable learning time that used to be spent moving desks in and out of groups. Under the direction of the Director, Organizational Planning and Development, the Space Management Committee makes recommendations to senior management regarding physical facilities on Georgian campuses. Decisions regarding creating or modifying physical space are guided by Procedure #5‐108 “Management of Space at Georgian College”, which can be found in Appendix D. 6.3.3 Laboratories / Equipment
Georgian College has many technical laboratories with a variety of equipment. Academic programs work closely with their advisory committees to shape their curriculum and ensure that students have appropriate learning opportunities through both theory and practice. Through these industry contacts, our students benefit from the equipment the college has been able to acquire. Through regular operating funds, instructional resources are renewed as required. Additionally, our academic programs actively solicit industry donations and partnerships. 6.3.4 Computers and Computer Access
Georgian College has a structure of technology committees, which work together to allocate the college's information technology funds. These funds are comprised of annual operating dollars and the revenue from a student educational technology fee. The Academic Technology Committee (AcTech) determines priorities for academic technology and Educational Technology Fee spending. Deans present their academic technology plans to AcTech for review. AcTech works to ensure our academic technology priorities are in alignment with academic direction of college, and takes a regular scan of student needs. Where appropriate, AcTech will make recommendations for enhancements and changes to academic technologies based in research and consultation. AcTech focuses on technologies that support teaching and learning. AcTech works to assess the impact of information technology on students, faculty and curriculum. The Academic Technology Committee and the Standards and Policies Committee report to and work with the Information Technology Executive Committee and the Information Technology Department to manage renewal of Georgian's information technology needs, including open student computers, faculty computers, computer labs, classroom technology, software and program‐specific instructional technology. The College has a plan in place such that student and faculty computing are renewed on a four‐year cycle. Specifically, this means that computer labs are refreshed every four years with new technology. Full‐time faculty members have laptop computers that are on a three‐year lease. Working closely with the Information Technology Department, the Administrative Technology Committee supports improvements to the technological infrastructure as required. The Information Technology Executive Committee prioritizes and coordinates the strategic direction of Georgian's Information Technology standing committees and working group, provides guidance and ensures IT policies are in Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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alignment with the overall strategy of the college. The IT Executive Committee allocates financial and people resources, shapes IT business processes and evaluates IT performance. Georgian College recognizes that a human infrastructure and learning infrastructure are a vital part of our plan to fully realize "technological fluency through ubiquitous computing". Therefore, the committee and the college have supported staffing needs in the Open Learning Centre, Information Technology, Media Services, and the Centre for Teaching and Learning. 6.3.5 Human Resources
One of the strategic goals identified in Vision 2015: Georgian College Strategic Plan is to “Fulfill our student access mandate by strategically managing all enrolment growth in alignment with government priorities while balancing our financial, physical and human resources and improving student retention every year.” In each academic area or department the hiring manager is accountable for all staffing initiatives, with the assistance of Human Resource Services. Human Resources consultants are available to assist in developing the strategy for recruitment and selection, to ensure that the business needs of the department or academic area are being integrated and supported through the hiring of staff and to assist managers and staff to develop the skill to be effective in the hiring process. 6.4 Support Services
Provide information on any support services that will be available to students. Student Services at Georgian College offer a vibrant mix of academic support services and student life activities that cater to a diverse population of students in both College and University programs. Students book over 18,000 appointments a year through the Centre for Access, seeking counseling support, career advice, disability services, peer tutoring or learning strategy support. There are nine full time counselors at Georgian providing academic, personal and career counseling to students in all programs. One counselor specializes in international issues and supports international and ESL students to meet their unique needs. Counselors specialize in several areas including addictions, grief, marriage and relationships, cross cultural issues, eating disorders, anxiety, crisis intervention and social, emotional and sexual development. Disability Specialists offer a wide range of services to over 15% of Georgian students who have learning and physical disabilities. These services include: assessment and consultation; assistive accommodation; advocacy and support; interpreting services; peer tutoring support; adaptive technologies and referral to counseling support. Career Consultants offer over 1,000 appointments a year with students seeking career advice and aptitude assessment, labour market information, job search ideas, resume and interview preparation and general career guidance. Georgian is the largest Co‐op College in Canada with over 4,000 students registered in over 40 Co‐operative Education programs that offer full time employment experience as a component of the academic program. Georgian boasts a 95% employment rate for its Co‐op students, and over 6,000 employers have participated in Georgian Co‐op and Internship programs. Co‐op Consultants assist students with job opportunities, preparation for application and interview, placement support, interview and on the job advice, portfolio development and career planning. Over 85% of Georgian Co‐op students receive permanent job offers from their Co‐op employer upon graduation. Georgian offers a rich array of student life activities through its Student Life, Athletics and Residence departments. Over 140 athletes participate in 11 Varsity sports programs at the Provincial and National level. Over 1,000 Georgian students participate in extramural, intramural and recreational sports and fitness. These students train in a new 20,000 square foot double Gymnasium and a 10,000 square foot Fitness Centre with an indoor running track. Staff in athletics work year round to support the development of new athletic programs and deliver ongoing programs to provincial and national champions. Thousands of students each year participate in student life activities developed by a dedicated student and Residence life staff. Student Administrative Council works closely with staff to ensure diverse student interests are reflected in Orientation activities, entertainment nights, Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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fundraising and philanthropic initiatives, on site Residence programs, trips, concerts and many other social activities hosted by academic program areas. Rounding out Georgian’s many services to students is an on‐campus Residence that offers home to over 500 students, and on‐campus Food Services run by the Student Administrative Council. Residence life is student driven with programming that caters to social, civic and philanthropic interests of students. On‐campus Pubs and formal dinner events are hosted by Georgian’s Last Class Bar and Grill, while café style lunch and coffee is served at the First Class Café, catering to a myriad of student tastes and budgets. Hundreds of students work in part‐time employment for many of the student services offered at Georgian, increasing their overall sense of community and supporting their commitment to education. 6.5 Faculty
Provide a four‐year projection of cumulative enrolment that accounts for projected attrition, and a four‐year plan indicating the number of staff (faculty, technical, teaching assistants, etc.) assigned to the program. Include in the electronic “Policies” file the college’s policies pertaining to the following: ‐academic and/or professional credentials required of present and future faculty teaching courses in the program; ‐academic and/or professional credentials required of faculty acting as research/clinical/ exhibition supervisors in the program; ‐the requirement to have on file evidence (supplied directly to the college by the granting agency) of the highest academic credential and any required professional credential claimed by faculty members; ‐the regular review of faculty performance, including student evaluation of teaching and supervision; ‐the means for ensuring the currency of faculty knowledge in the field; ‐faculty teaching and supervision loads; ‐faculty availability to students; and ‐the professional development of faculty including the promotion of curricular and instructional innovation as well as technological skills, where appropriate. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
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6.5.1 Staffing Requirements – Projected
Cumulative Enrolment Cumulative Full‐
time Faculty Equivalents (F.T.E.) Full‐time Part‐time Year 1 49 2 1.4 1.27
.25
36:1 Year 2 91 4 2.8 2.6
.25
33:1 Year 3 135 6 4 4.13
.25
35:1 Year 4 178 8 4 6.8
.25
46:1 Cumulative Classroom Support Ratio of Fulltime Part‐time Technicians Students: Full‐time Faculty Faculty Equivalents (F.T.E.) 6.5.2 Policies Related to Faculty
Policies related to faculty are included in Section 16 of this application. The academic and/or professional credentials required of present and future faculty teaching courses or acting as research/clinical/ exhibition supervisors in the program are determined by each of the departments who hire faculty to teach in the college degrees. See also: Recruitment and Selection Procedure, Pro 4‐125. The requirement to have on file evidence (supplied directly to the college by the granting agency) of the highest academic credential and any required professional credential claimed by faculty members is managed by each of the departments who hire faculty to teach in the college degrees. The regular review of faculty performance, including student evaluation of teaching and supervision, is addressed in the following policy: Performance Management Procedure for Faculty, Pro 4‐135. This policy is currently under review. Please see also the Student Feedback Form and the Student Satisfaction KPI Survey. The means for ensuring the currency of faculty knowledge in the field is addressed in Article 11 H 1 – Article 11.01 H 4. Academic Employees Collective Agreement, pp. 15‐16. The faculty teaching and supervision loads are addressed in Article 11: Workload. Academic Employees Collective Agreement, pp. 11‐24. Policy regarding faculty availability to students is addressed in Article 11.01 F 1. Academic Employees Collective Agreement, p. 15. The professional development of faculty including the promotion of curricular and instructional innovation as well as technological skills, where appropriate is addressed in the following policies:  Employee Orientation and Training Program, Pro 4‐101 (Under review).  Human Resources Development, Pro 4‐102 (Under review).  Human Resources Development Funding, Pro 4‐103 (Under review).  Course Fees For College Staff, Pro 4‐114.  Academic Professional Development Leave, Pro 4‐122.  Staff Education Assistance Plan, Pro 4‐131.  Article 12 Tuition Subsidy. Academic Employees Collective Agreement, p. 24. The Centre for Teaching and Learning (CTL) facilitates academic professional development with an emphasis on the quality of students’ learning experiences and support for those experiences both in and outside classrooms. This includes support for the program development and review process. The emphasis is on internal PD as well as Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
Bachelor of Interior Design 140
external PD that leads to improved student learning through improved teaching and learning practices, systems, and support. For PD sessions and resources see: http://www.georgianc.on.ca/staff/ctl/ 6.6 Curriculum Vitae Release
The college has on file and available for inspection, from all faculty and staff whose curriculum vitae (CVs) are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review and final status of the program application. 6.7 Curriculum Vitae of Faculty Assigned to the Degree Program
Ensure that all CVs submitted with this application include at least the following: •
•
•
•
•
•
name; earned degrees (Specify discipline area. Label degrees in progress for fewer than 7 years clearly as “in progress”. Do not include degrees that have been in progress for longer than 7 years.); employment history; scholarly and professional activities; research funding; and publications. Attach CVs of all faculty and professional staff who will be assigned to deliver the core courses and other core‐
related requirements in the program. Where the application includes online delivery, identify clearly which faculty will be assigned to design and/or deliver online courses. Attach CVs of all faculty and professional staff who will be assigned to deliver the non‐core courses and any other breadth‐related requirements in the program. Where the application includes online delivery, identify clearly which faculty will be assigned to design and/or deliver online courses. Colleges that have submitted CVs of faculty responsible for non‐core courses in a previous submission, and that have not revised any non‐core elements or added faculty, may omit this file. (Please indicate in the submission that the CVs of faculty responsible for non‐core courses on file with PEQAB are current.) Colleges proposing new faculty should submit an updated file, and identify the new faculty and their assignments. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
Bachelor of Interior Design 141
6.7.1 Curriculum Vitae – Core Courses and Program Requirements
Curriculum vitae for faculty who will teach core courses can be found in Appendix E. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
Bachelor of Interior Design 142
6.7.2 Curriculum Vitae – Non-core Courses and Breadth-related Requirements
Curriculum vitae for the mandatory breadth courses can be found in Appendix F. Curriculum vitae for the other breadth courses can be found in Appendix G. Most of these have recently been submitted to PEQAB as part of our Breadth Capacity review. The following professors have recently been identified for breadth courses and have been added to the Breadth C.V. file: Amy Bagshaw for the following courses:  Understanding Art  Special Topics in Art History Niall Donaghy for the following courses:  Understanding Art  Special Topics in Art History Michael Kearns for the following course:  Music History Todd Stubbs for the following course:  Labour Relations Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
Bachelor of Interior Design 143
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
Bachelor of Interior Design 144
SECTION 7: CREDENTIAL RECOGNITION
The Quality Assessment Panel and the Board will assess whether the program, while meeting particular needs, is designed to maximize the graduates’ potential for employment and promotion in their field and further study and meets the Board’s standard and benchmarks for Credential Recognition, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) the design of the program and how it achieves the Board’s requirements. Clearly label the information provided in this section and ensure that it includes, in addition to the narrative, at least documented consultations the college has had with employers, relevant occupational groups, professional associations and other postsecondary education organizations indicating the credential will be recognized for purposes of employment and further study. 7.1 Design and Credential Recognition
At the time Humber’s Bachelor of Applied Arts (Interior Design) was approved by the Minister, it received the support of major industry associations and continues to do so. Interior Designers of Canada, the Association of Registered Interior Designers of Ontario (ARIDO), the National Council for Interior Design Qualification (NCIDQ) and the Council for Interior Design Accreditation (CIDA, formerly FIDER) stated their support for this program. Like Humber, Georgian College fully supports the principles enunciated by these Associations and has incorporated the CIDA and ARIDO published body of knowledge, updated to the current 2010 version as well as an emphasis on high standards of professional conduct and integrity into its curriculum. Additionally, the design of this program is expected to facilitate credit transfer to, and credential recognition by, other postsecondary institutions. This is based on the content and academic rigour of the program, the expertise of the faculty, and the fact that many individual programs offered by Georgian are already recognized by universities in Canada, the United States, Australia, New Zealand and the United Kingdom. When Humber originally submitted this curriculum to PEQAB, they had received credential recognition from the University of Manitoba, Colorado State University, Cornell University, Virginia Polytechnical Institute and State University, University of Georgia and Boston Architectural Center. Georgian plans to pursue recognition of this program from these institutions as well, and has already received credential recognition of our proposed Bachelor of Interior Design from the University of Manitoba, Griffith University and University of Technology. The letters and agreements which follow in the next section are in addition to Humber’s letters and demonstrate examples of current acceptance and support of the Georgian College application for the Bachelor of Interior Design degree into master’s level programs. 7.2 Supporting Documentation
Letters in support of the Georgian College application for the Bachelor of Interior Design degree and agreements to accept applications from graduates of the degree into masters level programs: 
Griffith University, University Queensland, Australia 
University of Manitoba, Faculty of Architecture, Winnipeg, Manitoba 
University of Technology, Sydney, New South Wales, Australia Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgian.on.ca
Bachelor of Interior Design 145
Architecture
City Planning
Environmental Design
Interior Design
Landscape
Architecture
Faculty of Architecture
Office of the Dean
201 Russell Building
84 Curry Place
Winnipeg, Manitoba
Canada R3T 2N2
Tel: (204) 474-9458
Fax: (204) 474_7532
March 7, 2012
Dr. George R. Fuller
School of Design & Visual Art
Georgian College of Applied Arts & Technology
Barrie, ON
L4M 3X9
Dear Dr. Fuller,
Congratulations on your effort to establish a Bachelor of Interior Design degree at your institution! I’m pleased
to hear that such a plan is nearing its completion. According to information provided by the province of
Manitoba, the Faculty of Graduate Studies at the University of Manitoba will accept graduates from any
bachelor’s program that is sanctioned at the provincial level by a Post-Secondary Education Quality
Assessment Board and it appears that a Bachelor of Interior Design degree from Georgian College of Applied
Art and Technology that is sanctioned by the Ministry of Training, Colleges, and Universities in Ontario would
meet that qualification. As such, graduates of the proposed program would qualify to be considered for
admission to our Master of Interior Design degree and we would welcome their submissions.
Please let me know if further clarification of this point is required.
Sincerely,
Dr. Mary Anne Beecher, Head
Department of Interior Design
Faculty of Architecture
201 Russell Building
University of Manitoba
Winnipeg, MB R3T 2N2
Letters of support for the Bachelor of Interior Design have also been included from each of the following individuals: 
Melissa Cummings, Principal: Design 360 Inc., Halifax, Nova Scotia 
Raymond Dunning, Professor of Interior Design: Sheridan Institute of Technology & Advanced Learning, Oakville, Ontario 
Alan Guinan, Managing Partner: figure 3, Toronto, Ontario 
Victoria Horobin, Principal: KBH Interior Design Inc., Toronto, Ontario 
Gloria Freeman, President: Freeman + Freeman Design Inc., Toronto, Ontario 
Ian S. Malcolm, Ian S. Malcolm Architects, Barrie, Ontario 
Dorothy Stern, Professor: Bachelor of Applied Arts ‐ Interior Design Program, School of Arts Media and Design: Algonquin College, Ottawa, Ontario
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 153
March 19, 2012
Design 360 Inc.
5363 Inglis Street, Suite B
Halifax, Nova Scotia
B3H 1J4
Attn:
Jo Anne Stewart
Co-ordinator: Interior Design Program, School of Design and Visual Art,
Georgian College of Applied Arts and Technology
Re:
Georgian College of Applied Arts and Technology
Pursuit of a Bachelor of Interior Design Degree
Dear Jo Anne:
I am writing this letter to offer my expression of support for the Bachelor of Interior Design degree initiative
at Georgian College. As a successful graduate of the 3 year Interior Design program at Georgian College
and a commercial interior design business owner I strongly believe it is critical to the interior design
students of the School of Design and Visual Arts at Georgian College to graduate with a Bachelor of
Interior Design degree. This step is crucial to Georgian College maintaining its credibility among Ontario
colleges and universities. A degree program would further set Georgian College apart from its
competition and enable Georgian College to become a leader in the interior design profession. It is also
critical to the interior design profession to continue to raise the bar in setting higher standards for the
rapidly growing profession. As a newly recognized profession it is the responsibility of Georgian College
and other learning institutions to educate interior design students to the highest degree possible. It is this
education that sets interior designers apart from those individuals with a flare or those with a great sense
of decorating. Interior Design is not about creating pretty spaces but rather ensuring the health safety and
welfare of the general public. As interior designers it is our job to continue to educate the general public
of the important role of this profession to design functional, safe and beautiful interior environments in an
ethical and environmentally responsible manner.
As a Nova Scotia business owner, I am also a Registered Member of the Interior Designers of Nova
Scotia (IDNS). In the province of Nova Scotia, this Association is a self-regulating organization governed
by the Interior Designers Act, which is a statute of the Government of Nova Scotia. The Interior Design
Act, which was enacted in 2004 gave Interior Designers the legal right to practice in the province of Nova
Scotia. This act provides a legal definition of the scope of interior design work, gives legal recognition of
the profession by establishing competency levels of education and experience, and provides for public
health, safety and welfare benefits and protections. Although Nova Scotia is the only province with such
an act it has come to the forefront that the provincial associations of all provinces have recently adopted
an interprovincial agreement to only accept graduates from interior design programs that are accredited
by the Council for Interior Design Accreditation (CIDA). As a result it is absolutely critical for all interior
design students to attend an educational institution that is CIDA accredited. Graduates from CIDA
accredited institutions will be highly employable in their field across Canada and are qualified to become
members of a provincial association. It is the standards set by IDNS and other provincial associations
that continue to increase the credentials for its members and those that have the right to practice Interior
Design. It is important to the success of all Interior Design studios to continue to propel the interior
design industry forward by hiring Interior Design graduates who are competent employees who are
knowledgeable and educated to the highest degree in all facets of design, including industry standards
and professional practice.
As a Georgian College graduate I understand firsthand what it means to graduate from an institution that
is recognized as a leader in the education of interior design. I was very fortunate to have been a part of
such an outstanding program that prepared me for an amazing career in interior design. I feel very
humbled and honoured to have been educated by some of the best and most progressive and diverse
leaders in their field. It is this commitment to excellence that should prove that Georgian College is ready
to take the Interior Design program to the next level.
I fully endorse this application to Georgian College of Applied Arts and Technology in pursuit of a
Bachelor of Interior Design Degree. I wish you and Georgian College all the best of luck in this exciting
step forward!
Sincerely,
Melissa Cummings
---Principal
Design 360 Inc.
Georgian College Graduate, Diploma of Interior Design, Honours 1999
Freeman + Freeman
Design line.
March 13, 2012
School of Design and Visual Art
Georgian College of Applied Arts and Technology
1 Georgia n Drive
Barrie, Ontario L4M 3X9
Re:
Georgian College of Applied Arts and Technology
Pursuit of a Bachelor of Interior Design Degree
Attn:
Jo Anne Stewart, Co-ordinator: Interior Design, School of Design & Visual Art
Dear Ms. Stewart:
The constant evolution in the field of Interior Design has placed greater demands and responsibility on
industry members as they continue to play an integral role in successful design projects. Interior
Designers work collaboratively with their allies to protect the health, safety and well-being of their
clients and the general public in the built environment.
A higher education among students would be beneficial in the development of professionalism,
knowledge, research ability, and communication Skills, resulting in individuals who are not only
employable, but are also more cost-effective and contributing members of a design firm.
Please accept this letter as an expression of our support for the Bachelor of Interior Design degree
initiative at Georgian College of Applied Arts and Technology. We fully endorse this application and look
forward to continued success with graduates of Georgian College.
Regards,
Gloria Freeman
President
Freeman + Freeman Design Inc.
20 Maud Street, Suite 402, Toronto, ON M5V 2M5 t 410.340.1338 f 416.340 1467 info@freemanandfreeman.com
March 9, 2012 School of Design & Visual Art Georgian College of Applied Arts & Technology One Georgian Drive Barrie, Ontario L4M 3X9 Attention: Ms. Jo Anne Stewart Dear Jo Anne, I am pleased to write this letter of support for the Interior Design program at Georgian College of Applied Arts & Technology, in their pursuit of obtaining a Bachelor of Interior Design degree for the program. The work that we do as professional interior designers is becoming ever more challenging and technical in nature. It impacts the life, health and safety of the public who visit and inhabit interior spaces we create. Additionally, we have a great impact on the welfare of the public, and interior designers are highly trained in areas such as ergonomic design, universal (barrier‐free or accessible) design and environmentally responsible design, with many projects today being LEED compliant. Thus, the rigours of a post‐secondary education which culminates in a professional degree are critical to the success of the graduates entering the workforce. The marketplace is increasingly competitive. In the past few years, several large multi‐disciplinary architectural firms based in the U.S. have opened offices in the Greater Toronto Area. As a principal of a small firm which specializes in workplace design, we hire graduates of many of the province’s programs, but our preference is to hire a graduate of a degree‐granting program. This, we feel, makes us better able to compete in today’s market, and contributes to our success both financially and competitively. The additional training, research and liberal arts components of these programs provide better prepare the graduates for the demands of a complex, layered and rapidly changing profession. Given Georgian College’s success with their interior design program over the past forty‐plus years, and the high quality of graduates they have produced, it seems only logical to take this to the next step to offer students a baccalaureate program. This will ensure that the graduates are able to continue to enter this profession and contribute to society as so many have in the past. Should you require any additional information or support, please don’t hesitate to contact me. Best regards, KBH Interior Design Inc. Victoria Horobin, B.A.A., Fellow ARIDO, IDC, NCIDQ Cert. #9086 Principal IAN S. MALCOLM ARCHITECTS
126 Wellington Street West, Suite 207, Barrie L4N 1K9, Tel: 705 726-2342, Fax: 705 725-5355
March. 16, 2012
Georgian Collge of Applied Arts & Technology
1 Georgian Drive
Barrie, ON
L4M 3X0
Tel: (705) 728-1968 ext. 1176
Email: jastewart@georgianc.on.ca
Att:
Ms. Jo Anne Stewart, B.Sc., M.A.(ID) Educator/Registered ARIDO, NCIDQ Cert.,
Re:
Georgian College of Applied Arts and Technology
Bachelor of Interior Design Degree Application
Dear Ms. Stewart,
This letter is to endorse and support Georgian’s pursuit of elevating the Interior Design
Program to that of a University Bachelor Degree.
My firm has been involved with your graduates in many ways; including judicial review
of graduate theses, mentoring students, and hiring one Ms. B. Krisko with whom we are
delighted.
The demands in terms of knowledge of codes, construction, materials on a design
professional are legion and the expectations of my clients for a high level of competency
as derived from their education is growing. The university degree status is becoming a
minimum credential.
Respectfully,
Ian S. Malcolm, OAA, MRAIC, LEED AP
SECTION 8: REGULATION AND ACCREDITATION
Programs leading to occupations that are subject to government regulations are designed to prepare students to meet the requirements of the relevant regulatory and/or accrediting body. Benchmark: 1. Documented consultations with the relevant regulatory and accrediting body(ies) indicate the credential will be recognized for purposes of employment and further study. In cases where the program is intended to lead to occupations subject to government regulations, the Quality Assessment Panel and the Board will assess whether the program is designed to prepare students to meet the requirements of the relevant regulatory and/or accrediting body, as well as whether the program meets the Board’s standard and benchmarks for Regulation and Accreditation, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) the design of the program and how it achieves the Board’s requirements. Clearly label the information provided in this section and ensure that it includes, in addition to the narrative, at least the following: 8.1 Current requirements and standards
‐the current requirements and/or standards of all relevant licensing and regulatory bodies associated with the proposed program and an indication of how the program will address these See Section 4.2 (Program Content – Professional Accreditation) for a table indicating how the ARIDO body of knowledge categories are addressed by the proposed degree. 8.2 Consultations
‐documented consultations the college has had with the relevant regulatory and accrediting body(ies) indicating the credential will be recognized for purposes of employment and further study. Letters indicating recognition of the credential from the relevant regulatory and accrediting bodies follow from: 
Association of Registered Interior Designers of Ontario (ARIDO), Eliisa Petersen, President ARIDO and Sharon Portelli, Registrar 
Interior Designers of Canada (IDC), Donna Assaly, President IDC and Susan Wiggins, Executive Director, IDC 
Council for Interior Design Accreditation (CIDA), Holly Mattson: Executive Director 
National Council for Interior Design Qualification (NCIDQ), Jeffrey F. Kenney: Executive Director Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 169
March 12, 2012
Hon. Glen Murray
Minister Training, Colleges & Universities
3rd Floor, Mowat Block
900 Bay Street
Toronto, Ontario M7A 1L2
Dear Minister Murray:
RE:
Georgian College of Applied Arts and Technology
Bachelor of Interior Design Degree Application to the Ministry of Training,
Colleges and Universities (MTCU)
We are writing to support Georgian College’s efforts to gain consent for a
Baccalaureate Degree, under the title Bachelor of Interior Design. As President of
the association, I am pleased to speak on behalf of the Interior Designers of
Canada.
The scope of study encompassed in interior design has broadened significantly in
recent years. A degree program with its expanded curriculum will help further the
employment opportunities for graduates and better prepare them for collaboration
with all occupations relating to the built environment. It also ensures graduates will
have the advanced credentials they will need for professional association
membership. The national standards of education, experience and examination
are reviewed periodically by the Association to ensure they meet the needs of the
profession and the marketplace. In 2009, IDC announced new national standards
for interior design as per the attached chart. You will see that as of January 1,
2015 a baccalaureate degree will be the minimum standard.
Georgian’s
application is a proactive and timely application to meet the standard by this
deadline. We strongly encourage the ministry to grant Georgian’s request so that
they don’t face a program interruption for their standards.
Georgian College has a proven record of excellence in interior design education.
Their graduates are assets to the profession. We are pleased, therefore, to
endorse Georgian’s application for degree status.
We would be pleased to answer any questions or speak in support of this
application.
Yours truly,
Donna Assaly, President
Interior Designers of Canada
Susan Wiggins, Executive Director
Interior Designers of Canada
SECTION 9: NOMENCLATURE
The program nomenclature reflects the postsecondary education achieved, facilitates public understanding of the qualification and assists students, employers and other postsecondary institutions to recognize the level, nature and discipline of study. Benchmarks: 1. The degree title conveys accurate information about the: a) degree level; b) nature of the degree; and c) discipline and/or subject of study. The Quality Assessment Panel and the Board will assess whether the program nomenclature reflects the postsecondary education achieved; facilitates public understanding of the qualification; assists students, employers and other postsecondary institutions to recognize the level, nature and discipline of study and meets the Board’s standard and benchmarks for Nomenclature, published in the Handbook for Ontario Colleges. In this section, explain in a narrative (with appropriate supporting materials) how the program nomenclature satisfies the Board’s requirements. Clearly label any supporting information included in addition to the narrative. The degree title is “Bachelor of Interior Design”. This title conveys the degree level, that it is professional in focus rather than primarily research oriented, and the field of Interior Design is well‐defined. This nomenclature is consistent with the established PEQAB regulations for College degrees, and is consistent with the recent nomenclature of other similar college degrees (e.g. Conestoga). Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 179
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 180
SECTION 10: PROGRAM EVALUATION
If this is the college’s first application, or if the college has revised its materials pertaining to internal program evaluation, the Quality Assessment Panel and the Board will assess whether the college has sufficient policies and procedures for periodic evaluation to assure the quality of the program, and meets the Board’s standard and benchmarks for Program Evaluation, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) your college’s capacity to assure the quality of the program. Clearly label the information provided in this section and ensure that it includes, in addition to the narrative, at least the following: •
•
in the electronic “Policies” file the policies and procedures pertaining to periodic review of the program; the intended schedule for formal evaluation; and the procedures that will govern the follow‐up on matters raised during the review. With respect to our dedication to the quality of programs, and expertise and resources concerning development and delivery of curriculum, Georgian College recently underwent a comprehensive Program Quality Assurance Process Audit. Please find the report attached in the Policies section. To summarize, their report stated: The culture of the College reflects a consistent commitment to quality. The Centre for Teaching and Learning is a key vehicle for supporting quality assurance processes. The support and resources available to full‐time and part‐time faculty, including the Curriculum Handbook, Professional Development initiatives, and Curriculum Coaches are all well utilized, held in high regard and demonstrate a high level of staff engagement in the quality assurance and continuous improvement processes. In addition, a supportive committee structure for reviewing and developing curriculum processes has been in place at the College for more than 15 years. (PQAPA, 2009) The quality of the degree programs is assured by procedures for periodic evaluation that meet the requirements outlined by PEQAB in the “Program Evaluation Standard.” It does so in the following ways: The college has a formal, institutionally approved procedure for the periodic review of programs, which has been previously reviewed, and embodies the following characteristics: a) program reviews at regular intervals, normally not exceeding five to seven years. The first such evaluation should occur before a request for renewal of ministerial consent; b) criteria for program reviews that include: i) assessment of the continuing consistency of the program with the college’s mission, educational goals, and long‐range plan; ii) assessment of the learning outcome achievements of students/graduates by comparison with: i. the program’s stated learning outcome goals and standards; ii. the degree level standard; iii. the opinions of employers, students/graduates; and iv. the standards of any related regulatory, accrediting or professional association; c) where appropriate, assessment of (i) graduate employment rates, (ii) graduate satisfaction level, (iii) employer satisfaction level, (iv) student satisfaction level, (v) graduation rate, (vi) the default rate on the Ontario Student Assistance Program or other student loan plan, (vii) student retention rates; d) assessment of the continuing relevance of the program to the field of practice it serves, including evidence of revisions made to adapt to changes in the field of practice; e) assessment of the continuing appropriateness of the method of delivery and curriculum for the program’s educational goals and standards; Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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f) assessment of the continuing appropriateness of admission requirements (i.e., achievement level, subject preparation) for the program’s educational goals and standards; g) assessment of the continuing appropriateness of the program’s structure, method of delivery and curriculum for its educational goals and standards; h) assessment of the continuing adequacy of the methods used for evaluating student progress and achievement; i) assessment of the efficient and effective utilization and adequacy of existing human, physical, technological, and financial resources; j) indicators of faculty performance, including the quality of teaching and supervision and demonstrable currency in the field of specialization; and k) assessment of individual student work in the terminal stage of the program, that reflects exemplary, average, and minimally acceptable performance, demonstrates that the degree‐level standard has been achieved. The program review policies and procedures have been previously reviewed and include: a) A Self‐Study. A study undertaken, with student input, by faculty members and administrators of the program based on evidence relating to program performance against the criteria stated above, including strengths and weaknesses, desired improvements, and future directions. b) A Program Evaluation Committee. A committee struck by the senior administration to evaluate the program based on i) the self‐study; and ii) a site visit during which members of the committee normally meet with faculty members, students, graduates, employers, and administrators to gather information. A majority of the members must be senior academic peers (both scholars and administrators) with relevant expertise from both outside the college and internal to the college but outside the program, and free of any conflict of interest. c) The Report of the Committee. The overarching purpose of the Program Evaluation Committee report is to assess program quality and recommend any changes needed to strengthen that quality. The report must be addressed to the senior administration and shared with the academic council, governing board, faculty members and students in the program, together with a plan of action responding to the recommendations in the report. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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SECTION 11: ACADEMIC FREEDOM AND INTEGRITY
If this is the college’s first application, or if the college has revised its materials pertaining to academic freedom and integrity, the Quality Assessment Panel and the Board will assess whether the college’s academic activity is supported by policies, procedures and practices that encourage academic honesty and integrity; whether the college maintains an atmosphere in which academic freedom exists, and in which students and academic staff are expected to display a high degree of intellectual independence and whether the college meets Board’s standard and benchmarks for Academic Freedom and Integrity, published in the Handbook for Ontario Colleges. In this section, describe in a narrative (with appropriate supporting materials) the academic freedom and integrity of your college. Clearly label the information provided in this section. Include in the electronic “Policies” file the college’s policies and procedures pertaining to the following: ‐academic freedom; ‐academic honesty and the college’s plan for informing faculty and students about, and ensuring their compliance with, policies pertaining to academic honesty; ‐the ownership of intellectual products of its employees and students; ‐compliance with copyright law; and ‐research involving humans and/or animals, and the management of research funds. Georgian College has been previously assessed against the Academic Freedom and Integrity benchmarks. The policies and materials pertaining to Academic Freedom and Integrity have not been changed since the last assessment. The policy documents can be found in the Policies file that was submitted to PEQAB with the application for Ministerial consent for the Bachelor of Business‐Automotive Management Degree in December 2011. Georgian College promotes an atmosphere in which academic freedom exists and intellectual independence is encouraged. Academic activity is supported by existing policies and procedures in place that promote academic honesty and integrity. All of these policies and procedures are published for review by faculty, staff and students. 11.1 Academic Freedom
Benchmark: The college has a policy on academic freedom that recognizes and protects the rights of individuals in their pursuit of knowledge without fear of reprisals by the college or by third parties, and the right of individuals to communicate acquired knowledge and the results of research freely. ‐academic freedom; Georgian College has a published “Academic Freedom Policy”, the purpose of which is to “ensure professors, students and the wider College community has the freedom to investigate and discuss topics without fear of reprisal for alternative opinions in order to gain the best possible understanding of an issue.” The rights and responsibilities regarding protection of work, attendance, student conduct, improper use of technology, correct acknowledgement of sources, are addressed as well as behaviours to avoid including the following: Suspicion, taking credit for the work of another, falsifying a record, and fabrication. Within these policies are outlined the consequences of academic misconduct published in the Academic Calendar of the College. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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11.2 Academic Honesty
Benchmarks: 2. The college has appropriate policies pertaining to academic honesty and procedures for their enforcement. 3. The college provides an appropriate plan for informing students and faculty about and ensuring their understanding of the policies and procedures concerning academic honesty. ‐academic honesty and the college’s plan for informing faculty and students about, and ensuring their compliance with, policies pertaining to academic honesty; The Academic Rights and Responsibilities section of the Academic Calendar Policies and Procedures clearly outlines the responsibilities, infractions and penalties. Penalties are determined according to the severity of the offence, the number of previous offences on record. These policies and principles are also published on the Georgian College website. Students acknowledge that they are aware of Georgian’s Academic Policies and Procedures as part of the registration process. In addition, professors and library staff provide information and training regarding Academic Honesty. 11.3 Intellectual Property
Benchmark: 4. The college has an appropriate policy on the ownership of the intellectual products of employees and students. ‐the ownership of intellectual products of its employees and students; Georgian College has an Intellectual Property policy which outlines the position of Georgian with respect to the proprietary rights of intellectual property. This policy explains the college’s position on the creation and development of works of intellectual property within the college. This policy applies to all students, faculty and employees, full‐time or part‐time, and any external creators of intellectual property who develop material on behalf of the college whose protection does not fall under other agreements. The various forms of intellectual property are clearly defined in this policy, which can be found in Section 16 of this application. 11.4 Research Ethics
Benchmark: 5. The college upholds formal ethical research standards. Where the college conducts research in Ontario that involves the management of research funds, the use of animals in research or human research participants, the policies of the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council of Canada and/or the Social Sciences and Humanities Research Council of Canada will govern the research. ‐research involving humans and/or animals, and the management of research funds. With respect to research involving humans and/or animals, a Research Ethics Board has been established at Georgian College with a policy for “Responsible Practice and Ethics Review in Research.” This policy establishes clear procedures for those intending to conduct research at Georgian College to ensure that such research meets with the standards for integrity stated by the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council (NSERC), and the Social Sciences and Humanities Research Council. Georgian College is an NSERC‐approved institution. Grant monies are received and administered by the department conducting the research and Financial Services provides the financial oversight for the project. Funds are deposited to a college bank account and separate cost centres are set up on the college financial system to keep track of revenues and expenses (budgets, commitments Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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and actuals). Financial guidelines are monitored by both the department and Financial Services. Financial reports (revenue and expense) are prepared by the department in conjunction with Financial Services. 11.5 Copyright
Benchmark: 6. There are appropriate policies and procedures concerning compliance with copyright law. ‐compliance with copyright law; and Georgian College has a published “Educational Services Copyright Procedure” that “defines the meaning of copyright and provides guidelines and procedures for its application to various media used in instruction at Georgian College and outlines the College’s role in compliance.” This section defines copyright, the purpose of copyright, the scope of copyright (to what it applies) and the responsibilities around copyright protection. This also includes legal issues with respect to software copyright as well a video and DVD formats. Georgian College is covered under the Access Copyright Agreement. Students are well‐instructed on the scope and definitions of copyright as these are published on our website through Library Services. Instructors are required to submit a form each time they wish to show a class a film prior to its presentation. 11.6 Academic Freedom and Integrity Online
Benchmark: 7. Where courses/programs are delivered online, the college has appropriate policies and procedures to address copyright and intellectual property issues (e.g., digital rights management and the use of object learning repositories). Georgian College made a special application on November 9, 2010 to be assessed regarding Program Delivery Using the Internet. In July 2011, The Minister of Training, Colleges and Universities granted consent “to allow Georgian to use distance education delivery within all of its degree programs in applied areas of study for which it has consent to offer.” Copies of the application, evaluation and consent letter are attached in Appendix C. Academic Freedom and Integrity is discussed on page 23 of that document. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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SECTION 12: STUDENT PROTECTION
The college values and upholds integrity and ethical conduct in its relations with students. Benchmarks: 1. Public reports, materials and advertising are produced in a thorough, accurate and truthful manner. 2. Recruitment policies follow ethical business practices. 3. Key information about the college’s organization, policies and programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including: a) the college's mission and goals statement; b) a history of the college and its governance and academic structure; c) a general description of each degree program (e.g., purpose, outcomes, length); d) the academic credentials of faculty and senior administrators; and e) individual descriptions of all subjects in programs and their credit value. 4. The college has policies and procedures that protect student and consumer interests in the following areas: a) the resolution of students’ academic appeals, complaints, grievances and/or other disputes; b) security of academic student records; c) payment schedule of fees and charges; d) student dismissal; and e) withdrawals and refunds. The Quality Assessment Panel and the Board will assess whether the college values and upholds integrity and ethical conduct in its relations with students, and meets the Board’s standard and benchmarks for Student Protection, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) your college’s capacity to protect students’ interests. Clearly label the information provided in this section. If this is the college’s first application, or the college has revised its policies in this regard, ensure that it includes, in addition to the narrative, at least the following: ‐the current academic calendar or equivalent documentation such as promotional material or draft academic calendar materials; ‐a description of the method(s) (or the instrument(s)) used to ensure that, prior to registration, students are provided with, and confirm in writing their awareness of, all relevant policies and procedures; ‐in the electronic “Policies” file the college’s policies and procedures pertaining to: ‐the resolution of students’ academic appeals, complaints, grievances, and/or other disputes; and ‐student dismissal. The Quality Assessment Panel and the Board will assess whether the college values and upholds integrity and ethical conduct in its relations with students, and meets the Board’s standard and benchmarks for Student Protection, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) your college’s capacity to protect students’ interests. Clearly label the information provided in this section. If this is the college’s first application, or the college has revised its policies in this regard, ensure that it includes, in addition to the narrative, at least the following: Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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‐the current academic calendar or equivalent documentation such as promotional material or draft academic calendar materials; ‐a description of the method(s) (or the instrument(s)) used to ensure that, prior to registration, students are provided with, and confirm in writing their awareness of, all relevant policies and procedures; ‐in the electronic “Policies” file the college’s policies and procedures pertaining to: ‐the resolution of students’ academic appeals, complaints, grievances, and/or other disputes; and ‐student dismissal. 12.1 Publications
Benchmarks: 1. Public reports, materials and advertising are produced in a thorough, accurate and truthful manner. 3. Key information about the college’s organization, policies and programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including: a) the college's mission and goals statement; b) a history of the college and its governance and academic structure; c) a general description of each degree program (e.g., purpose, outcomes, length); d) the academic credentials of faculty and senior administrators; and e) individual descriptions of all subjects in programs and their credit value. Key information regarding the college can be found in the Academic Calendar, Admissions Calendar, in other Georgian publications and on the Georgian College website at www.georgiancollege.ca . “Print Procedures for the Design and Development of Promotional Material” (Procedure 2‐109) provides coordination and assistance and to ensure consistency in the design, development and printing of all promotional material related to the marketing of Georgian College. 12.2 Student and Consumer Interests
4. The college has policies and procedures that protect student and consumer interests in the following areas: a) the resolution of students’ academic appeals, complaints, grievances and/or other disputes; b) security of academic student records; c) payment schedule of fees and charges; d) student dismissal; and e) withdrawals and refunds. Georgian College provides information to students regarding policies and procedures that serve to protect students’ transcripts, and by following consent‐holders’ obligations from the Ministry ensure that student transcripts are properly stored and secured, as well as taking steps to protect student tuition. According to Ministry requirements, Georgian College securely stores student transcripts for a period no less than 75 years. Georgian College has numerous policies in place that protect the rights of its students and consumers including those which relate to human rights and harassment, privacy, accommodation of religious observances, code of conduct, lockdown procedures for physical safety, as well as those relating to their academics concerning issues such as appeal, misconduct, student fees and refunds. These Academic Policies and Procedures are published on the Georgian College website and in the Academic Calendar are accessible to all students and they clearly explain their rights and the expectations imposed upon them regarding registration and the payment of fees including refunds and withdrawals; standards and the process Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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for handling the consequences around academic misconduct; appeals; and the policy for emergency evacuation in the event of a threat or crisis on campus. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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12.3 Recruitment Policies
Benchmark: 2. Recruitment policies follow ethical business practices. Georgian’s application and acceptance policies are clearly stated in the Admissions Calendar, on the website and in the Academic Calendar under Admissions. Georgian College’s recruitment practices are fair and equitable. The policy endorses and seeks to apply the principles of the Ontario Human Rights Code, the Ministry of Training, Colleges and Universities’ regulations and the directives of Georgian’s Board of Governors. 12.4 Student Awareness of Policies
5. Prior to registration, students are provided with, and confirm in writing their awareness of, policies (and procedures) pertaining to: a) admissions; b) credit transfer arrangements for incoming students; c) credit transfer arrangements with and recognition by other institutions; d) entrance examinations; e) prior learning assessment; f) grading; g) the ability of international students admitted to the program to meet program requirements for degree completion; h) method of course delivery; i) academic honesty; j) intellectual property rights; k) student dismissal; l) dispute resolution; m) student support and services; n) tuition; o) scholarships and other financial assistance; p) payment of fees and charges; q) withdrawals and refunds; r) institutional closure; and s) where appropriate, supervision, preparation and examination of theses/dissertations. Policies and procedures pertaining to admissions, credit transfer, entrance examinations, prior learning assessment, grading, international students, course delivery methods, academic honesty, intellectual property, dismissal, dispute resolution, support services, tuition, scholarships and financial aid, fees, withdrawals, refunds, and college closures are included in the Academic Calendar. Before students are able to register in their courses using the Banner system each term, they must first acknowledge that they have read, reviewed and understand the Academic Policies and Procedures that apply to them by clicking on a button to “accept” them. The screen shots below illustrate the process students undertake to register: Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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First screen – information regarding registration and changes to timetable. Also instructions on how to register, terminology, etc: Second screen – verifying personal information and program information: Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Third screen – Accept payment and policies screen: 12.5 Blended, Hybrid and Online Delivery
6. For courses and/or programs that incorporate blended, hybrid or online delivery, potential students are fully informed about: a) the technological requirements of participation and the technical competence required of them; b) the nature of learning and the personal discipline required in an anytime/anywhere environment; c) any additional costs, beyond tuition and ancillary fees, associated with e‐learning aspects of course/program delivery; and d) the kind of support and protection available to them. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Georgian College made a special application on November 9, 2010 to be assessed regarding Program Delivery Using the Internet. In July 2011, The Minister of Training, Colleges and Universities granted consent “to allow Georgian to use distance education delivery within all of its degree programs in applied areas of study for which it has consent to offer.” Copies of the application, evaluation and consent letter are attached in Appendix C. Student Protection is discussed on pages 24‐25. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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SECTION 13: ECONOMIC NEED
The Quality Assessment Panel and the Board will assess whether the program is designed so that graduates will fulfill an identified economic need, and whether it meets the Board’s standard and benchmarks for Economic Need, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) what need the program is intended to fill. Clearly label the information provided in this section and ensure that it includes, in addition to the narrative, at least an analysis of the economic need for this program and how the program closes a gap in labour force skills. 13.1 The Importance of Interior Design
Design “exists at the intersection of art, business and engineering”2 and is imperative to many facets of the economy, including residential housing, office, retail and commercial operations, health care facilities, hospitality, tourism and entertainment facilities and educational institutions. It is an integral part of daily life and promotes innovation, environmental sustainability, culture, safety and productivity.3 When the six disciplines of design (interior, architecture, landscape architecture, industrial, graphic and fashion) are considered together, Toronto lays claim to the largest design workforce in Canada and the third largest in North America (after New York and Boston).4 Interior design is critically important to the economic well‐being of several sectors, whether through direct monetary gain, improved public perception, increased employee productivity and satisfaction or operational cost savings. For example: 
Commercial interior design influences the ways in which customers perceive a retail business. An aesthetically pleasing operation where space is maximized and lighting is carefully considered creates an environment where customers are comfortable spending both time and money.5 
Interior design that reflects the values and practices of an organization results in a more productive workforce. At Honda’s Canadian headquarters in Markham, Ontario, “corporate practice demanded a totally open layout as even the CEO forgoes a closed office to ensure optimum communication and collaboration with staff.”6 Employee satisfaction was enhanced by incorporating workplace designs that promote employee comfort, such as natural light, filtered air, and individually controlled temperature and air flow. Honda has also integrated several energy‐efficient designs that align the office space with its strategic plans of providing low emissions vehicles. 
The hospitality industry depends extensively upon good interior design to entice people to patronize hotels and restaurants. In fact, in the United States, hospitality itself accounts for more than 50% of the revenues earned by the top 75 interior design firms in the country and results primarily from renovations and the additions of luxury spas.7 2
Design Industry Advisory Committee (2004). Design Matters: DIAC Design Industry Study Executive Report. 3
Amid the glittering towers of commerce and finance there is a place where creativity and practicality merge. Ontario Business Report (online: http://ontariobusinessreport.com/en/innovation/articles/innovation_article_18.asp). 4
City of Toronto. Invest In Toronto (online: http://www.toronto.ca/invest‐in‐toronto/design.htm). 5
Baker Design Group (July 12, 2011). Why is commercial and office interior design so important (online: http://interiordesignerdallas.wordpress.com/2011/07/12/why‐is‐commercial‐and‐office‐interior‐design‐so‐
important/). 6
Phillips, Rhys (2012). The drive to be green. Canadian Interiors, (vol 49, Issue 1) p. 66. 7
Zimmerman, Mike (2011). Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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
In hospital settings, interior design is a determinant of health as well as safety. Health trends such as the increased levels of dementia due to an aging population, asthma, environmental allergies, etc. has put new emphasis on interior design in health care settings. Research studies have indicated “poor design works against the wellbeing of patients and in certain instances can have negative effects on physiological indicators of wellness.”8 Healthier patients tend to spend less time in health care facilities, thereby reducing overall per‐patient costs. 
Well‐designed educational facilities encourage student learning and beneficial collaboration. In early childhood education, for example, studies have shown that well‐designed, functional spaces encourage children to self‐manage their activities, whereas “space that is not well‐organized creates problem areas. These include dead spaces that encourage wandering and unruly behavior, and pathways that lead nowhere or interfere with play already in progress. When space is poorly organized, children depend on the teacher for guidance and the teacher's behavior becomes directive.”9 13.2 Economic and Employment Forecasts
Statistics Canada reported that for 2009, revenues for “Specialized Design Services”, which includes interior design, reached $2.6 billion in Canada. Specialized design service industries are concentrated mainly in four provinces (Ontario, Quebec, British Columbia/Territories and Alberta), and fifty‐one percent of all revenues were generated in Ontario. Specialized design services comprise four industries: graphic design, interior design, industrial design and other specialized design services. Graphic designers comprised the largest industry and accounted for almost half (48%) of all specialized design services revenues. Interior designers generated 37% (approximately $960 million), followed by industrial designers (9%) and other specialized designers (6%).10 Despite the economic downturn that began in 2008, the overall number of establishments increased in 2009, primarily due to an increase in the number of self‐employed businesses in the interior design and graphic design industries. The report indicated that interior designers earned “almost twice as much business from residential interior design services (48%) as they did from non‐residential design services (25%). In addition, they garnered an additional 16% of their sales from other activities such as decorating and resale of merchandise”.11 The global marketplace influences and drives trends in interior design. Canadian interior design firms often work beyond the country’s border in countries such as the US, UK, Dubai and China, among several others. In turn, there is an increase in international companies competing for design and construction projects in Canada.12 The Ministry of Training, Colleges and Universities, in a document titled Employment Profile, reports the employment outcomes for graduates of the various programs offered at Ontario CAATs six months from their graduation dates.13 Note that the Employment Profile report reflects the employment outcomes of only those who respond to the Ministry’s survey. It is important to note that the category labeled “Not in Labour Force” does not necessarily mean that graduates are unable to find any type of job; graduates who have gone on to pursue other types of educational programs are counted within this category. 8
British Medical Association (January 2011). The psychological and social needs of patients. 9
Colbert, Judith. Classroom design and how it influences behaviour. Early Childhood News (online: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=413) 10
Statistics Canada (2009). Service bulletin: Specialized design services (online: http://publications.gc.ca/collections/collection_2011/statcan/63‐251‐X/63‐251‐x2011001‐eng.pdf) 11
Ibid. 12
ARIDO (February 2012); via email. 13
Ministry of Training, Colleges and Universities (2011). Employment Profile: A summary of the employment experience of 2009‐2010 college graduates six months after graduation (online: http://www.tcu.gov.on.ca/pepg/audiences/colleges/serials/eprofile09‐10/profile10.pdf) Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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For the purposes of this analysis, graduate employment data showing outcomes for graduates of Algonquin and Humber Colleges’ Interior Design degree programs are examined. Note that the Employment Profile includes the outcomes of students who graduated in the 2008‐09 and 2009‐10 academic years only; data for graduates of other Interior Design degree programs were not yet available at that time. The employment outcomes for this program are very favourable. For the two years shown, more than one‐half of graduates from this program found full‐time employment in jobs related to their field of study, and several found part‐time, program‐related jobs. Federal and provincial labour market reports place Interior Designers in a National Occupational Category titled Interior Designers – NOC 5242‐B. Job titles included in this occupation code include aircraft interior designer, interior design technician, interior designer, kitchen designer, office space planner, project manager, interior design and retail space planner. The Ontario government’s Employment Ontario website states the employment prospect for Interior Designers is “Average” to 2013. It goes on to suggest: This occupation attracts many talented individuals, creating keen competition for any available job openings. Interior designers with experience in designing safe and comfortable spaces for the elderly as well knowledge of green designs will continue to be in high demand even in an economic downturn. In addition, those with extensive knowledge of ergonomics and green design will face the best job opportunities.14 This occupation (Interior Designers) is part of a much larger occupational group called Creative Designers and Craftspersons (NOC 524). Occupations within this group include Graphic Designers and Illustrators (5241), Interior Designers (5242), Theatre, Fashion, Exhibit and Other Creative Designers (5243), Artisans and Craftspersons (5244), Patternmakers – Textile, and Leather and Fur Products (5245). The Working In Canada site provides numerical projections of job openings versus job seekers for the next several years. It reports a demand for workers belonging to the larger occupational group: Over the 2009‐2018 period, an occupation will be in excess demand (a shortage of workers) if the projected job openings (arising from expansion demand and replacement demand) are greater than the projected job seekers (arising from school leavers, immigration and mobility), while an occupation will be in excess supply (a surplus of workers) if the projected job seekers are greater than the projected job openings. For Creative Designers And Craftspersons, over the period of 2009‐2018, job openings are expected to total 38,724. It is expected that 34,447 job seekers will be available to fill these job openings.15 Ministry of Training, Colleges and Universities and Service Canada – Ontario Region. Ontario Job Futures (online: http://www.tcu.gov.on.ca/eng/labourmarket/ojf/) 15
Government of Canada. Working In Canada Report (online: http://www.workingincanada.gc.ca/content_pieces‐
eng.do?cid=1) 14
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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(Source: Canadian Occupational Projection System (COPS), Working in Canada website.) Working in Canada expects the demand for these professionals will increase nationally as awareness of their services grows. More than half of the projected job openings will be a result of an expansion of the profession, followed by retirements16: Category
Openings
%
Expansion Demand
21,006
54%
Retirements
14,069
36%
Deaths
2,023
5%
Emigration
1,625
4%
13.3 Job Advertisements
Job postings on the Interior Designers of Canada (IDC) website revealed 11 relevant postings as of March 7, 2012. The positions advertised were typically titled as “intermediate” or “senior” and all but one of the positions advertised were located in Toronto. In all cases, the hiring companies were design and architectural firms. All 16
Government of Canada. Working In Canada Report (online: http://www.workingincanada.gc.ca/content_pieces‐
eng.do?cid=1) Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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positions required a minimum bachelor’s degree in interior design. Intermediate positions tended to require a minimum of 3 years of experience while senior/manager positions required 7 to 10 years of experience. A search of Workopolis.com in February 2012 resulted in 53 jobs in Ontario matching the words “interior design”; however, several of these jobs were sales‐related and did not require specific interior design education. When analyzed further, 17 of these jobs were related specifically to interior designers; 15 postings advertised full‐time jobs while 2 postings related to contract positions. The positions advertised tended to require either a college diploma or bachelor’s degree in interior design with a minimum 2 to 5 years of experience (although several required significantly more). The organizations posting the positions represented a range of entities, including: 
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Stantec Consulting (healthcare) Auburn Developments (residential development) Paris Kitchens (kitchen design) Fusion Homes (residential development) Ryerson University (posting is for an Assistant Professor, School of Interior Design) TD Bank Group (real estate) Grand and Toy (office interiors) Brookfield LePage Johnson Controls (real estate) University Health Network (healthcare) IBI Group (architecture/engineering/design) 13.4 Employer Forecasted Trends and Commitments to Hire
The need for this degree was confirmed through a survey administered to members of Georgian’s Interior Design Program Advisory Committee, whose membership includes interior designers and architects and who represent the program’s employers. The employers pointed to several major and significant opportunities that they anticipated the interior design profession may experience over the next several years, including specializing design services to industry‐specific requirements (such as hospital, retirement home and hospitality design as well as building re‐use as opposed to new building design); becoming knowledgeable of the standards of other fields so that designers can create detailed, accurate drawings which can overlay architectural and engineering information; working overseas in the global market; and using technology to creatively enhance, rather than replace, the interior design profession. The employers also indicated several challenges facing the interior design profession, such as a blurring of roles between architects and interior designers; public confusion between the capabilities and training of interior decorators versus interior designers; extreme levels of competition which erode profit opportunities; and the effects of a slow economy on the profession. All employers who were surveyed indicated that their organizations would employ graduates on a full‐time basis should Georgian offer a four‐year Bachelor of Interior Design degree. All but one also said they would employ students of the program in a work placement capacity; the employer who could not confirm this said that he or she was not the decision‐maker in the firm for hiring students on work placements. 13.5 Student Demand
Three classes of first year students in Georgian’s Interior Design program were surveyed in March 2010, October 2010 and October 2011 to determine their interest in an interior design degree at Georgian. The most recent results of the survey showed that, assuming students were academically eligible (that is, they meet the mathematics, English, and four other U or M courses in their secondary school curriculum), 90% would have applied to a four year interior design baccalaureate degree at the time of their application had the program been offered at Georgian. While approximately one‐third of students said they did not hold the academic Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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qualifications required apply to a degree program had one been offered at Georgian, 90% indicated that they would upgrade their credentials so that they could apply to an interior design degree program. Georgian’s two‐ and three‐year Interior Design diploma programs have been in demand for several years and both programs have shown consistently high numbers of applications and registrations, as shown for the past three years in the chart below: Georgian’s Interior Design programs serve a large local population. In fact, 43% of first year registrants in Georgian’s three‐year Interior Design program, and 52% of first year registrants in Georgian’s two‐year program, come from communities within the college’s catchment area. 13.6 Employer recognition of added economic value
All employers surveyed agreed that graduates of a four‐year degree program (versus a three‐year diploma program) would add value, economic or otherwise, to their organizations. One employer indicated that, “A 4 year program provides more foundation and opportunity to explore design without the constraints of time or contract budgets. We avoid 3 year program graduates because the additional training we would need to provide outweighs the value of the graduate. We see, even after 2 or 3 years work in the industry, that there are gaps in the education of 3 year program graduates.” Two other employers believed that a degree‐level graduate increases the level of professionalism, both from a skills perspective as well as from credibility perspective, which can lead to additional contracts and higher fees. One employer reported that “if a potential client is unsure of my abilities as an interior designer, they do find security in reading [Bachelor of Interior Design] on my business card. It shows them my level of dedication.” Another employer said that in addition to an increased knowledge and skill level, “graduates from the degree program would also offer the organization more workplace experience due to the work term that is required in the course 13.7 Professional Need for degree-level graduates
The accreditation change requires degree‐level graduates In Ontario, the designation of Interior Designer is restricted by law through Bill 121, Interior Designers Act, 2006. Only registered members of the Association of Registered Interior Designers of Ontario (ARIDO) may call themselves Interior Designers. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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As of January 1, 2017, to become a new interior designer in Ontario, one must first obtain a four‐year bachelor’s degree from an interior design program that is accredited by the Council of Interior Design Accreditation (CIDA). In 2004, CIDA determined that a four year bachelor’s degree in interior design accurately reflects the educational rigor required for entry‐level practice in the field and that the bachelor’s degree is consistent with the educational requirements of related disciplines. After graduating from a four year degree in interior design, graduates may apply to ARIDO for Intern, Interior Designer designation. Within this internship capacity, graduates must complete 3,520 hours of supervised interior design experience. Once this is completed, individuals are eligible to write the National Council for Interior Design Qualification (NCIDQ) examinations. Upon successful completion of the exams, the individual may then apply to ARIDO for Registered status, resulting in the ability to call oneself an Interior Designer. Refer to the Inter Provincial Agreement chart which portrays the route to Interior Designer designation. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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SECTION 14: DUPLICATION
The Quality Assessment Panel and the Board will assess whether the program duplicates programs normally offered by Ontario universities or contributes to unwarranted raising of credentials among similar programs in the college system, and whether it meets the Board’s standard and benchmarks for Duplication, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) how the program differs from those offered in this field by Ontario universities. Clearly label the information provided in this section and ensure that it includes, in addition to the narrative, at least the following: ‐a summary and analysis of the similarities and differences between the college’s proposed program and all other college programs of a similar nature; and ‐a summary and analysis of the similarities and differences between the college’s proposed program and the five programs offered at Ontario universities that are most similar or related to the proposed program. 14.1 Similar/Related College Programs
All ARIDO recognized interior design programs including Algonquin, Georgian, Fanshawe, Sheridan, Humber and St. Clair Colleges follow a standard body of knowledge recently updated and published by ARIDO, the Association of Registered Interior Designers of Ontario. As well, programs, which are accredited by CIDA (FIDER), the Council for Interior Design Accreditation, similarly meet or exceed a published body of knowledge. The fundamental areas of knowledge and practical skills which are addressed by programs recognized by ARIDO include: working knowledge of building codes, methods of communication, design theory and methods, furniture, fixtures and equipment, human needs, interior building construction and professional practice. The 2011 professional standards required of programs accredited by CIDA include that the graduating students: i.
have a global view and weigh design decisions within the parameters of ecological, socio‐economic, and cultural contexts ii.
do work that is informed by knowledge of behavioural science and human factors; iii.
need to apply all aspect of the design process to creative problem solving. Design process enables designers to identify and explore complex problems and generate creative solutions that support human behavior within the interior environment; iv.
engage in multi‐disciplinary collaborations and consensus building; v.
are effective communicators vi.
use ethical and accepted standards of practice, are committed to professional development and the industry, and understand the value of their contribution to the built environment; vii.
apply knowledge of interiors, architecture, art, and the decorative arts within a historical and cultural context; viii.
apply colour principles and theories; ix.
select and specify furniture, fixtures, equipment and finish materials in interior spaces; x.
use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare and performance of building occupants. xi.
have knowledge of interior construction and building systems xii.
use laws, codes, standards, and guidelines that impact the design of interior spaces Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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The comparisons with each of the similar/related programs follow. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Institution: Algonquin College Program Name and Credential: Bachelor of Applied Arts – Interior Design Program Description: This is a four‐year program, which integrates professional and general studies content with an emphasis on critical thinking and applied research and is enriched with an additional focus on international perspective in interior design. The program contains a strong experiential component that includes simulated studio experiences, community‐based design initiatives and a 14‐week co‐op work term. In their fourth year of study, students are given the opportunity to specialize in an area of interest specific to the profession and are required to complete an applied research paper. The program meets the eligibility requirements for CIDA accreditation at the first professional degree level. The program also qualifies graduates to meet industry standards as established by interior design professional bodies including the American Society of Interior Designers (ASID), the Interior Designers of Canada (IDC), the National Council of Interior Design Qualification (NCIDQ), and the Association of Registered Interior Designers of Ontario (ARIDO). Similarities and Differences: Algonquin College received CIDA (FIDER) accreditation in 2001. Algonquin’s curriculum is similar to that of the proposed degree in the delivery of the core material detailed above especially in the commonality of the ARIDO and CIDA bodies of knowledge. Georgian’s proposed degree curriculum includes a series of courses entitled Design Communications, instructing students in manual drafting, computer‐aided drafting, freehand drawing, perspective, rendering and model construction in a cumulative manner, emphasizing the necessity for designers to be proficient in all areas of presentation, and to utilize numerous techniques within the body of one presentation. Both Georgian and Algonquin’s programs emphasize commercial interior design, preparing students for work in corporate, retail, hospitality, healthcare, and residential environments. Georgian allows students some freedom in selection of a thesis project in the final year, confining students to a public space or multi‐
unit residential or institutional residential space whereas Algonquin allows specialty in any area. Georgian has applied research projects and essays throughout the program and Algonquin specifies a major research project in its final year. Algonquin’s degree curriculum does not specify site studies, an independent study project or case studies. Georgian will not be focusing on an international perspective as Algonquin is specifically addressing within its geographical locale to consulates and missions in Ottawa, but will address many issues of diversity which will touch on international and cultural diversity. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Institution: Fanshawe College Program Name and Credential: Interior Design ‐ Ontario College Advanced Diploma Program Description: This is a three‐year, co‐operative program of study, which provides for professional training in design development and the presentation of interior spaces, both in the classroom and through work term experiences. The program provides exposure to business, institutional, commercial and residential spaces. Areas of study include design studio, technical drafting, drawing, design fundamentals, materials of design, colour, AutoCAD, perspective development, architectural elements, history of period styles, presentation and illustration, business for interiors, business presentation, portfolio presentation. Many areas have several levels. Similarities and Differences: Fanshawe College's diploma program is recognized by ARIDO but not CIDA (FIDER) accredited. This three year program has three co‐op work terms. Students who fulfill both the academic and co‐op requirements of the program will be eligible to graduate with a co‐op endorsed diploma. The proposed degree contains a required 14 week cooperative work placement between 3rd and 4th year. Fanshawe's History of Period Styles does not explore the depth or breadth of material the proposed art and design history courses of the Georgian degree. Research methods and application are not identified in Fanshawe's program as the published curriculum stresses practical application. Fanshawe's program has Architectural Elements and Design Studio, but stand‐alone courses on these issues are currently not in the diploma curriculum. Overall, there is a greater depth and breadth to the degree program. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Institution: Georgian College Program Name and Credential: Interior Design – Advanced Diploma Program Description: This three‐year program is dedicated to providing students with a broad‐based proficiency in interior space design and physical space management. The course of study develops students’ research skills, analytical abilities, independent decision‐making and communication techniques. These skills are directed towards the synthesis of theoretical, technical, building code and practical knowledge in the creation of interior environments that enhance the quality of life and protect the safety and well‐being of the people who utilize the spaces they design. Students receive a solid foundation in interior design education. The program seeks to create an awareness of sustainable design practices. Students study practices in the use of energy and resources to create human habitats that utilize ecological design principles. The program encourages students to study the rich heritage of design drawn from various eras and cultures. The course of study will help students learn to identify, research, and creatively solve design problems to enhance the function and aesthetic quality of an interior environment. Courses stress the planning and construction of interior environments and the coordination of interior elements. Problem‐solving studio classes involve the understanding and application of building codes, colour, lighting, interior materials, as well as knowledge of universal and accessible design parameters. Special features include field trips and guest lecturers. Students must take 5 general education courses. Areas of study include creative problem solving, electronic drafting (AutoCAD), communication, professional practice, finishes, 3D design, construction methods and materials, building systems, contract documentation, sustainable design, design programming, as well as options such as furniture, lighting systems and design, field study photography and interior textiles. Similarities and Differences: Georgian College is currently recognized by ARIDO for their Interior Design Degree Bridge. Georgian’s diploma program has emphasized a similar importance in developing students’ awareness of environmental issues and sustainable practices. There is currently one course at Georgian, whereas students of the proposed Georgian program will have an opportunity to revisit and further explore these issues in a second sustainable practices course. As well, decision making, critical awareness and spatial quality are key areas of emphasis throughout the program. The availability of a three‐year diploma provides less opportunity for advanced application of theoretical and practical information, skills and issues. The degree students take more breadth courses and must complete a thesis at a more advanced level. Additional courses in the proposed degree program such as Human Factors, Building Technologies 2 – Mechanical and Safety, Qualitative Research Methods and Statistics offer deeper insight and strengthen critical thinking. Higher levels of creative problem‐solving and enhanced professional presentation capabilities are supported in the proposed degree through progressive courses such as the Interior Design Studio series and Design Communications 1‐6. Overall, there is a greater depth and breadth to the degree program. Students entering the 3 year diploma program in the Fall of 2012 will not be recognized by ARIDO in Ontario. The proposed Georgian degree program is intended to ultimately replace this Advanced Diploma. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Institution: Humber Institute of Technology and Advanced Learning Program Name and Credential: Bachelor of Applied Arts ‐ Interior Design Program Description: This is a four‐year program, which facilitates learning and innovation in a curriculum, which balances creative problem solving with research, practical skills, and technology. Enhanced by a breadth of liberal arts and applied science courses, students focus on sustainable design integration across the program. Collaborative and stimulating interior design studios enable mastery of the design process, presentation abilities, and later incorporate vital project administration & business skills. In the fourth year thesis courses, students seek industry mentors as they select, research, develop, and document a large‐scale project from initial concept to construction documentation. As well, students participate in a 14 week paid work term during the summer months between 3rd and 4th year. Areas of study include interior design, design communications (drafting, perspective/rendering, CAD), design theory, sustainable practices, interior detailing (materials and specifications), design and material culture (history of art/design), case studies, building technologies (lighting, mechanical/safety systems), site studies, professional practices, interdisciplinary practice. In addition, to a variety of general breadth electives there are also two compulsory breadth elective courses included in the standard curriculum: qualitative and quantitative research methods and statistics. In 2007 the degree was granted professional accreditation by CIDA for a six‐year period. The program is also recognized by ARIDO. Similarities and Differences: The existing degree program at Humber College is ARIDO approved and CIDA accredited. Humber received Ministerial consent in 2007. Georgian's degree duplicates the Humber curriculum with the exception of the breadth courses offered. The primary difference between Humber’s program and Georgian’s is the population served. Georgian’s current Interior Design programs serve a large local population. Since 2007, 206 applicants (representing 4% of all applicants) and 11 registrants (representing 2% of all registrants) in the degree‐level Interior Design programs were from Georgian’s catchment area. The number of applicants from Georgian’s catchment area has steadily increased since 2008. Humber has received the largest number of Georgian applicants over the past five years (102). In addition, despite the presence of interior design degrees in Toronto, students in the Barrie area continue to choose to take Georgian’s current diploma program partly because they are unable to move out of the area. Thus, there is a growing need for access to an interior design degree in Georgian College’s catchment area. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Institution: Sheridan College Institute of Technology and Advanced Learning Program Name and Credential: Bachelor of Applied Arts (Interior Design) Program Description: The Bachelor of Applied Arts (Interior Design) Program was the third interior design college program in Canada to offer a bachelor’s degree. This program is recognized by the Association of Registered Interior Designers of Ontario (ARIDO). Sheridan’s Bachelor of Applied Arts (Interior Design) Program provides practical, hands‐on training and creative approach, while also introducing more theoretical and research components. This program includes: 2D and 3D computer software, including AUTOCAD, SketchUp, and various other design software programs; project management; sustainability and socially responsible practices; architectural standards; lighting and HVAC systems; residential, corporate, commercial, hospitality, and other related sectors; fire, safety and local building codes and; professional business practice. Similarities and Differences: In June, 2008, Sheridan College submitted an application for ministerial consent to deliver a Bachelor of Applied Arts (Interior Design) Degree also using the previously assessed (2005) Humber College BAA (Interior Design) curriculum on which the proposed Georgian degree is also based. They received Ministerial consent on July 21, 2009. Sheridan’s interior design degree is not CIDA accredited. In 2008 Georgian submitted an application for a bridging program from its diploma into Sheridan’s degree. This bridge was received consent, and the same bridge will be used from Georgian’s current diploma into the proposed degree. The primary difference between Humber’s program and Georgian’s is the population served. Georgian’s current Interior Design programs serve a large local population. Since 2007, 206 applicants (representing 4% of all applicants) and 11 registrants (representing 2% of all registrants) in the degree‐
level Interior Design programs were from Georgian’s catchment area. The number of applicants from Georgian’s catchment area has steadily increased since 2008. Humber has received the largest number of Georgian applicants over the past five years (102). In addition, despite the presence of interior design degrees in Toronto, students in the Barrie area continue to choose to take Georgian’s current diploma program partly because they are unable to move out of the area. Thus, there is a growing need for access to an interior design degree in Georgian College’s catchment area. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Institution: St. Clair College Program Name and Credential: Interior Design ‐ Ontario College Advanced Diploma Program Description: This three‐year diploma program covers such areas as math, CADD, professional partnerships, rendering, drafting and design, interior design materials, cost estimating, people in motion, contract business procedures, specifications and estimations, and environmental design. Graduates of this program that meet the Lawrence Technological University requirements will receive credit towards a 4‐year Bachelor of Interior Architecture degree. Interior Design graduates can also apply directly to Griffith University to gain direct entry into their Master of Arts in Visual Arts program. Similarities and Differences: St. Clair College is recognized by ARIDO and received CIDA accreditation in 2005. A similarity between the two programs is St. Clair's stress on competence in presentation techniques for digital media to manual drafting and in business practices. There is one environmental design course offered in semester 6 at St. Clair, unlike Georgian's proposal which emphasizes sustainable practices via specific studies and by stressing integration of sustainability in studio projects. St. Clair's liberal arts courses focus more on group discussion and presentation ‐ only one indicates that a written exploration of course content is required. Georgian's curriculum offers a number of liberal arts courses designed to develop scholarly abilities of writing, critical thinking and analysis. Overall, there is a greater depth and breadth to the degree program. St. Clair's program does not indicate a specific cooperative work placement, whereas Georgian’s degree program includes a 14 week paid work term between 3rd and 4th year. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Institution: Conestoga College Program Name and Credential: School of Engineering and Information Technology- Bachelor
Interior Design (BID) Program Description: This is a new four‐year Bachelor of Interior Design program, with its first intake in September 2011. This co‐op program focuses on architecture and interior design and relies heavily upon project‐based learning. This Bachelor of Interior Design degree provides professional training in design development and the presentation of interior spaces (Residential, Commercial, Retail, Institutional, Health, Entertainment, Exposition...). The program emphasizes the relationship between tenants and their physical environment by taking into consideration the space dimensions, composition, furnishings, illumination, texture, acoustics, finishes, colour and other aspects that address functional requirements, comfort and aesthetics. In other words, Interior Design takes the shell of any building as a point of departure and works on the construction and decoration, as well as the whole range of components that allow the space to be inhabited Similarities and Differences: Conestoga's Interior Design degree program has been designed to meet the eligibility requirements of the Council for Interior Design Accreditation (CIDA) at the first professional degree level, however it is not CIDA accredited. Conestoga’s degree covers the technical aspects to meet industry standards as set by the Association of Registered Interior Designers of Ontario (ARIDO). As part of their School of Engineering & Information Technology, this degree is more technical in nature than Georgian’s Interior Design program. It includes a category of architectural/engineering technical courses, such as Construction Materials and Methods, Computer Concepts and a series of Buildings Systems courses. Although the Georgian degree includes Building Technology issues, there is a greater emphasis on interior design methods and applications. In addition, most of the breadth courses in Conestoga’s degree are prescribed, whereas in the Georgian degree, students are given the opportunity to explore a more diverse range of breadth courses that are of interest to them, and more than introductory knowledge in the humanities, sciences, social sciences, and interdisciplinary studies. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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14.2 Similar/Related University Programs
All ARIDO recognized interior design programs follow a standard body of knowledge recently updated and published in 2010 by ARIDO, the Association of Registered Interior Designers of Ontario. As well, programs, which are accredited by CIDA (FIDER), the Council for Interior Design Accreditation, similarly meet or exceed a published body of knowledge. The fundamental areas of knowledge and practical skills which are addressed by programs recognized by ARIDO include: working knowledge of building codes, methods of communication, design theory and methods, furniture, fixtures and equipment, human needs, interior building construction and professional practice. The fundamental areas of knowledge and practical skills which are addressed by programs accredited by CIDA (FIDER) include: a curriculum structured to facilitate and advance student learning; leading students to develop the attitudes, traits and values of professional responsibility, accountability and effectiveness; design fundamentals: a foundation in the fundamentals of art and design, theories of design and human behaviour, and a discipline‐
related history; interior design knowledge, skills, processes and theories of interior design; effective communication; building systems and interior materials knowledge; use of appropriate materials and products; application of the laws, codes, regulations, standards, and practices that protect the health, safety and welfare of the public; a foundation in business and professional practice. Students pursuing a CIDA diploma must complete nine liberal arts and sciences courses. The comparisons with each of the similar/related programs follow. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Institution: Ontario College of Art and Design Program Name and Credential: Environmental Design, Bachelor of Design Program Description: The Environmental Design Program focuses on the planning, design and detailing of interior space. With an emphasis on the creation of expressive and habitable spaces, students develop their projects based on an understanding of architectural, environmental and social contexts. The design studios adopt a design methodology of research, analysis, production, and presentation with a strong emphasis on conceptual development. Studio projects include commercial, residential, retail, hospitality, and institutional design. The program integrates courses in design theory, colour, interior materials, technology, and construction, drawing and graphic presentation techniques, and professional practice. An integrated program of study encourages self‐directed independent study at the senior studio levels, culminating in a focused body of thesis work within an area of the student’s choice. Students take a common foundation year, followed by three‐years of study in Environmental Design. Areas of Study include drawing principles, 2D principles,3D principles, colour principles, visual culture, design drawing fundamentals, 2D design fundamentals, 3D design fundamentals, design process, spatial explorations design studio, environments design studio, environments lab, form and colour design studio, sketching, technical communication, concept generation, interior design and construction, form and structure labs, modernism and modernity in design, design methodologies, core project design studio and lab, presentation, drawing and rendering, 2 liberal studies elective, retail design or furniture explorations, thesis preparation and research, human factors, restaurant/hospitality design or interaction design, thesis project development studio, two electives, history of design, material culture, history of furniture, urban life, professional practice, contemporary studies in architecture and design. Similarities and Differences: The OCAD program is ARIDO recognized, but not CIDA accredited. The most significant difference between OCAD and the proposed Georgian program is the OCAD Design Stream foundation year, which delivers such courses as design process, colour, principles of interaction design and graphic communication. These topics are delivered in part or as stand‐alone courses in the first and second year of the proposed Georgian program, but the unique aspect of OCAD is the married design disciplines who share these courses. The second year of studies is equivalent to the first year of interior design studies in the proposed Georgian degree curriculum: OCAD‟s focus is environmental design which separates the concept of a personal environment in built environments. Research, analysis and conceptualization are commonalities between the two programs, but technical skills such as drafting, computer‐aided drafting and design and presentation are not presented or delivered in the OCAD program in the same capacity as the proposed Georgian degree curriculum. Knowledge of materials, finishes, details and construction techniques are delivered later in the program at OCAD, highlighting the difference in approach between the two curriculums. There is a significant difference in the number of breadth courses required in Georgian’s program compared to OCAD‟s. Georgian’s program includes a 14 week work experience. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Institution: Ryerson University Program Name and Credential: Bachelor of Interior Design Program Description: In the first year of this program, students master the fundamentals of design, drafting and drawing. The second year builds on these skills through residential design and small‐scale commercial planning projects. In year three, the emphasis shifts to solving design problems for large‐scale commercial interior spaces. In the fourth year, the focus is on a major in‐depth project that includes formal research into a specific area of design. Students participate in field trips, weekend project and seminars, in addition to lab and classroom work. All students must complete 400 hours of work placement with a practicing interior design office. The first year concentrates on giving students a common base of theory, knowledge and skills. In the second year, interior design is the central professional course conducted in conjunction with other supportive and developmental courses. Through the third and fourth years, the development of the necessary common capabilities continues, adding professional practice courses and giving students progressive opportunities to explore a few areas in depth and to develop a high level of competency in a topic or area of design of their own choosing. Courses in liberal arts, humanities, social sciences and the history of design provide intellectual depth and breadth and prepare graduates for the legal, social and ethical responsibilities of professional practice. Communication skills, emphasized throughout the program, focus on freehand drawing in varied colour media and include manual drafting, CAD, professional report writing and oral presentation. Technology studies cover principles and practice, regulations and standards of interior construction, fitment detailing, materials finishes, textiles and building services, incorporating sustainable design, barrier‐free access and environmental health. The design dynamics courses in the first, second and third years develop the theoretical and practical understanding of the design process, creativity, design theory, and human factors design courses through all four years involve the application and synthesis of all accumulated understanding and capabilities to develop competency as the creative problem solving interior designer. They culminate in the fourth year final project, utilizing and exercising each student’s area of greatest strength and inclination, which is publicly presented to a panel of professional designers and faculty. Field trips form part of the formal curriculum. Similarities and Differences: All ARIDO recognized interior design programs follow a standard body of knowledge recently updated and published by ARIDO, the Association of Registered Interior Designers of Ontario. As well, programs, which are accredited by CIDA (FIDER), the Council for Interior Design Accreditation, similarly meet or exceed a published body of knowledge. Ryerson’s program is recognized by ARIDO and is CIDA accredited so there are some similarities in content between Georgian’s program and Ryerson’s. The key difference in the program offered at Ryerson and that proposed by Georgian is collaboration versus independence. In their program overview, Ryerson states that their objective in the first and second year of the program is for students to become independent, while the focus in the Georgian proposed program is to learn and value the project team, the vital collaboration of related disciplines and the input of the client. Another important difference between Ryerson’s degree and the proposed Georgian degree is the population served. Georgian’s current Interior Design programs serve a large local population. Since 2007, 206 applicants (representing 4% of all applicants) and 11 registrants (representing 2% of all registrants) in the degree‐level Interior Design programs were from Georgian’s catchment area. The number of applicants from Georgian’s catchment area has steadily increased since 2008. In addition, despite the presence of interior design degrees in Toronto, students in the Barrie area continue to choose to take Georgian’s current diploma program partly because they are unable to move. Thus, there is a growing need for an interior design degree in Georgian College’s catchment area. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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14.3 Competitive Landscape
14.3.1 Programming Summary
Interior Design programming at the Bachelor level is offered at four colleges within the Ontario CAAT system: Algonquin, Conestoga, Humber and Sheridan. Bridging programs are currently offered at Algonquin and Humber; Sheridan is about to launch a bridge program as well. MTCU Code 81833 is assigned to Interior Design programming at the Ontario CAATs. Both Algonquin and Humber have delivered their programs for several years, while Sheridan began accepting applications in 2010. Conestoga has the newest arrival on the Interior Design degree‐level scene, with applications first being accepted in 2011. All programs are recognized by the Association of Registered Interior Designers on Ontario (ARIDO). ARIDO also currently recognizes three‐year advanced diploma level and/or degree bridging in Interior Design at Georgian, Fanshawe, La Cité and St. Clair colleges. In Ontario, four year degree‐level programming in Interior Design is also delivered at the Ontario College of Art & Design and Ryerson University. Nationally, programming is available at the following Canadian universities and educational institutions: Mount Royal University (Alberta), Kwantlen Polytechnic University (British Columbia), Vancouver Island University and Université de Moncton, (New Brunswick). The University of Manitoba offers a Master of Interior Design. 14.3.2 CAAT Competitive Summary
Applicants The number of applicants is typically used to measure potential student interest in a program. The chart at right shows that at a system level, the numbers of applicants to the Bachelor of Interior Design program peaked in 2010 before declining very slightly in 2011 by just 16 applicants, indicating that there is sustained interest from potential students in degree‐level Interior Design programming. Bachelor of Interior Design: Applicants ‐ All CAATs combined 2007‐2011
1,400
1,200
1,000
800
600
400
200
0
662
2007
757
790
2008
2009
1,209
1,193
2010
2011
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
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At the college level, the following chart shows that the numbers of applicants peaked in 2010 for the three programs operating at that time (Humber, Sheridan and Algonquin) before declining slightly in 2011, possibly due to Conestoga’s entry in the market. Bachelor of Interior Design: Applications 2007‐2011
600
519
501
519
495
500
421
395
400
386
HUMBER
295
300
241
SHERIDAN
271
256
ALGONQUIN
223
CONESTOGA
200
89
100
0
2007
2008
2009
2010
2011
Registrants At a system level, the numbers of first year registrants also declined very slightly in 2011 by just 6 registrants from 2010. Bachelor of Interior Design: Registrants ‐ all CAATs combined 2007‐2011
160
140
120
100
80
60
40
20
0
86
146
140
2010
2011
100
62
2007
2008
2009
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 217
At the college level, the following chart shows that the numbers of registrants declined in 2011 at both Humber and Algonquin but increased slightly at Sheridan. Bachelor of Interior Design: Registrations 2007‐2011
100
90
80
70
66
59
55
60
46
50
40
30
HUMBER
51
41
35
SHERIDAN
41
35
ALGONQUIN
39
CONESTOGA
31
27
20
8
10
0
2007
2008
2009
2010
2011
2011 Marketshare (First Year Registrants) In 2011, Humber held the largest share 39%of the first year registrant market, followed by Sheridan with one third. Marketshare: First Year Registrants ‐ 2011
CONESTOGA
6%
ALGONQUIN
22%
HUMBER
39%
SHERIDAN
33%
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 218
Direct vs. Non‐Direct Applicant and Registrant Types Applicant and registrant numbers can be further broken down in the OCAS system by applicant types (direct applicants from high school or non‐direct applicants). This information is useful in shaping marketing approaches for current and proposed programming. Over the past five years, the applicants for the degree‐level Interior Design programs at the Ontario CAATs are nearly evenly split between the two designations: 49.7% direct versus 50.3% non‐direct. This result is similar to that of the registrant designations: 47.9% direct versus 52.1% non‐direct. Catchment Drain Since 2007, 206 applicants (representing 4% of all applicants) and 11 registrants (representing 2% of all registrants) in the degree‐level Interior Design programs were from Georgian’s catchment area. The number of applicants from Georgian’s catchment area has steadily increased since 2008. Humber has received the largest number of Georgian applicants over the past five years (102). Bachelor of Interior Design: Georgian catchment's applicant drain 2007‐2011
70
60
17
50
21
SHERIDAN
40
25
30
HUMBER
22
24
CONESTOGA
ALGONQUIN
20
17
10
7
14
21
13
0
6
6
2007
2008
2009
13
2010
2011
Humber has also received the largest number of first year registrants from Georgian’s catchment area (7) over the past five years: Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 219
Bachelor of Interior Design: Georgian catchment's registrant drain 2007‐2011
10
9
8
7
6
SHERIDAN
1
HUMBER
5
CONESTOGA
4
ALGONQUIN
3
5
2
1
1
1
1
1
2007
2008
1
0
2009
2010
2011
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 220
SECTION 15: OPTIONAL MATERIAL
Address in a narrative (with appropriate supporting materials) any other relevant information related to the proposed program that is not adequately addressed elsewhere in the submission. Include and clearly label any supporting materials. All the information pertaining to this application is contained elsewhere in this document. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 221
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 222
SECTION 16: POLICIES
Provide the following policies and procedures. Include a table of contents, using the table below for this purpose. Colleges that have submitted this file in a previous submission, and that have not revised any elements of the file, may omit this step. (Please indicate in the submission that the policies on file with PEQAB are current.) Where there have been revisions or additions to college policies, provide one (1) updated electronic file in PDF format of policies and procedures. Indicate which policy(ies) and/or procedure(s) has been updated. Each policy submitted must identify whether the policy is a draft or has been formally approved by the applicant’s governing body. Each approved policy should identify the date that the policy was adopted and the approving body. (Note: Policies marked with an asterisk are expected to be readily available to the public.) Policy/Procedure Admission, Promotion and Graduation Policies and procedures pertaining to:  admission of mature students* Name of Policy/Procedure (please insert extra lines as required) 
the level of achievement required of students in the program for promotion within the program and for graduation* 
academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements* 
credit transfer/recognition (including any bridging requirements for certificate/diploma to degree laddering)*
entrance examinations and advanced placement based on prior learning assessments for “life experience”* 
Program Delivery Policies and procedures pertaining to:  quality assurance of program delivery method(s) 2.2.2 Mature Applicants to Degree programs. Academic Calendar 2011 – 2012, p.15. Mature Students – Degree Programs. 2012‐2013Admissions Calendar, pp.18‐19. 4.1.3 Promotional Status. Academic Calendar 2011 – 2012, pp. 24‐ 25. 5 Graduation. Academic Calendar 2011 – 2012, p. 24. 4.1.3 Promotional Status. Academic Calendar 2011 – 2012, pp. 24‐
25. 4.1.4 Definitions. Academic Calendar 2011 – 2012, pp. 24‐25. 4.1.5 Promotional Status and Eligibility for Co‐op. Academic Calendar 2011 – 2012, pp. 24‐25. 2.11 Advanced Standing. Academic Calendar 2011 – 2012, pp. 16‐
17. 2.6 Other Admission Requirements. Academic Calendar 2011 – 2012, p.16. 2.9 Selection Criteria. Academic Calendar 2011 – 2012, p.16. 3.3 Assessment of Previous Learning. Academic Calendar 2011 – 2012, pp. 20‐21. Curriculum Handbook: Programs and Courses v. 3 (2009). Student Satisfaction KPI Survey. Program Quality Assurance Process Audit Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 223

mechanisms and processes for student feedback regarding program delivery 
blended, hybrid, and online learning modes of delivery 
professional development of faculty including the promotion of curricular and instructional innovation as well as technological skills Orientation Manual, Georgian College Final Audit Report, and 18‐Month Follow‐ Up Report. Performance Management Procedure for Faculty, Pro 4‐135 (Under review). See also: Student Feedback Form. Student Satisfaction KPI Survey. See: Benchmark Related to Program Delivery Using the Internet. Approved July 2011. Employee Orientation and Training Program, Pro 4‐101 (Under review). Human Resources Development, Pro 4‐
102 (Under review). Human Resources Development Funding, Pro 4‐103 (Under review). Course Fees For College Staff, Pro 4‐114. Academic Professional Development Leave, Pro 4‐122. Staff Education Assistance Plan, Pro 4‐
131. Article 12 Tuition Subsidy. Academic Employees Collective Agreement, p. 24. The Centre for Teaching and Learning (CTL) facilitates academic professional development with an emphasis on the quality of students’ learning experiences and support for those experiences both in and outside classrooms. This includes support for the program development and review process. The emphasis is on internal PD as well as external PD that leads to improved student learning through improved teaching and learning practices, systems, and support. For PD sessions and resources see: http://www.georgianc.on.ca/staff/ctl/ Capacity to Deliver Policies and procedures pertaining to:  academic/professional credentials required of present and future faculty teaching courses in the program 
academic/professional credentials required of present and future faculty acting as research/clinical/exhibition supervisors in the program These are determined by each of the departments who hire faculty to teach in the college degrees. Recruitment and Selection Procedure, Pro 4‐125. These are determined by each of the departments who hire faculty to teach in Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 224
the college degrees. 

the requirement to have on file evidence, supplied directly to the college by the granting agency, of the highest academic credential and any required professional credential claimed by faculty members the regular review of faculty performance, including student evaluation of teaching and supervision 
the means for ensuring the currency of faculty knowledge in the field 
faculty teaching and supervision loads 
faculty availability to students Program Evaluation Policies and procedures pertaining to:  internal periodic review of the program Academic Freedom and Integrity Policies and procedures pertaining to:  academic freedom  academic honesty and the college’s plan for informing faculty and students about, and ensuring their compliance with, policies pertaining to academic honesty 
the ownership of intellectual products of its employees and Recruitment and Selection Procedure, Pro 4‐125. This is managed by each of the departments who hire faculty to teach in the college degrees. Performance Management Procedure for Faculty, Pro 4‐135 (Under review). See also: Student Feedback Form. Article 11 H 1 – Article 11.01 H 4. Academic Employees Collective Agreement, pp. 15‐16. Article 11: Workload. Academic Employees Collective Agreement, pp. 11‐24. Article 11.01 F 1. Academic Employees Collective Agreement, p. 15. Revision to an Existing Course. Curriculum Handbook: Programs and Courses v. 3 (2009), pp. 83‐
134. Existing Programs – Renewal. Curriculum Handbook: Programs and Courses v. 3 (2009), pp. 55‐66. Self‐Studies are conducted in preparation for each application for renewal of Ministerial consent. Academic Freedom Policy, Pro1‐129.
7 Academic Rights and Responsibilities. Academic Calendar 2011 – 2012, pp. 26‐27. 8 Academic Misconduct. Academic Calendar 2011 – 2012, pp. 27‐
28. Students’ Academic Behaviour, Pro 1‐
105. These policies are available online and faculty talk to students about academic integrity and Turnitin.com, which is available to students and faculty across the College to maintain academic honesty. Intellectual Property, Pro1‐130.
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 225
students* research involving humans and/or animals, and the management of research funds* Student Protection Policies and procedures pertaining to:  the resolution of students’ academic appeals, complaints, grievances and/or other disputes*  student dismissal* Educational Services Copyright, Pro 2‐
104. Article 13: Copyright. Academic Employees Collective Agreement, p. 25. Research Integrity Procedure, Pro1‐132.
Responsible Practice and Ethics Review in Research, Pro 2‐119. Grant monies are received and administered by the Centre for Applied Research and Innovation (CARI) and Financial Services provides the financial oversight for the project. Funds are deposited to a college bank account and separate cost centres are set up on the college’s financial system to keep track of revenues and expenses (budgets, commitments and actuals). Financial guidelines are monitored by both CARI and Financial Services. Financial reports (revenue and expense) are prepared by the department in conjunction with Financial Services. 9 Appeals. Academic Calendar 2011 –
2012, pp. 28‐29. 4.1.3 Promotional Status. Academic Calendar 2011 – 2012, p. 24. 4.1.4 Definitions. Academic Calendar 2011 – 2012, p. 24. 8 Academic Misconduct. Academic Calendar 2011 – 2012, p. 27. Students’ Academic Behaviour, Pro 1‐
105. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 226
Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca
Bachelor of Interior Design 227
APPENDICES
APPENDIX A
INTERIOR DESIGN BRIDGE
1. TITLE PAGE
APPENDIX 1.1
SUBMISSION TITLE PAGE
Full Legal Name of Organization: Georgian College of Applied Arts and Technology
Operating Name of Organization: Georgian College
URL for Organization Homepage: www.georgianc.on.ca
Proposed Degree Nomenclature: Bridge to Bachelor of Applied Arts - Interior Design
Location where program to be delivered:
One Georgian Drive
Barrie, Ontario
L4M 3X9
Contact Information:
Person Responsible for this Submission and Site Visit Coordinator:
Ron McDonald, Dean
School of Design and Visual Art
One Georgian Drive
Barrie, Ontario L4M 3X9
Telephone: 705-728-1968 Ext. 1447
Fax: 705-722-1531
E-mail: rmmcdonald@georgianc.on.ca
Anticipated Start Date:
September 2008
Anticipated Enrolment for the first 4 years of the program: 20 students
John McCullough
Chair, Georgian College Board of Governors
Georgian College
One Georgian Drive
Barrie, ON L4M 3X9
Tel: 705-728-1968, ext. 1252
Fax: 705-722-1559
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
1
APPENDIX 1.2
TABLE OF CONTENTS
Section of Submission
1.
3.
4.
5.
6.
7.
8.
16.
Quality Assessment Panel Nominees
Title Page
Appendix 1.1 Submission Title Page
Appendix 1.2 Table of Contents
Program Abstract
Appendix 3.1 Program Abstract
Program Degree-Level Standard
Appendix 4.2 Samples of Student Work
Admissions, Promotion, Graduation Standard
Appendix 5.1.1 Admissions Requirement Direct Entry
Appendix 5.2.3 Degree Completion Arrangements
Appendix 5.2.4 Gap Analysis Outcome Summary
Appendix 5.2.5 Bridging Courses
Appendix 5.3 Promotion and Graduation Requirements
Program Content Standard
Appendix 6.3.3.2 (A and/or B) Academic Course Schedule (s)
Program Delivery Standard
Appendix 7.2.1 On-Line Learning Policies and Practices
Capacity to Deliver Standard
Appendix 8.1 Demonstrated Strength
Appendix 8.2.1 Library Resources
Appendix 8.2.2 Computer Access
Appendix 8.2.3 Classroom Space
Appendix 8.2.4 Laboratories/Equipment (where applicable)
Appendix 8.3 Resource Renewal and Upgrading
Appendix 8.4 Support Services
Appendix 8.5 Policies on Faculty
Appendix 8.6.1 CV Release
Appendix 8.6.2 A Curriculum Vitae Exceptions
Appendix 8.6.2 B Curriculum Vitae for Faculty Responsible for
Teaching
Appendix 8.7 Enrolment Projections and Staffing Implications
Optional Material
Appendix 16.2 Honorary Bachelor of Applied Studies
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
Binder
Tab
1.1
1.2
3.1
4.2
5.1.1
5.2.3
5.2.4
5.2.5
5.3
6.3.3.2
7.2.1
8.1
8.2.1
8.2.2
8.2.3
8.2.4
8.3
8.4
8.5
8.6.1
8.6.2 A
8.6.2 B
8.7
16.2
2
3. PROGRAM ABSTRACT
APPENDIX 3.1
PROGRAM ABSTRACT
The one-semester Bridge to Bachelor of Applied Arts - Interior Design degree provides
access to degree completion for graduates of the Interior Design (3 yrs) diploma
program. Students who successfully complete the Bridge will have acquired sufficient
skills and knowledge to enter into the fourth year of the BAA - Interior Design degree and
graduate. This pathway from diploma to degree provides for students who aspire to
become Interior Designers the opportunity to meet the increasing professional and
licensing standards of this career field.
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
3
APPENDIX 4.2
SAMPLES OF STUDENT WORK
This is an application for a new program.
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
4
APPENDIX 5.1.1
ADMISSION REQUIREMENTS DIRECT ENTRY
Attach as Appendix 5.1.1 a table that indicates the level of achievement and other
admission requirements for students applying to enter directly into the first year of the
degree program.
Program Admission Requirements to the Bridge Program:
Admissions to the Bridging Program
Completion of a qualifying 3 year Interior Design Diploma with a GPA of 75%
-
Portfolio indicating the potential of integration into the 4th year of the
Baccalaureate Program
-
A university-level Grade 12 Math earned at 65% or DMAT100 or equivalent
-
A university-level Grade 12 English earned at 65% or equivalent
-
Admission to the Bridging Program also offers “conditional admission” to the
Interior Design Baccalaureate (conditional on meeting all Bridging Program and
degree program admission requirements)
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
5
APPENDIX 5.2.3
DEGREE COMPLETION ARRANGEMENTS
Georgian College and Sheridan College have received permission from Humber College
to deliver their one-semester baccalaureate-level Bridging Program. This program, which
was approved by PEQAB in 2005, allows qualifying Interior Design Advanced Diploma
graduates to enter the 4th year of Sheridan’s BAA (ID) program. In order to be admitted
to the bridge program graduates of the Advanced Diploma program must have a 75%
GPA in the final year of their diploma and meet the Baccalaureate Math and English
admission requirements. In addition, they must submit a portfolio of work indicating the
potential of integration into the 4th year of the Baccalaureate Program.
The Bridge curriculum includes 4 breadth courses of which one is optional. The
professional studio course, Context and Connections in Interior Design is a reading,
collaboration, problem and project based course sufficiently flexible to accommodate
qualified graduates of qualifying diploma programs from other jurisdictions. Additionally, a
second independent evaluation of a major professional project will verify that transfer
students have attained the required skills and knowledge. Samples of student work will
be held on file to provide evidence of transfer student capability.
Qualifying diploma graduates who successfully complete the Bridging Program by
achieving an overall GPA of 2.5 (65%) and a grade of 65% or better in the course
Context and Connections in Interior Design will receive three years of baccalaureate
credit for 3.5 years of qualifying diploma and baccalaureate-level bridging study.
The Humber bridging curriculum is submitted without change. The course outlines in
Appendix 5.2.5 make up the bridge curriculum.
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
6
APPENDIX 5.2.4
GAP ANALYSIS OUTCOME SUMMARY
Please refer to page 33 of the Sheridan College Submission: Bachelor of Applied Arts
Interior Design (Revised), dated June 18, 2008.
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
7
Section removed for web version.
APPENDIX 7.2.1
ON- LINE LEARNING POLICIES AND PRACTICES
The classes are all delivered in traditional classroom and laboratory environments.
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
29
8. CAPACITY TO DELIVER STANDARD
APPENDIX 8.1
DEMONSTRATED STRENGTH
A bridge to an interior design degree provision for the geographic area serviced by
Georgian College is very consistent with the College’s mission and strategic
development, and consistent with the expressed needs of the community.
The Interior Design Bridge complements and enhances Georgian’s ability to succeed in
meeting its strategic objectives, as stated in its Strategic Plan and Mission Statement:
-
To ensure that our academic program mix focuses on programs that demonstrate
consistently strong demand from both prospective students and employers, are
economically viable, and capitalize on our strengths
The Interior Design Bridge is a needed next step for the Interior Design diploma based on
industry demand and the recent increase in academic credentials for national and
international interior design accreditation. As the profession becomes more competitive,
interior designers are required to function with increasing levels of professional, social,
environmental and legal responsibilities. And with a pending practice act in Ontario,
access to degree completion for Georgian College’s Interior Design Diploma students is
essential for them as they aspire to meet requirements to ensure their future status in the
profession.
-
To ensure our curriculum is current and relevant and to internalize our curriculum,
where appropriate.
The Interior Design Advisory Committee has been intimately involved in the building of
the diploma curriculum so that it meets and exceeds accreditation standards. Because
the program was developed through close consultation with major stakeholders in the
Canadian interior design profession, the Interior Design Diploma prepares its students
well for a bridging semester and onward to degree achievement.
-
To identify academic programs where we have strong and distinct competitive
advantages and provide enhanced support and resources to maximize their
potential as centers of excellence
Building on the exceptionally successful Interior Design Diploma, recognized as one of
the strongest programs in Canada, this bridge-to-degree opportunity for Georgian
College students represents an attractive pathway for its Interior Design students. While
remaining in the Ontario college system, these students demonstrate to themselves and
others that they have what it takes to reach degree status in the profession to which they
aspire. Upon completion of the bridge program at Georgian, students would proceed to
Sheridan for the fourth and final year of that College’s Interior Design degree.
Within the context of the Georgian College mission and strategic directions, the School of
Design and Visual Art (SDVA) represents a regional hub for the development of a
creative workforce. SDVA consists of eight vibrant design and visual arts diploma
programs that include:
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
30
Art and Design Fundamentals (1 yr)
Fine Art (2 yr & 3 yr)
Graphic Design (2 yr & 3 yr)
Interior Design (2 yr & 3 yr)
Digital Photography and Imaging (2 yr)
Jewellery and Metals (2 yr)
Goldsmithing/Silversmithing (1 yr)
Web Animation and Design (2 yr)
A common element across these programs is an interest on the part of the 650 students
who populate them in working through their imagination to develop careers that become
lifestyles as well as means by which to earn a living. A focal point for all SDVA students
is the Campus Gallery with exhibitions scheduled throughout the school year that include
international and regional artists as well as students from the portfolio’s programs. The
student experience across programs is enriched throughout the year by guest artist and
industry lectures, and through field trips to various industry locations.
A guiding light for the staff and faculty of SDVA is found in its statements of vision and
values and mission. The following depiction seeks to define the SDVA brand as well as
student experience as they move ahead with their educational goals.
SDVA Vision and Values
SDVA represents a rich blend of visual art and design programs that share a common
vision and purpose. SDVA passionately believes that a consistently supportive,
challenging learning environment is the key to personal, intellectual and professional
development of our students. The SDVA experience for students is defined through the
commitment of staff and faculty to key shared values. At SDVA, we
‰ foster creativity and self-expression
‰ help students develop critical thinking skills
‰ nurture and support students in a learning centered environment
‰ encourage diversity and individuality
‰ promote currency, stability and quality to ensure on-going credibility of our
programs
‰ demonstrate passion for learning and professionalism
‰ celebrate visual culture
‰ model a cohesive and collaborative work environment
‰ outreach to the community and industry as responsible constituents
Our expectation of SDVA students is that they become partners in the learning process
and share in the passion and excitement of the SDVA experience. SDVA believes that a
consistently supportive, challenging learning environment is the key for personal,
intellectual and professional development of our students.
SDVA Mission
SDVA is committed to providing our students with the knowledge and skills relevant to a
contemporary, creative practice. Therefore, through the activities and achievements of
our students, faculty and staff we advance excellence in the field of design and visual art.
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
31
APPENDIX 8.2
APPENDIX 8.2.1
LEARNING AND INFORMATION RESOURCES
LIBRARY RESOURCES
On-site Library
Resources Relevant to
Degree Program Area
(for students/faculty)
Number of Holdings
(print) Relevant to the
Field of Study
Number of Holdings
(electronic)
(include program-specific
databases)
2727 + 19 magazine
subscriptions
23
(see below for individual
database results)
Other Library Access
(e.g., web-based, interlibrary arrangements)
Georgian College belongs to the
Bibliocentre – Community
College Library Consortium
The Library supports programs with a variety of resources and services. Resources exist
in many formats including print material (books, magazines, journals, newspapers),
audiovisual formats, and electronic resources (e-books, electronic access to databases of
magazine, journal and newspaper articles the majority being full text). Library Services
are provided through on- and off-site reference assistance, interlibrary loan of resources,
and off-campus access to the online catalogue of books and audiovisuals and electronic
databases. The library web site http://library.georgianc.on.ca/ is the focal point of access
to all resources and services. In addition to the resources specific to their program,
students in the proposed program will have access to all resources approved in the
Bachelor of Applied Business: Golf Management in 2007.
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
32
Sampling of current database subscriptions using the search term ‘interior
design’:
Vendor
Ebsco
Gale/InfoTrac
NetLibrary
Proquest
Lexis Nexis
Wilson Web
Database
Academic Search Premier
Business Source Complete
Canadian Reference Centre
Environment Index
Health Source: Consumer
Edition
MasterFile Elite
PsychINFO
Regional Business News
SPORTDiscus
AcademicOneFile
CPI.Q.
Computer Database
Environmental Index
General Reference Center Gold
Pop Culture
Small Business
Science & Technology
Virtual Reference Library
eBooks
CBCA Business
CBCA Reference
General world news
Social Science
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
Results
15,611 documents
10,044 documents
12,108 documents
104 documents
133 documents
16,199 documents
354 documents
1,289 documents
234 documents
12,241 documents
12,970 documents
149 documents
32 documents
26,855 documents
1,051 documents
3,053 documents
526 documents
86 eBooks
453 eBooks
2739 documents
4295 documents
997 documents
104 documents
33
APPENDIX 8.2.2
Year
Number of
Students
(Cumulative)
COMPUTER ACCESS
Number of
Computers
Available to
Students in
Proposed Program
Number of
Computers
with Internet
Access
Available in
Proposed
Program
Location of
Computers
On Site
1
30
531
531
531
2
58
531
531
531
3
96
531
531
531
4
146
531
531
531
Other
(Specify)
Note: These computers are in open access labs available to all students at Georgian
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
34
APPENDIX 8.2.3
Year
CLASSROOM SPACE - BRIDGE
Number of
Students
(Cumulative)
Number of
Classrooms
(include
seating
capacity)
Location of Classrooms
On Site
1
20
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
63 classrooms
3709 seats
Other (specify
63 classrooms
3709 seats
35
APPENDIX 8.2.4
Year
1
LABORATORIES/EQUIPMENT
Number of
Students
(cumulative)
Type
and
Number
of Labs
20
6
Specifically Equipped
Workstations and/or
Specialized Equipment*
Ratio of
Students
Number
to
Equipment
1:1
Location of Laboratories/
Equipment
On site
(√)
Other (specify)
√
List of Lab/Studio Facilities
- 2 Mac Labs each containing 34 iMacs
- 1 Woodshop and 3D design studio
- 1 Interior Design Library containing design/material samples
- 3 Design Studios each with 33 drafting tables
- 1 Design Studio with 12 flat-table surfaces
- 1 CADD(Computer Assisted Design & Drafting) Lab with 34 computers
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
36
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
Photo Insert
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
Photo Insert
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
Photo Insert
APPENDIX 8.3
RESOURCE RENEWAL AND UPGRADING
Resource renewal and upgrading policies for college-wide resources remain as described
for the Bachelor of Applied Business: Golf Management, which was approved in 2007.
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
37
APPENDIX 8.4
SUPPORT SERVICES
Students in the bridge program will have full access to Student Support Services
approved in the Bachelor of Applied Business: Golf Management in 2007.
Bridge to Bachelor of Applied Arts - Interior Design
Georgian College
38
APPENDIX 8.5
POLICIES ON FACULTY
Georgian is committed to ensuring that adult learners receive the best educational
experience possible by providing faculty who have demonstrated excellence in education
and are dedicated to maintaining currency in their field. Georgian prides itself on the
strength and competency of its faculty and supports faculty efforts to continually update
and improve their skills and knowledge.
Faculty in this program generally hold at minimum of a graduate degree and have an
established reputation in their area of expertise demonstrated through scholarly work and
direct experience in the interior design industry. Currently there are 10 full time and 2
part time faculty members in positions to service the Interior Design bridge program.
The College’s relevant policies, procedures and practices were approved in the Bachelor
of Applied Business: Golf Management in 2007.
Membership in professional associations is an important way to keep up to date on key
issues and trends emerging in the industry. Georgian College supports our faculty in
their interest in joining the following professional associations that faculty may be invited
to join if not currently a member if it is appropriate to course teaching:
•
•
•
•
•
•
•
•
•
•
•
Association of Registered Interior Designers of Ontario (ARIDO)
Interior Designers of Canada (IDC)
American Institute of Architects (AIA)
Illuminating Engineering Society of North America (IESNA)
International Facility Management Association (IFMA)
National Kitchen and Bath Association (NKBA)
American Society of Interior Designers (ASID)
International Interior Designer Association (IIDA)
Canadian Decorator’s Association (CDECA)
Interior Design Educators Council (IDEC)
Canada Green Building Council (CaGBC)
Bridge to Bachelor of Applied Arts - Interior Design
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APPENDIX 8.6.1
CV RELEASE
The college has on file and available for inspection, from all faculty and staff whose CVs
are included in this submission, signatures that attest to the truthfulness and
completeness of the information contained in their CV and agreeing to the inclusion of
their curriculum vitae in any documents/web sites associated with the submission, review,
and final status of the program application.
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APPENDIX 8.6.2 A
CURRICULUM VITAE EXCEPTIONS
N/A
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Section removed for web version.
APPENDIX 8.7
ENROLMENT PROJECTIONS AND STAFFING IMPLICATIONS
Cumulative
Enrolment*
Year 1
Full-time
20
Cumulative
Full-time
Faculty
Equivalent
s
(F.T.E.)
Staffing Requirements – Projected
Cumulative
Classroom Ratio of Full-time
Part-time
Support
Students/ FullFaculty
Techs
time Faculty
Equivalents
(F.T.E.)
Part-time
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1.0
0
1
20:1
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APPENDIX 16.2
HONORARY BACHELOR OF APPLIED STUDIES
Georgian College has consent to award the Honorary Bachelor of Applied Studies.
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APPENDIX B
COURSE OUTLINES
Section removed for web version.
APPENDIX C
BENCHMARK RELATED TO PROGRAM DELIVERY
USING THE INTERNET
Georgian College of Applied Arts and Technology
One Georgian Drive
Barrie, ON L4M 3X9
www.georgianc.on.ca
BENCHMARK RELATED TO PROGRAM DELIVERY
USING THE INTERNET
Current College Degree Programs:
Bachelor of Human Services – Police Studies (Orillia)
Bachelor of Business – Automotive Management (Barrie)
Bachelor of Business – Golf Management (Barrie)
November 9, 2010
Contact person:
Linda Love, BScN, M.Ed.
Vice President, Academic
Georgian College
One Georgian Drive, C320
Barrie, ON L4M 3X9
Phone: 705-728-1968 ext. 1895
Fax: 705-722-5109
Email: llove@georgianc.on.ca
Contents
A.
Introduction and Executive Summary .............................................................................. iii
B.
Benchmark Related to Program Delivery Using the Internet ............................................ 1
1.
Program Delivery ............................................................................................................. 1
2.
Capacity to Deliver .........................................................................................................14
3.
Academic Freedom and Integrity Standard.....................................................................23
4.
Student Protection ..........................................................................................................24
References ............................................................................................................................26
Appendix A: Course Outlines .................................................................................................29
Appendix B: Students Like Blackboard ..................................................................................81
Appendix C: Curriculum Vitae/Resumes of Instructional Design Experts ...............................87
Appendix D: Tip Sheet.........................................................................................................105
Appendix E: Online Teacher Competencies ........................................................................109
Appendix F: Resources for Instructional Design ..................................................................119
Appendix G: Online Course Review ....................................................................................121
Appendix H: Professional Development Workshops Available through the Georgian College
Centre for Teaching and Learning (CTL) .............................................................................135
Appendix I: Academic Freedom ...........................................................................................161
Appendix J: Educational Services Copyright Procedure ......................................................167
Appendix K: Intellectual Property Procedure for Online Courses .........................................181
Appendix L: Intellectual Property Procedure 1-130 ..............................................................183
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Georgian College: Benchmark Related to Program Delivery Using the Internet
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BENCHMARK RELATED TO PROGRAM DELIVERY USING THE INTERNET
A. Introduction and Executive Summary
Georgian College has prepared this submission to:
1. Demonstrate that Georgian College meets the new benchmarks related to
program delivery using the Internet
2. Confirm permission to continue to offer courses previously approved for online or
hybrid delivery
3. Apply for consent to offer additional courses, previously approved for traditional
delivery, in online or in hybrid format in the Bachelor of Human Services – Police
Studies program
Georgian College has built capacity to deliver an increasing number of online and hybrid
courses in the last decade. This submission will address the new benchmarks found in
the Quality Assessment Panel Report Guidelines and Workbook for Distance Education
Panel Assessment of Applications for Consent from Ontario Colleges of Applied Arts
and Technology Baccalaureate/Bachelor’s Honours Degree in an Applied Area of
Study. See section B.
Georgian College has previously applied for and received Ministerial consent to offer
some courses using internet delivery for three college degrees: the Bachelor of Human
Services – Police Studies (Orillia Campus), the Bachelor of Business – Automotive
Management (Barrie Campus), and the Bachelor of Business – Golf Management
(Barrie Campus). The breadth courses previously approved for online or hybrid delivery
and shared by the three degrees are listed below:
Course Name
Application in which it was approved
Advanced Research Skills
Bachelor of Business - Golf Management
Artificial Intelligence
Bachelor of Business - Golf Management
Corporations, New Technology and
Social Change
Bachelor of Business - Golf Management
Greed and Globalization
Bachelor of Business - Golf Management
Interdisciplinary Critical Theory
Bachelor of Business - Golf Management
Introduction to Anthropology
Bachelor of Business - Golf Management
Georgian College: Benchmark Related to Program Delivery Using the Internet
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Introduction to the Humanities
(Formerly "The Art of Being Human")
Bachelor of Business - Automotive Management
Consent Renewal
Media and Society
Bachelor of Business - Golf Management
Power and Knowledge
Bachelor of Business - Golf Management
Studies in Popular Culture
Bachelor of Business - Golf Management
In order to ensure the breadth courses, which are common to all three programs, are as
accessible as possible, Georgian College would like to continue to offer some of these
courses through online delivery. In addition, Georgian also seeks permission to offer
online or hybrid delivery of the following breadth courses, which were previously
approved for traditional delivery:
•
•
•
•
•
Modes of Reasoning
Science of Pollution
Introduction to Psychology 1
Introduction to Psychology 2
Introduction to Sociology
As well, many policing professionals, who often encounter scheduling difficulty due to
shift work or transfer situations, would be better able to access the courses they need to
complete the Bachelor of Human Services – Police Studies degree if they were
available online. To support this, Georgian College seeks approval to offer online or
hybrid delivery of several courses previously approved for traditional delivery. These
courses are:
•
•
•
•
•
•
•
•
•
•
•
•
Contemporary Issues & Criminology
Forensic Science
Investigation and Evidence
Ethics in Policing
Professional Standards
Major Incident Command & Negotiating Skills
Public and Media Relations
Human Resource Management in Policing
Organized Crime
Policing in Cyberspace: Trends and Issues
Police Governance
Victimology
The course outlines are attached in Appendix A.
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B. Benchmark Related to Program Delivery Using the Internet
1. Program Delivery
1. The delivery methods and their quality assurance policies facilitate and/or enhance
the proposed learning outcomes.
In 2009, Georgian College’s Advanced Studies Macro-Curriculum Committee approved
a series of degree level outcomes and objectives as relevant to information literacy,
communication and critical thinking according to the PEQAB approved “Guidelines for
Undergraduate Degree Level Expectations” (GUDLE).
All faculty attached to college degree programs have professional development in these
learning outcomes. Student assessments are required to meet the appropriate level in
each course, whether liberal arts and sciences or core program courses.
The learning objectives for our degrees are based on the Post-secondary Education
Quality Assessment Board (PEQAB - colleges) and OCAV (Ontario Council of
Academic Vice-presidents – universities) approved “Guidelines for Undergraduate
Degree Level Expectations” (GUDLE).
The following objective groupings were approved by PEQAB and OCAV. For the
purposes of linking objectives to years and courses, these objectives have been
assigned codes (1-6).
Within each objective, sub-objectives in each of the standards of information literacy,
critical thinking, and communication are identified by sub-codes (a-c). These objectives
are then articulated as learning outcomes that are to be met in designated courses in
each year of study.
Because of the interdisciplinary nature of these degree expectations, specific
disciplinary outcomes are not identified. Rather, it is expected that as students move
into the upper levels of their degree, they demonstrate, with increasing confidence and
success, an ability to reflect upon, explore, and articulate an interdisciplinary
perspective in all of the major competency areas.
Objective and Sub-objective Codes:
1. Depth and breadth of knowledge
a. Information literacy
b. Critical thinking
c. communication
2. Knowledge of methodologies
a. Information literacy
b. Critical thinking
c. communication
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3. Application of knowledge
a. Information literacy
b. Critical thinking
c. communication
4. Communication skills
a. Information literacy
b. Critical thinking
c. Reading/ Writing/Speaking
5. Awareness of limits of knowledge
a. Information literacy
b. Critical thinking
c. communication
6. Autonomy and Professional Capacity
a. Information literacy
b. Critical thinking
c. communication
Year of Study Benchmarks
In order to achieve exit competencies (objectives), learning outcomes are identified for
each year of study.
Year 1
Objective
Code
1
1.a
1.a.
1.a.
1.a.
1.a.
1.b.
1.c.
1.c.
1.c.
2
2.a.
Outcome
Demonstrate an introductory level understanding of
content across disciplines of choice – including key
concepts, methodologies, theoretical approaches and
assumptions
Access a number of different sources
Differentiate and evaluate quality of sources
Summarize sources
Cite properly
Define plagiarism and understand why it is so serious
Demonstrate an ability to apply critical thinking skills in the
development of a thesis and support
Write short essays which demonstrate an ability to gather
sources and explore topics within the discipline in some
depth
Speak publicly sharing basic secondary and tertiary
research
Read a variety of texts demonstrating an ability to
summarize key ideas
Evaluate the appropriateness of different approaches to
solving a problem
Conduct basic research with a general understanding of
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2.b.
2.c.
2.c.
2.c.
3
3.a.
3.b.
3.c.
4
5
6
6
6
6
Year 2
Objective
Code
1
1.a.
1. a
1.b.
1.c.
1.c.
research methodologies
Discuss the opportunities and challenges of different
research methodologies used in a discipline
Write short essays demonstrating the use of a suitable
research methodology
Speak publicly about modes of enquiry
Read a variety of texts demonstrating an ability to identify
research and enquiry approaches to the material
Demonstrate a basic ability to apply knowledge in the
development of a line of argument
Apply basic research in the development of a line of
argument
Evaluate secondary sources of information for the
incorporation of the sources in supporting a line of
argument
Read, write and speak about the value of various sources
in the development of a line of argument
Communicate accurately and reliably, orally and in writing
to a specific, identified audience
Discuss the limitations of knowledge broadly, with some
ability to classify the self as a beginning learner in higher
education
Demonstrate an ability to work with others contributing to
successful outcomes
Begin to identify and address learning needs
Demonstrate behaviour consistent with academic integrity
and social responsibility
Demonstrate initiative with the goal of increasing learning
opportunities
Outcome
Demonstrate a more advanced level of understanding of
content across disciplines of choice and some application
of same – including key concepts, methodologies,
theoretical approaches and assumptions
Analyze academic and professional sources to determine
their merit
Utilize various secondary sources to support a line of
argument
Critically evaluate various dominant “ways of knowing”*,
understanding the values and limitations inherent to these
different approaches
Write and speak about some of the major fields in a
discipline
Read and summarize some of the major fields in a
discipline
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2
3
4
5
6
Year 3
Objective
Code
1
1.a.
1.b.
1.b.
1.c.
2
2.a
2.c.
3
3.a.
3.b.
3.c.
4
Having evaluated the appropriateness of different
approaches to solving a problem, write and speak about
the merits and limitations of these approaches
Develop a line of argument which clearly delineates a
focused thesis and sound support
Communicate accurately and reliably, orally and in writing
to a specific audience, demonstrating an understanding of
the needs of this audience for a particular communication
style and purpose
Discuss the limitations of knowledge broadly, with an
ability to generalize the limitations of personal knowledge
and need for humility in conducting research
Demonstrate an ability to accurately, reliably and ethically
articulate personal research
Outcome
Demonstrate an increasing ability to synthesize knowledge
from an interdisciplinary perspective
Conduct secondary research across disciplines and
incorporate an interdisciplinary approach in the application
of research
Demonstrate strong critical thinking skills both inside a
discipline and synthesizing materials across disciplines
Critically evaluate various alternative “ways of knowing”*,
understanding the values and limitations inherent to these
different approaches
Articulate, with increasing clarity, coherence and depth,
knowledge from various disciplines
Apply methods of enquiry or creative activity, or both, in a
primary area of study
Evaluate the appropriateness of different approaches to
solving problems using well established ideas and
techniques
Write and speak in the devising and sustaining of
arguments or solving problems using well established
methods
Develop a line of argument which clearly delineates a
focused thesis and sound support, reviewing, presenting
and interpreting quantitative and qualitative information
Conduct research, with increasing rigour and depth in the
analysis of a specific problem and solution proposal
Demonstrate strong critical evaluation skills to analyze and
synthesize various “ways of knowing”
Write and speak with increasing depth, applying concepts
and principles of academic rigour
Communicate accurately and reliably, in writing and
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5
6
6
6
Year 4
Objective
Code
1
1
1.a.
1.b.
1.c.
2
2.c.
2.c.
3
3
3
speaking, to a wide range of audiences
Identify the limits of knowledge and how these limits might
influence analyses and interpretations
Demonstrate strong transferable skills including reading
comprehension, communication, working independently,
working with others and the exercise of personal
responsibility and decision making
Continue to demonstrate an ability to accurately, reliably
and ethically articulate personal research and to
constructively critique work of others
Behave with increased attention to academic integrity and
social responsibility in preparation for further study,
employment and community involvement
Outcome
Demonstrate a developed knowledge and critical
understanding of the key concepts, methodologies, current
advances, theoretical approaches and assumptions in a
discipline overall, as well as in a specialized area of a
discipline
Demonstrate a developed understanding of many of the
major fields in a discipline, including an interdisciplinary
perspective in terms of the intersections of fields in related
disciplines
Gather, review, evaluate and interpret information
Compare the merits of alternative hypotheses or creative
options, relevant to one or more of the major fields in a
discipline and across disciplines
Demonstrate, through writing and speaking, a highly
developed, detailed knowledge of and experience in
research in a discipline and across disciplines
Evaluate the appropriateness of different approaches to
solving problems using well-established ideas and
techniques
Devise and sustain sophisticated arguments or solve
problems using well-established ideas and techniques
from across disciplines
Describe and comment upon particular aspects of current
research or equivalent advanced scholarship
Review, present, and critically evaluate qualitative and
quantitative information
Develop solid lines of argument, make sound judgments in
accordance with major theories, concepts and methods of
various subjects of study
Apply underlying concepts, principles, and techniques of
analysis, both within disciplines and across disciplines
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3
3
3.a
4
5
6
6
6
6
Use a range of established techniques to initiate and
undertake critical evaluation of arguments, assumptions,
abstract concepts and information
Propose solutions, framing appropriate questions for the
purpose of solving a problem
Critically use scholarly reviews and primary sources
Communicate information, arguments, and analyses
accurately and reliably, orally and in writing to a range of
audiences
Demonstrate an ability to articulate the ambiguity and
limits to knowledge, describing how these might influence
analyses and interpretations.
Demonstrate the exercise of initiative, personal
responsibility and accountability in both personal and
group contexts
Work effectively with others
Make decisions in complex contexts
Manage own learning in changing circumstances,
demonstrating behaviour consistent with academic
integrity and social responsibility
Various e-learning activities support these learning outcomes in online and hybrid
courses. Faculty use Blackboard to foster a vibrant online learning community and to
facilitate learning activities such as online discussions, games, surveys and tests, group
work, blogs, and web quests. Information on various learning activities is provided in
Appendix B, “Students Like Blackboard”.
2. The applicant has the expertise and resources to support the proposed delivery
methods and to ensure their effectiveness.
Georgian College degree faculty members receive support from curriculum
development and teaching experts, both housed in the Centre for Teaching and
Learning (CTL) and assigned as curriculum coaches by the CTL to the various
departments and programs.
Three instructional designers in the CTL deal specifically with the facilitation of online
course development and delivery. The Curriculum Vitae/Resumes for these experts is
attached as Appendix C. An additional five curriculum experts attached to the Centre
aid faculty members in various other professional development in regards to
instructional design and supporting diverse learners and styles. The identification of
learners and learning styles is sometimes a challenge for an online environment, so
special care in the structure of content and assessments is ensured via the support of
these online education specialists.
The infrastructure itself supporting online delivery methods has been highlighted
elsewhere in this document.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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3. The institution conducts sustained, evidence-based and participatory inquiry as to
whether courses and programs (whether delivered using traditional, web facilitated,
blended, hybrid, or online methods) are achieving the intended learning outcomes.
The results of such inquiry are used to guide curriculum design and delivery,
pedagogy, and educational processes.
4. Assessment of the quality and effectiveness of the delivery methods includes
consideration of
a) standardized and regular feedback from students;
All courses regardless of delivery method are evaluated using the same procedure and
tools. Generally, each year a support staff member facilitates the Georgian College
Student Feedback Questionnaire in one section of a course for each part-time professor.
Full-time professors select one section of one course per year in which they would like to
be evaluated. The survey is administered in class in the second half of the term.
Comments are typed up in one document per course to maintain confidentiality. In some
cases, faculty may be evaluated using additional tools other than the Georgian College
Student Feedback Questionnaire. The Dean reviews the feedback and meets with the
faculty to discuss. If necessary the Dean and faculty member jointly develop a learning
plan to address any areas that the faculty member would like to explore or areas for
improvement. Full-time faculty undergoes a full comprehensive review of their
performance including such areas as service to the department, curriculum development,
teaching feedback, and currency in the field of study. Student performance is compared
across courses whether delivered in a traditional or eLearning format.
b) provisions for pre-registration and ongoing academic advising;
Students register for all courses regardless of delivery model at the same time as
determined by the registrar’s office. All students are eligible for academic advising from
program coordinators assigned to each program. Students can book in for face-to-face
appointments or teleconferences. Many students prefer to correspond with their
coordinator via email.
c) policies concerning interventions for poor student progress; and
Students in online courses are subject to the same policies as traditional students. All
faculty are encouraged to assign written work or other types of assessments early in the
semester to identify students who are not attending or who are having difficulty with the
course material. Faculty are encouraged to work with students to offer additional help
and/or referral to student services. A learning strategist is available to help students with
strategies for learning and as well peer tutors are available. Blackboard also has the
function available to monitor whether students are logging in to identify those who are
not engaged. Students who are not progressing satisfactorily fall under the academic
warning and probation policies.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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d) availability and suitability of technical and other supports;
Students are provided both technical support for login issues and Blackboard support. A
series of tip sheets for students are readily available. See
https://www.georgianc.on.ca/bb . (A sample tip sheet is included in Appendix D.)
5. Where an institution offers both classroom-based and online programs, there is a
clear and integral relationship between those responsible for electronically offered
programs and the classroom-based academic structure.
The program macro-curriculum committee in consultation with the Dean determines
which courses are appropriate for eLearning. In the case of college degrees, two macrocurriculum committees are consulted regarding content, learning outcomes and
methods of assessment: the program area first reviews curriculum, and curriculum then
proceeds to the Advanced Studies Macro Curriculum Committee to ensure that degreelevel competencies are maintained. The program macro-curriculum and Advanced
Studies Macro Curriculum committees are responsible for the learning outcomes in the
course regardless of the course format. Support for delivery methods is also available
through Georgian College’s Centre for Teaching and Learning. The Dean is ultimately
responsible for the course regardless of the delivery format.
6. The delivery methods contribute to and enhance the creation of academic
community among students and between students and faculty. For online learning
elements, this includes that the
a) program/course design and the course syllabus make appropriate provisions for
instructor-student and student-student interaction;
b) technologies used to achieve interactions among faculty and students (e.g.,
email, telephone office hours, phone conferences, voicemail, fax, chat rooms,
web-based discussions, computer conferences and threaded discussions, etc.)
are adequate;
The student of the emerging 21st century is one well-versed in technology. She
answers her cell phone, types text messages, answers e-mail and surfs the Internet
virtually at the same time. Education support must meet the technological sophistication
of our students while recognizing that online learning environments alone do not make
learning happen.
Online facilitation of learning happens when students and faculty take an active role in
developing and engaging communication forums through the many technologies
available. In-class experiences are not replicated via technology, but they can be
enhanced. Similarly online learning experiences cannot be simply lectures and
PowerPoint presentations posted to a learning forum. Recognizing the unique cultural
experience of the online learning context is key to creating an infrastructure of support
for both students and faculty members.
Online learning is enhanced by the use of knowledge and learning objects including
streaming technologies such as audio and video, peer-to-peer file sharing, audio chat,
Georgian College: Benchmark Related to Program Delivery Using the Internet
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podcasting, iTunesU, blogs, wikis, virtual classrooms, journals and VOIP, as well as
web whiteboarding. Technologies themselves must be used with a strong orientation to
learner-centred learning principles.
A sound andragogy includes the American Association of Higher Education's “Seven
principles for good practice in undergraduate education” (Chickering & Gamson, 1987).
Originally written for classroom instruction, it was subsequently revised to include online
educational practice, and is now widely accepted among post-secondary institutions.
Our faculty are encouraged and mentored to ensure that all delivery incorporates the
following practices – particularly for online delivery. Accordingly, good practice in
undergraduate education:
1. Encourages contacts between students and faculty.
2. Develops reciprocity and cooperation among students.
3. Uses active learning techniques.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations, and
7. Respects diverse talents and ways of learning
7. The responsibility for program quality remains with the applicant institution.
Accordingly, consortial agreements for programs delivered online:
a) reflect that the applicant institution(s) is fully engaged in the consortial process
and shares responsibility for all aspects of program delivery, including but not
limited to ongoing oversight of the curriculum and program design decisions;
responsibility for financial, human, and physical resources; resource upgrading;
setting the qualifications and training required of faculty and staff; ensuring data
integrity and students’ privacy;
b) include clearly defined performance expectations concerning all aspects of
program delivery, including but not limited to those matters identified in (a);
c) specify the conditions for the termination of the contract between the parties;
d) include provisions to ensure quality control of all aspects of program delivery;
e) ensure the financial arrangements among the parties to the consortial agreement
provide for adequate participation and management by the applicant institution.
The College Degree Operating Group is putting forward a recommendation to PEQAB
that the breadth courses be offered at the Ontario Learn Consortium. The organization
has on file and available upon request copies of current software, hardware and
systems agreements that pertain to the delivery of electronic/online learning.
Georgian College is a member of the Ontario Learn consortium of Ontario Colleges. Our
mandate includes shared development, expenses, and delivery of courses online. Some
courses are delivered online through a combination of specially designed web sites
and/or e-mail. This consortium now offers more than 200 courses.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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Students registered in Ontario Learn's online courses will learn through a combination of
curriculum delivered online and through print-based texts and workbooks.
By expanding the course offerings to PEQAB approved breadth courses Georgian
degree students will enjoy greater flexibility and diversity in courses.
8. Policies pertaining to technology-, computer-, and web-based learning modes of
delivery ensure:
a) student and faculty preparation and orientation to existing technologies;
A Blackboard manual is accessible for faculty at
http://www.georgianc.on.ca/bb/support/official-blackboard-documents/. Blackboard has
been widely adopted across Georgian College. Additionally, there are tips sheets for
both faculty at students available at: http://www.georgianc.on.ca/bb/support/
The Centre for Teaching and Learning (CTL), a vital department of Georgian, provides
leadership for development related to the scholarship of teaching and learning. Full and
part time faculty have opportunities to attend a wide variety of educational workshops
and sessions on teaching methods, educational technology, and student issues. A
three-day college wide orientation is offered each August for all new full and part-time
faculty and a one-day session is offered in January. During the summer semester, a
large variety of workshops are held, as well as a full day conference, Focus on
Teaching. Teachers are recognized for participating in professional development and
reflecting on their teaching practice with documentation presented to them at the
conference. New and experienced, full and part time, faculty attend these sessions.
Many of the sessions focus on technologies to enhance teaching and learning. There
are also specific workshops on eLearning.
Recently, the CTL was provided with a dedicated classroom where teachers can
experiment with new teaching strategies or technologies with support of the CTL. The
Information Technology department works with business contacts to support such
experimentation by acquiring equipment on a trial basis. As a result of this support, we
have determined that some technologies we experimented with met our needs while
others did not. Consequently, we invest only in technology that we know will be effective
for faculty and student needs.
While all faculty are encouraged to use Blackboard to support their students’ in-class
learning experiences, faculty members who demonstrate a strong commitment to online
learning, have experience in online course development and/or who have been trained
in course development and delivery (through personal professional development or the
many opportunities for training offered through Georgian College’s Centre for Teaching
and Learning) are invited to develop and deliver online courses with Georgian College
degree studies. Even then, they are supported by two online instructional designers
housed in the Centre for Teaching and Learning in addition to the collegial atmosphere
of the college itself.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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For those faculty and students who require help with basic computer applications, there is free help via Dell learning systems The Dell Learning System offers over 150
tutorials to full and part-time Georgian College students and staff. Learners access
knowledge and skill-based course content online. They can also ask questions and
receive assistance virtually. Tutorials include sessions on Microsoft office, professional
development, and PC applications. Students can also get help from library staff (CPA
co-op students) in both Barrie and Orillia.
b) adequate resources and processes to acquaint faculty, students, and course
designers with new software or systems as they are adopted;
Learning the features and pedagogical use of new academic software is supported by
the Centre for Teaching and Learning and academic areas. CTL staff present
workshops, Tip sheets, one on one coaching and departmental in -service learning.
These are promoted on Blackboard, through the CTL website, college wide emails, and
the CTL calendar. See http://www.georgianc.on.ca/staff/ctl/ and
http://www.georgianc.on.ca/bb for instructional videos and tip sheets.
c) regular opportunities for ongoing professional and course development for faculty
and others responsible for program development;
Regular workshops are offered to both program areas and curriculum coaches through
the CTL. These are promoted as above. Curriculum Coaches also provide process
coaching for faculty during the time that a program is under development. Program
teams also meet regularly with the Dean of CTL and the Registrar to ensure that the
program development is progressing within Georgian College guidelines. The
Curriculum Handbook documents all required processes and materials.
Faculty who are selected to teach online or hybrid courses must have a demonstrated
capacity and experience. Faculty are assigned to work with an instructional designer in
the semester prior to the implementation of the course. Full-time faculty receive a
course download to prepare the course and receive recognition on their work load for
the extra preparation during the first semester the course is delivered. Part-time faculty
are paid a stipend for online course development in the semester prior to delivery.
Georgian College is committed to implementing Online Teacher Competencies in our
professional development for faculty teaching an online or hybrid course (see Appendix
E).
d) reliable, sufficient, and scalable course- management systems to meet current
and projected needs, including:
i)
a robust and secure technical infrastructure, providing maximum reliability
for students and faculty and
ii)
emergency backup provisions;
Georgian College: Benchmark Related to Program Delivery Using the Internet
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The college has an industry standard learning management system called Blackboard,
which is hosted off-site at Blackboard headquarters in a dedicated environment called
Blackboard ASP. Servers are easily added to scale the infrastructure as our usage
increases. The environment is comprised of various levels of redundant routers,
switches, firewalls and load balancers. Additional networking devices are easily added
as necessary in order to support the highest level of security, performance and
availability. Occasional, scheduled, downtime is planned and communicated to all staff
and faculty for system upgrades, maintenance and security patches.
Blackboard implements two backup strategies. First, Bb uses a Snapshot utility that
stores read-only versions of the file system and provides the ability to recover lost or
deleted files, without assistance or recovery from tape. Snapshots are performed daily,
nightly, and weekly. These snapshots are stored on a Network Attached Storage filer.
Second, Bb performs weekly tape backups. All relevant data on Bb is backed up
including application files, databases, and operating system environments.
e) accessible technical assistance for students and faculty for all hardware,
software, and delivery systems specified by the institution as required for the
program;
The college has a support desk which provides students, faculty and Staff with technical
assistance on all hardware software and systems specified by the College as required
for the program. The structure of the support desk (ITSupport) is that of first through 3rd
level support. The hours of operation are 7:30 am – 7:30 pm with on call weekend
support also. Students are able to leave emails or voice mails for questions or technical
assistance outside of these hours which will be addressed during normal business
hours.
f) 24 hrs/day 7 days per week access to secure online databanks for web-delivered
courses;
Blackboard is a 24 hours/7 days per week online service with a 99.7% availability
service level guarantee. Blackboard ASP maintains a software monitoring system to
provide real time information about the environment, ensuring that Blackboard
administrators are made aware of system failures as soon as they arise. Blackboard’s
dedicated, full-time team of more than 25 staff are then available to quickly troubleshoot
and resolve downtime.
g) well-maintained, current and appropriate hardware, software, and other
technological resources and media;
The hardware available to students is appropriate, current and well maintained.
Georgian uses a 4-year lease cycle wherever possible for our computer labs, our library
computers and equipment and our back-end server infrastructure. This ensures our
infrastructure is never more than 4-years old. The College’s IT department ensures all
computers and equipment are in good working order and reimages the computers every
Georgian College: Benchmark Related to Program Delivery Using the Internet
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semester to ensure the most up-to-date and appropriate software is available for the
students and faculty.
h) risk assessment and planning that includes:
i)
Disaster Recovery Plan to ensure consistency of operational capacity
Georgian college uses clustered servers wherever possible to ensure
redundancy as well as RAID solutions within our storage environment.
We are working towards formal disaster recovery plans including a full off-site recovery
location at one of our other main campuses.
ii)
Backup and storage technology protocols
At Georgian College we have a formal process for backup and recovery of systems
which includes backup to disk and then tape and offsite storage of tapes. Dependant
on the system and the nature of the information a formula for full backups, incremental
and differential, as well as retention times is applied to the backup process.
iii)
Requirement for historical logs and physical documentation for exceptions,
breaches, capacity usage, upgrades, workarounds, bolt-ons etc.
At Georgian we have monitoring options for review of systems as well as a formal
change control process to ensure only approved changes are made and approved
within the environment.
9. Appropriate safeguards are in place to assure the authentication of student identity
and the integrity of student work for online courses/programs. Policies and
procedures assure:
a) the security of students’ confidentiality and privacy when conducting
assessments and evaluations, and in the dissemination of results;
Georgian instructors post final grades on our student information system,
Banner, which uses the standard secured authentication practice controlled by
an Active Directory database and Quest password management systems.
Blackboard, and its robust online grading system, which can be used to
disseminate grades, exam and assignment results, uses the same centralized
authentication data. Passwords expire regularly and must be reset for added
security. Our institutional acceptable use policy for computer usage recommends
that all passwords be kept safe and secure.
b) the secure destruction of personal data when it is no longer needed;
Personal data is not stored on Blackboard. Any personal data collected by the
registrar’s office is secure as per college policy and FOIPPA policies.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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c) the verification of student identity for coursework and examinations, and for the
control of examinations, including but not limited to security; time limits; the
selection of proctors/invigilators; and the requirements for, and weighting of,
evaluations conducted face-to-face.
See above for information about authentication and identity management on
Georgian systems. The Blackboard system includes the ability for instructors to
set specific time limits on exams, tests, and assignments. The system itself also
has time-outs set to log the user out of the system automatically if the computer
has been inactive, which is a deterrent for users to access other users accounts
(faculty or students). Major exams are proctored in the testing centre by
Georgian staff trained to invigilate. Students present their Georgian College
identification to the testing centre staff.
2. Capacity to Deliver
1. Learning resources are available online to students in online courses/programs. If
not all appropriate resources are routinely available online, the institution has made
appropriate and adequate arrangements to provide them to online students.
The blackboard learning management system has the capacity for faculty to post course
materials. However the primary learning resources for students lie with the Library
Commons.
The Library supports programs with a variety of resources and services including
electronic resources (e-books, electronic access to databases of magazine, journal and
newspaper articles the majority being full text). Library Services are provided through
on- and off-site reference assistance, interlibrary loan of resources, and off-campus
access to the online catalogue of books and audiovisuals and electronic databases. The
Interlibrary Loan (ILL) is a service that enables users to obtain material not owned by
Georgian College Library Commons from another library or supplier. The Library
Commons obtains those items required for study and research which are not available
at Georgian College Library Commons. Materials are generally received within one
week and a tracking system ensures students are advised when materials have arrived.
The library web site http://library.georgianc.on.ca is the focal point of access to all
resources and services. The students’ primary resource for assistance is the library
staff. Online tutorials are also available within the databases themselves and on the
library’s database selection page to strengthen student’s skills.
Georgian College provides library research assistance to students face to face as well
as by e-mail, web, and telephone. Assistance is not campus specific and students may
access whichever campus is convenient. Online resources and services are available to
all students regardless of the delivery method for their course. There may be
cases where a student in an online course requires information that is only available in a
print or audio/visual format. That information or item can be sent to the student via
Georgian College: Benchmark Related to Program Delivery Using the Internet
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courier. In general, such resources cannot be converted to online or digitized format
due to copyright restrictions; however, every effort is made to provide students in online
courses with electronic alternatives.
The Georgian College Libraries are a member of the provincial AskOn virtual reference
service. This means that all students studying at Georgian can receive assistance with
finding and using library resources simply be chatting online in real time with a librarian,
who may be located in either an Ontario college or university library. This service
extends the library’s reference hours.
Georgian’s strong, comprehensive collection of electronic databases covers a full range
of subject areas, with many specific to the program. Online resources include:
I. Books [Electronic]
NetLibrary provides access to over 7300 electronic books in a variety of subject areas.
This database is available from the Library’s web site and can be accessed off campus.
II. Electronic Databases
The library maintains current subscriptions to a number of electronic databases
including:
Academic Search Premier
Comprehensive index of scholarly journals with focuses on social sciences, humanities,
education, computer sciences, engineering, language and linguistics, arts & literature,
medical sciences, and ethnic studies.
Business Source Premier
Provides full text for nearly 8,350 scholarly business journals and other sources,
including full text for more than 1,100 scholarly business publications. Coverage
includes virtually all subject areas related to business. This database provides full text
(PDF) for more than 350 of the top scholarly journals dating as far back as 1922.
Canadian Reference Centre
Comprehensive collection of Canadian and international magazines such as Macleans,
Scientific American, newspapers & newswires such as the Toronto Star, as well as
reference books and company information, biographies and an image collection. This
database also includes a Canadian Dictionary.
CBCA
Canadian Business & Current Affairs (CBCA) Provides access to approximately 140
Canadian industry and professional periodicals and newsletters covering business and
current affairs.
CPI.Q
Canadian Periodical Index covers Canadian and international journals, magazines,
newspapers and other references from 1988 with full text from 1995. Includes selected
sections on full text of Globe and Mail from 1997.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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Environment Index
Environment Index offers deep coverage in applicable areas of agriculture, ecosystem
ecology, energy, natural resources, marine & freshwater science, geography, pollution
& waste management, environmental technology, environmental law, public policy,
social impacts, urban planning, and more.
Funk & Wagnalls New World Encyclopedia
This database provides over 25,000 encyclopedic entries covering a variety of subject
areas.
Health Source: Consumer Edition
This database is the richest collection of consumer health information available to
libraries worldwide, providing information on many health topics including the medical
sciences, food sciences and nutrition, childcare, sports medicine and general health.
Health Source: Consumer Edition features searchable full text for nearly 300 journals.
This database is updated on a daily basis.
Hospitality & Tourism Complete
Hospitality & Tourism Index is a bibliographic database covering scholarly research and
industry news relating to all areas of hospitality and tourism. This comprehensive
database contains more than 440,000 records from 500 titles, with coverage going back
to the early 1960s.
LexisNexis
Provides full-text documents from over 5,600 news, business, legal, medical and
reference publications with a variety of flexible search options.
MasterFILE Elite
This database covers general interest, business, health and multicultural topics.
PsycARTICLES
Provides full text articles on current issues in psychology from 1987 to the present.
PsycARTICLES includes more than 35,000 full-text articles from 49 journals published
by American Psychological Association and allied organizations.
Regional Business News
This database provides comprehensive full text coverage for regional business
publications. Regional Business News incorporates coverage of 75 business journals,
newspapers and newswires from all metropolitan and rural areas within the United
States. This database is updated on a daily basis.
Social Sciences
A bibliographic database that indexes and abstracts articles of at least one column in
length. Coverage includes a wide range of interdisciplinary fields covered in a broad
array of social sciences journals. Abstracting coverage begins with periodicals
Georgian College: Benchmark Related to Program Delivery Using the Internet
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published in January 1994. Abstracts range from 50 to 300 words and describe the
content and scope of the source articles. Full text coverage begins in January 1995.
SPORTDiscus
Provided by the Sport Information Resource Centre, SPORTDiscus offers
comprehensive, bibliographic coverage of sport, fitness and related disciplines. With full
bibliographic coverage, monographs dating back to 1949, and journal coverage to 1975,
this database contains over 565,000 records and over 200,000 dissertations and theses
2. The applicant makes a commitment in its budgets and policies to provide and
maintain the necessary learning, physical, technological, human, and other
resources for the program, and to supplement them as necessary.
Georgian College is committed to providing students with a rich array of learning
opportunities to select from. Currently, the number of courses delivered totally online
and in blended learning formats is increasing exponentially. Deans provide time for
faculty to develop courses prior to the implementation of the online or blended course
and provide additional time during the first delivery of the eLearning course. The Centre
for Teaching and Learning has two full-time instructional designers who support faculty
when developing eLearning courses. Several departments have also developed internal
expertise to coach from within. The College has committed significant resources to the
maintenance and expansion of the Learning Management System. A system
administrator is dedicated to the operation of Blackboard and a team of 25+ Blackboard
staff monitor uptime and access. Upgrades are implemented as soon as possible.
Georgian currently operates the latest update of Blackboard 9.0. The Academic
Technology Committee is comprised of stakeholder groups in the college, including
students and faculty, provides direction to the college for the uptake of technology to
enhance the student learning experience in the classroom and online. Georgian College
has approximately a $2.2 million budget allocated to learning technology.
3. Satisfactory policies pertaining to faculty are in place, including policies that support
the professional development of faculty including the promotion of instructional
innovation, as well as technological skills, where appropriate.
Policies relating to faculty have been assessed recently as part of the application to
offer the Bachelor of Business – Golf Management (2007) and the Georgian College of
Applied Arts and Technology Degree Program Review (June 2010). An updated
collection of policies will be submitted to PEQAB in the coming year. Much of the
information in this section is adapted from the Georgian College of Applied Arts and
Technology Degree Program Review Self-Study Report: Bachelor of Business:
Automotive Management. June 28, 2010.
As part of the collective agreement, full-time faculty have ten days designated for
professional development on an annual basis. The activities to be undertaken during
this time are agreed upon by the individual faculty and the Dean responsible for the
program. For example, the College provides financial support for attendance at
conferences. A professional development leave of absence for up to two semesters is
Georgian College: Benchmark Related to Program Delivery Using the Internet
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available to full-time faculty once every seven years, based on merit and seniority as
approved by the Professional Development Leave Review Committee.
The Centre for Teaching and Learning (CTL), a vital department of Georgian, provides
leadership for development related to the scholarship of teaching and learning. CTL
also houses a library of resources dedicated to teaching practice. A sample of CTL
resources for Instructional Design is attached as Appendix F. A comprehensive course
review guide for online courses is used by Georgian’s instructional designers when
working with faculty who are developing online courses. The Online Course Review
Document is included in Appendix G.
Full and part time faculty have opportunities to attend a wide variety of educational
workshops and sessions on teaching methods, educational technology, and student
issues. A list of workshops available through the CTL is attached in Appendix H. A
three-day college wide orientation is offered each August for all new full and part time
faculty and a one-day session is offered in January. During the summer semester, a
large variety of workshops are held, as well as a full day conference, Focus on
Teaching. Teachers are recognized for participating in PD and reflecting on their
teaching practice with documentation presented to them at the conference. New and
experienced, full- and part-time faculty attend these sessions.
In addition, newly hired full-time faculty are required to attend a full semester, 6 hour per
week Academic Preparation program offered through the CTL for which appropriate
time (equivalent to a one course workload reduction) is allocated on their Standard
Workload Form (SWF). Part time faculty have the option of attending 10 sessions
especially designed for them. Both sets of sessions are offered in the fall and winter
semesters. Sessions are also offered on topics of interest to experienced faculty. The
Faculty Learning Communities are a new and popular professional development
activity. In these learning communities, a group of faculty from across disciplines come
together regularly throughout the year to faculty discuss chapters of a selected book on
a relevant academic issue. This provides faculty from a variety of departments with
opportunities to meet and support each other while growing in their teaching practice.
Targeted professional development is offered through the CTL to specific groups.
Examples of targeting professional development include sessions offered in each
school about student life and college experience, and sessions on the quality assurance
audit. Also, many departments provide internal vocational training opportunities for
faculty through speakers, specific training, and sharing of current research literature.
In addition, the Organizational Planning and Development department offers
professional development to staff on topics not specific to teaching and learning such as
leadership development and workplace skills. An annual college wide conference
called “Georgian Day” is held every spring and attended by staff from all sites.
Recently, the CTL was provided with a dedicated classroom where teachers can
experiment with new teaching strategies or technologies with support of the CTL. The
Georgian College: Benchmark Related to Program Delivery Using the Internet
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Information Technology department works with business contacts to support such
experimentation by acquiring equipment on a trial basis. As a result of this support, we
have determined that some technologies we experimented with met our needs while
others did not. Consequently, we invest only in technology that we know will be effective
for faculty and student needs.
4. The applicant has academic and other staff in sufficient numbers to develop and
deliver the program and to meet the demands of the projected student enrolment.
The required minimum faculty and staff members will depend upon the method of
delivery, enrolments, and the complexity and variety of specializations.
In August 2007, the Bachelor of Human Services – Police Studies degree submitted the
following first year intake projections for the academic years 2007/8 through 2010/11 as
part of the request for renewal of Ministerial consent.
Enrolment Projections Table 2007 - 2010
Year
2007/08
2008/09
2009/10
2010/11
Projected
Number of 1st
Year Students
40
45
50
60
Program growth is on track, with 63 first year students joining in September 2010.
Enrolment is anticipated to grow. Below is the projected first year enrolment for the next
four years:
Enrolment Projections Table 2011 - 2014
Year
2011/12
2012/13
2013/14
2014/15
Projected
Number of 1st
Year Students
80
100
120
140
In addition, it is anticipated that with approval to offer courses online, there could be an
additional intake of approximately 30 students per year who would enrol in the online
courses. Many of these students would be policing professionals who have received
individual transfer credit for up to 50% of the program, and for whom attending oncampus is difficult due to scheduling or distance.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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5. The faculty teaching all components of the program and, where appropriate, acting
as thesis/dissertation supervisors, and/or members of examining committees consist
of (a) persons with appropriate academic qualifications and fields of expertise, and
(b) where relevant, practitioners with required professional credentials and related
work experience.
Faculty holding Academic Degrees higher than a Bachelor in a field of study related to
the subject to be taught:
Highest
Qualification
Fall Semester
Winter Semester
Summer Semester
2009 to 2010
2009 to 2010
2009 to 2010
Number
with
credential
Doctorate
Degree
Masters
Degree
Number
of
Courses
Taught
Number
of
Courses
Taught
Number
with
credential
Total for Academic
Year of Delivery
2009 to 2010
Number
with
credential
Number
of
Courses
Taught
Number
with
credential
Number
of
Courses
Taught
3
5
3
4
1
1
4
10
11
14
8
10
5
5
15
30
Faculty not holding Academic Degrees higher than a Bachelor in a field of study related
to the subject to be taught:
Fall Semester
Winter Semester
Summer Semester
2009 to 2010
2009 to 2010
2009 to 2010
Instructor
qualification
Course
Taught
Instructor
qualification
Course
Taught
BA*1
1
Instructor
qualification
Course
Taught
Total for Academic
Year of Delivery
2009 to 2010
Instructor
qualification
Course
Taught
1
1
*Certified police fitness expert used for Human kinetics courses.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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6. All faculty teaching in the professional or main field of study (a) hold an academic
credential at least one degree higher than that offered by the program in the field or
in a closely related field/discipline and (b) no fewer than 50 percent of the faculty
hold the terminal academic credential in the field or in a closely related
field/discipline.
Faculty teaching in the main field of study holding Academic Degrees higher than a
Bachelor in a field of study related to the subject to be taught:
Highest
Qualification
Fall Semester
Winter Semester
Summer Semester
2009 to 2010
2009 to 2010
2009 to 2010
Total for Academic
Year of Delivery
2009 to 2010
Number
with
credential
Number
of
Courses
Taught
Number
with
credential
Number
of
Courses
Taught
Number
with
credential
Number
of
Courses
Taught
Number
with
credential
Number
of
Courses
Taught
1
3
2
3
1
1
2
7
9
12
6
8
3
3
11
24
Doctorate
Degree
Masters
Degree
Faculty teaching in the main field of study not holding Academic Degrees higher than a
Bachelor in a field of study related to the subject to be taught:
Fall Semester
Winter Semester
Summer Semester
2009 to 2010
2009 to 2010
2009 to 2010
Instructor
qualification
Course
Taught
Instructor
qualification
Course
Taught
BA*1
1
Instructor
qualification
Course
Taught
Total for Academic
Year of Delivery
2009 to 2010
Instructor
qualification
Course
Taught
1
1
*Certified police fitness expert used for Human kinetics courses.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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Section removed for web version.
4. Student Protection
For courses and/or programs that incorporate web-facilitated, blended, hybrid, or online
delivery, the information provided to potential students is accurate and sufficient for
informed decisions about the costs and commitments associated with participation in
the course/program. This includes that students
a. are fully informed about the technological requirements of participation
and the technical competence required of them; and
b. receive adequate information about:
i. the nature of learning and the personal discipline required in an
ii. anytime/anywhere environment; and
iii. any additional costs, beyond tuition and ancillary fees, associated
with elearning
iv. aspects of course/program delivery.
Students who chose to take courses online at Georgian College are fully informed about
the technical requirements and computer skills required for the course. The information
is posted on Blackboard and on the course syllabus. The college calendar includes the
following statement:
Online/Hybrid Courses at Georgian College
Online or hybrid course mean that some or all of your learning activities take
place in a web-based format. You will need to make sure that can meet the
computer requirements and have the necessary computer skill such as managing
files, using word processing, use web addresses, download and install programs
or plugins, and send and receive email. You should have frequent access to a
computer and the internet, Internet Explorer 7.0 (or higher) or Mozilla Firefox 3.5
or higher, internet access is required and high speed access is highly
recommended. Although the courses are carefully planned to engage you as a
learner, we find that students who are skilled readers, self-directed, comfortable
writing, have organizational skills, and will dedicate 5-12 hours per week to your
course are the most successful in these courses. If you have concerns or
questions about the course please do not hesitate to contact your teacher or
coordinator. You can access resources to help with computing, login or
Blackboard (learning system) at http://www.georgianc.on.ca/current/.
The learning management system in use at Georgian College is Blackboard, a relatively
simple system that requires limited computer skills. Blackboard is assessed through a
web browser both on and off campus. Microsoft Internet Explorer (version 7.0 or higher)
is the supported browser so is preferred, but Mozilla Firefox 3.5 or higher also works. All
students are given an email account. High speed Internet is recommended for optimum
system usage. Using data derived from the student information system, user accounts
Georgian College: Benchmark Related to Program Delivery Using the Internet
24
are created for all enrolled students and teachers; course shells are created for all
courses; and students and teachers are enrolled into course shells. When a student
logs on their course is automatically there for them to access.
Faculty are encouraged to describe the expectations of the course in their course
syllabus and post on Blackboard. There are no additional fees associated with
eLearning courses provided by Georgian College.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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References
Chickering, Arthur W. and Gamson, Zelda F. (1987, March). Seven Principles for Good
Practice in Undergraduate Education. AAHE Bulletin. Retrieved from
http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm
Georgian College: Benchmark Related to Program Delivery Using the Internet
26
Appendices
Appendix A
Course Outlines
Georgian College: Benchmark Related to Program Delivery Using the Internet
29
Section removed for web version.
Georgian College: Benchmark Related to Program Delivery Using the Internet
80
Appendix B
Students like Blackboard
In general, students respond well to courses that employ Bb. In many cases, they ask
for it when courses do not provide any Bb elements. As a distribution tool, Bb can
organize and deliver most of your course documents, practices tests, and various multimedia. Access is 24/7 via the Internet, meeting student needs well. Surveys and
interviews with students show that they appreciate a course Bb “shell” that is well
organized, correctly labelled and easy to use. Integration of the Bb elements with
weekly classroom sessions is essential. Done poorly, Bb can confuse your students and
degrade their learning experiences.
Benefits of integrating Bb with your teaching practice
•
•
•
•
•
•
•
•
Central contact point for course related communications
Syllabus & course documents online 24/7
Submission point for student assignments.
Tests, quizzes, grade book online
Online discussions help shy or quiet students to “speak up”
Organize library of instructor vetted links to other supportive web sites
Blended online and classroom activities reduce time spent lecturing
Asynchronous: allowing to flexible schedules
Some strategies for blending classroom & Bb
Most classroom teachers decide not to deliver an entire course via Bb. They often blend
some learning activities between classroom meetings and online exchanges. Blended
courses are typically characterized as having 25-50% of a course’s activities occurring
via Blackboard. Blended learning course are growing in popularity with both teachers
and students.
By combining face-to-face classroom time and online learning teachers are able to
design activities using Blackboard which allows instructors to post course-related
information in a secure environment and also provides a forum for students and the
instructor to communicate with each other. Online activities are determined by the
instructor and may include group or one-on-one discussions using e-mail, threaded
discussion boards, online chat sessions, and other Web-based technologies.
Blended learning strategies support a number of pedagogical approaches including
constructivist, behaviourist and cognitive. Ideally, the use of Bb can help in the
organization and execution of learning tasks. These include reading, research, writing,
sharing, and group-work. The following partial list illustrates various strategies that you
can implement:
Georgian College: Benchmark Related to Program Delivery Using the Internet
81
•
•
•
•
•
•
•
•
•
Online assessment: move your tests, quizzes and practice tests into the Bb
testing engine. Tests are delivered and marked automatically.
Set up “communities of practice” using Bb’s discussion forums and group work
areas for smaller teams. Many instructors break up large classes into small
teams and assign learning tasks to the teams. The teams eventually use Bb to
report back to the class as a whole about their results.
Put all your reference materials in Bb
Place pre-class work online (learning activities students must complete prior to
attending face-to-face classroom activities).
Set up coaching forums to help cover complex or tough subject areas.
Deliver learning-aids or lab support materials online (e.g. power point
shows, handouts)
Provide access to “experts” via the web.
Use e-mail effectively with the “send e-mail” tool. Blanket the entire class with
general announcement or select specific groups/teams or individuals.
Create folders for each module; insert resources, practice tests, sample
assignments, readings, etc. - Label clearly.
E-LEARNING
E-Learning is a growing approach to course delivery in colleges everywhere. There are
many approaches to e-Learning that range from a minimal adjunct approach to a
complete online delivery of courses. Within these overall approaches, there are a wide
range of teaching and learning strategies.
You will find resources in this section to help you understand what e-Learning is, what
tools and strategies it encompasses, as well as links to external web sites with
relevant information.
Before moving forward with e-learning, we strongly recommend that you consult an
Instructional Designer. They are professionals with expertise in the design and delivery
of teaching and learning in the online environment.
Bob Marchessault - Instructional Designer: ext. 1665, email
bmarchessault@georgianc.on.ca
Annique Boelryk - Instructional Designer: aboelryk@georgianc.on.ca
Georgian College: Benchmark Related to Program Delivery Using the Internet
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ONLINE DISCUSSIONS
Academic research shows that a moderated online discussion is an effective way to
integrate learning with students. Discussion forums are easy to set up in Bb. Their
ease of use means that topics can be investigated, discussed and debated in a textual
manner. Managing and monitoring student input allows teachers move a subject
forward and through guidance to help students reach learning objectives through
dialogue. The awarding of marks for engagement in an online discussion is
very common.
Facilitating Online Discussions This is the PowerPoint presentation that is used in our
Online Discussions Workshop (Bob Marchessault)
Eight Ways to Engage Students in Online Conferences (Discussions) This is a handout
produced by Blackboard that offers some good ideas.
ONLINE GROUP WORK
Teamwork and collaborative learning are important. Teachers can make good use of
new tools available in Bb to help students form teams and execute learning tasks /
assignments. The tools combine communications, file sharing and task management
for students. Teachers can monitor work and receive files for grading.
ONLINE JOURNALS AND BLOGS
Bb now permits teachers to create online journals and blogs for students in their
courses. Reporting and written reflection have been used for a long time to help
students learn. Now available as electronic tools, online journals allow students to
make journal entries over time and allow teachers to read these and
comment (however, other students cannot by default see individual journal entries).
Blogs are similar to journals, except that the entries can be viewed by the entire class
whose members can leave comments.
ONLINE TESTS AND SURVEYS
Bb has a built-in test creation and deployment engine. The tool not only allows teachers
to prepare tests, but can grade them and enter the scores in the Bb grade centre. A
similar tool allows teachers to create and deploy online surveys. The tool tabulates the
results and presents the data in various numeric and visual formats.
ONLINE GRADES AND COMMENTS
Teachers can distribute marks and grades as well as critiques, feedback and comments
using the Bb Grade Centre. This tool has been improved and expanded in the latest
version of Bb. Input, management, calculation and weighting are all supported.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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Assignments can be retrieved in the Grade Centre right in the columns where specific
grades are entered.
ONLINE GAMES
The good news is that learning can be enhanced and skills improved through the use of
games and simulations. The bad news is that Bb doesn’t include any native game
engines that a teacher might adapt.
Nonetheless, because Bb inhabits the Web, it is possible to link to online Web-based
games and simulations that might work for your course. If the game or simulation will
work in a browser, then it will work inside the Bb format. Ideally, you would set Bb to
open the link in a new browser window.
To do this, copy the URL of the game or simulation you want to present to your
students. In Bb click on the “edit view” link and then click the “add external link” button.
In the form, type a name for the game, insert the URL, and provide some instructions
regarding your intentions for the game or simulation. For item 3, make sure you tick
“open in a new browser window”. Tick “track number of views” to record which students
go to the game or simulation. “Submit” sets up the link in Bb.
Many teachers will create a discussion forum devoted to the game or simulation. The
forum adds depth to the experiences for students and allows for exchanges about how
the learning game is related to the course objectives. Typically, no marks are assigned
to the learning game itself, but marks often are allocated for discussions related to the
learning game experience.
The following links present scholarly publications that examine learning through online
games and simulations:
Web-Enabled Simulations:
Exploring the Learning Process explores whether Web-enabled simulations can provide
new ways of learning that are fundamentally unlike traditional methods.
http://www.educause.edu/apps/eq/eqm05/eqm0534.asp
Engage Me or Enrage Me: Educating Today’s Digital Native Learners how games
engage students and how educators can employ and benefit from games and the
powerful educational principles behind them.
http://www.educause.edu/ir/library/pdf/ELI0606.pdf
Unlocking the Potential of Games and Simulations as Learning Environments an
overview of how games are being used in higher education as well as why they can be
effective learning environments
http://www.educause.edu/ir/library/powerpoint/NLI0417.pps (PowerPoint slide show)
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Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are Restless
research explaining why DGBL is engaging and effective, and practical guidance for
how (when, with whom, and under what conditions) games can be integrated into the
learning process to maximize their learning potential.
http://www.educause.edu/apps/er/erm06/erm0620.asp
Games Find Home in the Classroom
http://news.bbc.co.uk/2/hi/technology/4189411.stm
WEB QUESTS
Using an inquiry-oriented activity is the premise behind a WebQuest. This game-like
activity has learners seeking most or all of the information required from the Web. A well
designed WebQuest uses learners’ time well by having them focus on doing something
with information rather than simply finding it.
WebQuests help to stimulate learners’ thinking through analysis, synthesis and
evaluation. Bernie Dodge and Tom March created the concept in 1995 at San Diego
State University.
You can read their paper
Some Thoughts About
WebQuests (http://edweb.sdsu.edu/courses/edtec596/about_webquests.html).
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Appendix C
Curriculum Vitae/Resumes of Instructional Design Experts
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Section removed for web version.
Appendix D
Tip Sheet
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Blackboard Quick Reference Guide
Navigation tabs at the top of the page are used to access to the four main pages in Blackboard.
My Georgian provides convenient access to important tools such as Banner Login (for registration,
academic records and fees), Quest Password Manager (for changing your Blackboard/Email/Network
password), and Student Mail (000000000@student.georgianc.on.ca). The Library Commons Website
offers a variety of research
tools, including Library
holdings, research databases,
and subject specific research
guides.
“Ask ON” virtual reference service is also available beginning September 2009.
My Tools allows you to create a custom page made up of all the features you find most useful. My
Courses, My Grades, My Calendar, and My Tasks are just a few of the modules that can be selected
using the
button.
What’s New is designed to notify you
about important events in all of your
courses.
A dictionary, thesaurus, and Google
search bar are some of the other tools
you may wish to add to your personal
page.
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My Courses is the heart of the Blackboard learning system. Once you have selected a course to view
from the course list (see the Course Home Page Overview), the body of the page consists of all your
Notifications, Tasks, Announcements and Alerts.
All of the Course Documents, Assignments, Tests, Discussion Boards, Tests,
etc. are accessed through the Left Sidebar Menu.
Course Information is where you will find the official course Syllabus.
Course Documents will have the course outline, plus any other important
information the instructor decides to post.
Assignments is where all online assignments and tests are posted. The old
Digital Dropbox has now been incorporated into this area. For detailed
instructions on how to submit assignments and take online tests refer to the
Electronic Assignment Submission Guide and the Online Test Guide.
Groups are set up by the instructor for project
collaboration. Once you have signed up for one
of the groups listed on the sidebar another
sidebar menu called My Groups provides access
to the various group features and tools including
the Blog, Discussion Board, and Journal (for
detailed information on these refer to the Blog
and Journal Guide, and the Discussion Board
Guide).
Discussion Board topics may be posted by the instructor as part of your
regular course work. Blogs may also be made available for the same
purpose. These are distinct from the Groups features of the same name.
My Grades displays the results of all your assignments and tests.
Messages and Send Email are applications that allow you to send text
messages (email) but only between course members, instructors and
groups.
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Appendix E
Online Teacher Competencies
Introduction
This document is a production of the Educational Technology Committee, a subcommittee of
CCVPA. Its production represents a new effort on the part of the ETC to leverage the
knowledge and experience of its members.
The development of the Online Teacher Competencies initially stemmed from a face-to-face
facilitated brainstorming session with the ETC Committee on October 29th 2009. During this
session, the ETC Committee created a list of agreed-upon terms and definitions and developed
a list of quality characteristics for various configurations of technology-supported
teaching/learning formats, and then brainstormed a list of provincial competencies for faculty
facilitating technology-supported teaching/learning. After this meeting, a sub-committee was
tasked with further developing the Provincial Online Teacher Competencies. Meeting
synchronously through the use online tools the sub-committee conducted a literature review of
current research in the area of online teacher competencies and worked together to identify
common themes that were developed into six main categories of competencies. The subcommittee then composed specific competency statements for each category and identified
appropriate performance indicators.
A complete formula for successful learning would see the faculty competencies coupled with
effective instructional design. The issues and aspects of instructional design are beyond the
scope of this document.
For purposes of this document, a competency may be defined as:
“the knowledge, skill, attitude or ability that enables the online teacher to effectively perform a
function to some standard of success´ (Ragan, 2009).
This compendium of competencies and accompanying performance indicators represents a
comprehensive list of desirable characteristics and behaviors for professional educators
teaching online. It is recognized that the overall objective of online teaching is to create,
manage, evaluate and modify accordingly, the best possible learning environments for students.
While it is expected that the teacher will consider all of the competencies listed in determining
an appropriate teaching strategy, not all of the identified performance indicators will be present
in every condition. Rather than providing a proscriptive list of requirements, this document is
intended to help review and evaluate considerations necessary in developing appropriate online
approaches.
It should be noted, that the competencies and performance indicators were developed for
faculty teaching in a Post Secondary educational setting. They may change over time in
response to new learning modalities that evolve from new trends and technologies.
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Categories
Online Teacher Competencies
The competent online teacher demonstrates the following:
Professional
Development
Competency
1. Remains current with best practices in facilitating
online learning
Performance Indicators
•
•
•
Makes continuous efforts to develop knowledge, skill and
currency related to integration of new technologies,
resources and evolving learning environments
Seeks opportunities to experiment with new technologies
in ongoing development of innovative practices
Seeks ongoing feedback from students and incorporates
feedback as part of making course improvements
Competency
2. Develops technical literacy required for online
learning environments
Performance Indicators
•
•
Engagement &
Interaction
Effectively manages a course management system
Explores new media and analyzes its relevance for
supporting the online learning
Competency
3. Incorporates learning activities that encourage active
learning, interaction, participation and collaboration
in the online environment.
Performance Indicators
A.
•
•
•
Engagement/Interaction with Course Materials
Links all activities to the course outcomes
Promotes engagement with course materials/content
through logically sequenced units of study.
Invites interaction with course materials through activities
that support making connections to prior knowledge and
real life situations.
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•
•
•
•
B.
•
•
•
C.
•
•
•
•
•
•
Provides opportunities for discovery learning and learner
co-creation of content and resources
Provides opportunities during and at the end of a unit of
study for learners to summarize and reflect on their
learning
Where applicable, provides for application of learning to
a real world context
Offers a variety of ways to interact with content through
text, audio, video, images, simulations, animations,
kinesthetic activities etc.
Engagement /Interaction with Other Learners
Where appropriate, creates opportunities for
cooperative/collaborative activities through, for example,
a discussion forum, or blog, or wiki tool or other types of
social media.
Where appropriate, encourages peer support by, for
example, setting up a buddy-system and encouraging
formation of study groups
Clarifies expectations for student behavior online
including Discussion groups
Engagement /Interaction with the Teacher
Posts clear messages in straightforward, standard
language
Establishes a variety of ways to meet with learners online
(e.g., discussion forum, live chat, email, videoconference,
telephone).
Sets clear expectations for teacher-learner
communication.
Provides information to students regarding teacher
availability and response time (e.g. within 48 hours on
business days)
Facilitates online discussions effectively
Creates activities that incorporate the student experience
Competency
4. Establishes a social presence online
Performance Indicators
•
•
Introduces self and responds to student introductions
Creates a social presence in activities using a variety of
strategies and tools (e.g., text, audio, and video, e-mail,
discussions, announcements, social media, mobile
devices etc.)
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•
•
•
•
e.g. Posts at least once per discussion topic, where
appropriate
Accesses the course on a frequent basis (every 1-2days)
Communicates with students on a regular basis
Recognizes students social needs online and responds
appropriately in an a positive, encouraging manner
Posts meaningful questions or ideas to encourage critical
thinking where discussion begins to wane
Competency
5. Fosters the development of a learning community
Performance Indicators
•
•
•
•
•
•
Assessment
Encourages student introductions as a means of fostering
a learning community
Creates an inclusive environment that is respectful of
diversity
Assists students with collaborative participation in groups
Encourages student to student contact and exchange
Promotes an environment that fosters a sense of mutual
enquiry
Facilitates discussions effectively
Competency
6. Assesses learning using a variety of tools and
strategies that are aligned with the course outcomes
Performance Indicators
•
•
•
•
•
•
•
•
Provides clear instructions for assignments, grading
policy and submission process
Provides variety and choice in assignments in recognition
of diverse ways of learning and cultural expression
Provides rubrics for assessment activities
Provides timely feedback to students on assignments and
assessments
Where applicable, develops authentic assessments that
relate to real world experiences
Monitors student progress in the course through tracking,
DG postings, assignment submission etc.
Uses appropriate tools for student’s self-assessment
Seeks ongoing feedback from students regarding course
experience, and makes adjustments where appropriate
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Learner Support
Competency
7. Uses college resources and designs course activities
to support learners throughout their learning
experiences, including identifying and managing
learners at risk.
Performance Indicators
•
•
•
•
•
•
•
•
•
•
•
•
Resources &
Materials
Provides an inclusive accessible learning environment
that respects and supports cultural diversity, diverse
learning needs and styles
Compensates for lack of visual and auditory cues
Uses orientation and learning strategies that reflect
requirements of online learning environments
Provides detailed orientation to course features, course
requirements, course navigation etc.
Provides extra time for orientation and adjustment to the
online environment; avoids graded assignments for the
first few weeks of the course
Provides opportunity for students to master technologies
needed for course participation
Meets accessibility requirements for course tools and
media
Refers students to support resources within the college
system
e.g. provides instructions related to accessing electronic
databases
Encourages learners to think about their own thinking
Provides clear direction related to technical support
Describes methods for accessing academic resources
such as electronic databases
Describes methods for accessing student support
services.
Competency
8. Uses learning materials that are appropriate for the
curriculum, the students, and principles of effective
online instruction
Performance Indicators
•
•
•
•
Updates online course materials as required
e.g. Ensures that links work, course materials are current
Continues to seek out new strategies and resources as
changing needs of students occurs
Makes meaningful use of multiPresents course materials in a consistent and organized
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•
•
•
•
manner taking into account the level of the learner
Ensures copyright permission has been obtained when
using resource materials
Annotates resource links
Appropriately cites resource material used in course
Where applicable, includes the use of scholarly electronic
resources
Course Management Competency
9. Manages online student activities and has a clear
ability to make effective, educational uses of course
management tools.
Performance Indicators
•
•
Demonstrates competent use of technology and software
required for the course experience
Manages time to enable prompt responses and feedback
to students
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Sources Consulted
Allan, Gail. (2009). What Colour is Your Hybrid Course? Hybrid Review & Development
Project/Session #2/Gail Allan/COL/1/14/09
Allan, Gail. (2009). What Colour is Your Hybrid? Hybrid Review & Development Project/Session
#2/Gail Allan/COL/3/10/10
Assuring High-quality Online Courses: A Continuum of Faculty Support. Presentation by Marge
Jeffers, Terri Langan, and Jonathan Iwanski Fox Valley Technical College. League for
Innovation: CIT, Dallas, Texas. Oct 25, 2005.
Aydin, C. H. (2005). Turkish mentors' perception of roles, competencies and resources for
online teaching. Online Submission, Turkish Online Journal of Distance Education, 6(3),
1-23. Retrieved from http://tojde.anadolu.edu.tr/
Bawane, J., & Spector, J.M. (2009 November). Prioritization of online instructor roles:
Implications for competency-based teacher education programs. Distance Education,
30(3), 383-397. doi:10.1080/01587910903236536.
Bickford, J.O. (2006). Assessing attainment of competency and program characteristics of a
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Impairment, 38(3), 99-113. doi: 10.3200/REVU.38.3.99-113
Blood-Siegfried, J.E., Short, N.M., Rapp, C.G., Hill, E., Talbert, S., Skinner, J., Goodwin, L.
(2008). A rubric for improving the quality of online courses. The Journal of International
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CAST(2008). Universal design for learning guidelines version 1.0. Wakefield, MA. From
Educause Nov, 2009 presentation by Brett Chrisite-Sonoma State University and Kathy
Fernandes California State University, Chico. Retrieved from
http://www.educause.edu/E09+Hybrid/EDUCAUSE2009FacetoFaceConferen/Universal
DesignforLearningandO/176144]
Cerritos College. (2001). Competencies for online instructors. Retrieved from
http://cms.cerritos.edu /ic/help/competencies
Coulter Faculty Center e-learning Faculty Fellows –Modified Peer Assessment Tool. Retrieved
from http://www.wcu.edu/7071.asp
Cyrs, T.E. (1997, Fall) Competence in teaching at a distance. New Directions for Teaching &
Learning, (71), 15-18. doi:10.1002/tl.7102
Darabi, A.A., Sikorski, E.G., & Harvey, R.B. (2006, May). Validated competencies for distance
teaching. Distance Education, 27(1), 105-122.
Fenton, C., & Watkins, B. (2007, November). Fluency in distance learning six tenets of distance
learning and a workshop approach to creating and delivering online courses. Learning
Abstract, 10(11). Retrieved from http://www.league.org/publication/learning/
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Kanuka, H., Heller, B., & Jugdev, K. (2008). The factor structure of teaching development needs
for distance-delivered e-learning. International Journal for Academic Development,
13(2), 129-139.doi:10.1080/13601440802076608.
Kearsley, G. (2008). Preparing engineering faculty to teach online. Educational Technology,
48(5), 28-33. Retrieved from http://asianvu.com/bookstoread/etp/
Learning Times Summer Institute with Laurel Lei Rogers. (2009). The Rules of Engagement for
Online Educators Presentation. [Presentation slides].
Lee, J., & Hirumi, A. (2004, October ). Analysis of essential skills and knowledge for teaching
online. Association for Educational Communications and Technology. Retrieved from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1
b/a6/fa.pdf
Ley, K. (2006). Instructor competencies: Standards for face-to-face, online & blended settings
(Rev. 3rd ed.). Quarterly Review of Distance Education, 7(2), 195-199. Retrieved from
http://www.infoagepub.com/Quarterly-Review-of-Distance-Education.html
Lorenzetti, J. (2009). Developing faculty competency in online pedagogy. Distance Education
Report, 13(18), 5-8. Retrieved from
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&site=ehost-live
McQuiggan, C., Byrnes, L., Futch, L., Ragan, L. (n.d.) Faculty Self-Assessment: Preparing for
Online Teaching. The 14th Annual Sloan-C International Conference on Online
Learning. Retrieved from https://online.ist.psu.edu/facultySelfAssess/
North American Council for Online Learning. (2008). iNACOL National Standards for Quality
Online Teaching. Retrieved from
http://www.inacol.org/research/nationalstandards/index.php
Quality Matters Inter-Institutional Quality Assurance in Online Learning. (May 2006). Quality
Assurance Standards For Online Courses adapted from Quality Matters Rubric
Standards 2008-2010. Retrieved May 2006 from http://www.qualitymatters.org
Ragan, L. (2009). Defining Competencies for Online Teaching Success. Distance Education
Report, 13(19), 3-6. Retrieved from Academic Search Premier database.
Rowe, Allen. (2002). Online Mastery: A Certification Curriculum for Faculty. Retrieved from
ERIC database.
Rubric for Online Instruction. Revised 2009. CSU, Chico Retrieved from
http://www.csuchico.edu/celt/roi/
Smith, Theodore C. (2005). Fifty-One Competencies for Online Instruction. The Journal of
Educators Online, volume 2, number 2 (July 2005).
Spector, J., de la Teja, I. (2001). Competencies for Online Teaching. ERIC Digest. Retrieved
from ERIC database.
Georgian College: Benchmark Related to Program Delivery Using the Internet
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Standards for Quality Online Teaching. (2006). Southern Regional Education Board Educational
Technology Cooperative.
Varvel, V. (2007). Master Online Teacher Competencies, University of West Georgia, Distance
Education Center. Online Journal of Distance Learning Administration, volume X,
number I (Spring 2007). Retrieved from
http://www.westga.edu/~distance/ojdla/spring101/varvel101.htm
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Appendix F
Resources for Instructional Design
Instructional Design
Instructional Design is a process that informs and guides the development of a lesson, activity or
course. The CTL employs two qualified instructional designers who support teachers and
programs from all campuses. The links below provide access to the basic and most important
aspects of the instructional design process:
•
•
•
how to, plan, construct, analyze, evaluate and manage the instructional process
effectively so that it will ensure competent performance from students,
how to identify problems, discover learner characteristics, define objectives, develop
methods and evaluate students and objectives used to instruct them, and
select applicable resources in an appropriate medium, to support learning activities.
CTL WORKSHOP RESOURCES
Visual Overviews for Planning and Facilitating Online Courses (Developed by Annique
Boelryk)
This is a pdf file of diagrams designed to facilitate discussions about instructional design for
online course development.
Online Course Development: A Process Outline (Developed by Annique Boelryk and Bob
Marchessault)
This pdf file outlines recommended elements for the selection and development of an online
course. It discusses criteria for selecting courses, recommends design outcomes, and describes
faculty competencies that are needed for success in both the development and delivery of an
online course.
Review Guide for Online Courses (Developed by Annique Boelryk and Jason Hunter)
This comprehensive course review guide outlines objectives and indicators for seven aspects of
an online course including: (1) course organization, (2) learner support, (3) instructional design,
(4) information design, (5) feedback and assessment, (6) communication and interaction, and
(7) resources.
Center for Teaching & Learning - Instructional Designers:
Bob Marchessault - ext. 1665, bmarchessault@georgianc.on.ca
Annique Boelryk - ext. 1151, aboelryk@georgianc.on.ca
Amy Goruk - ext. 1075, aboelryk@georgianc.on.ca
BOOKS AVAILABLE IN THE CENTRE FOR TEACHING AND LEARNING
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Kemp, J, Morrison, G, & Ross, S (1994). Designing effective instruction. Toronto: Maxwell
Macmillan Canada.
Reiser, R, & Dick, W (1996). Instructional planning: A guide for teachers. Boston, MA: Allyn
and Bacon.
Shea-Schultz, H, & Fogarty, J (2002). Online learning today: Strategies that work. San
Francisco, CA: Berrett-Koehler.
Salmon, G (2002). E-tivities: The key to active online learning. Sterling, VA: Stylus Publishing.
Burdman, Jessica (1999). Collaborative web development: Strategies and best practices for web
teams. Reading, MA: Addison - Wesley
Boettcher, J, & Conrad, R (2004). Faculty guide for moving teaching and learning to the web.
Phoenix, AZ: League for Innovation in the Community College.
Collison, G, Elbaum, B, Haavind, S, & Tinker, R (2000). Facilitating online learning: Effective
strategies for moderators. Madison, WI: Atwood Publishing.
EXTERNAL WEB RESOURCES
The Instructional Design Process. Hari Srinivas. St. Edwards University: Center for
Teaching Excellence. Retrieved February 2010 from http://www.gdrc.org/infodesign/instruct/instruct.html
Instructional Design Models. Martin Ryder. University of Colorado. Retreived February
2010 from
http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html
Principles of Online Design. Florida Gulf Coast University. Retrieved February 2010 from
http://www.fgcu.edu/onlinedesign/designDev.html
Retrieved from: http://www.georgianc.on.ca/staff/ctl/planning/instructional-design .
October 6, 2010.
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Appendix G
Online Course Review
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Online Course Review
Document
(Version 1.0 – January 2005)
Prepared by Jason Hunter and Annique Boelryk
Instructional Designers
Centre for Teaching and Learning: Georgian College
Reference resources include the following:
Iannacone, P., Silverman, G., Silverman, S. et. al. (2002). Standards for online
learning. New York Institute of Technology.
Indiana Higher Education Telecommunication System. (2004). Guiding principles
for faculty in distance learning. Retrieved January 5, 2005 from
http://www.ihets.org/progserv/education/distance/guiding_principles/#outcomes
Teaching, learning, and technology group. (n.d.). The seven principles of good
practice: Using technology to improve learning outcomes. Retrieved January 5, 2005
from http://www.tltgroup.org/Seven/Library_TOC.htm
University of South Australia. (2003). Peer review of an online course checklist.
Retrieved January 5, 2005 from http://www.unisanet.unisa.edu.au/Resources/onlineeval/Evaltool.htm
Georgian College: Benchmark Related to Program Delivery Using the Internet
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1. Course Organization
Objectives
Effective course organization will enable learners to…
1. Grasp the course structure intuitively and perceive the overall framework as meaningful
2. Navigate through the course easily and find current, complete, and concise course content
3. Process course content in manageable chunks
4. Evaluate the course and gain a positive first impression that creates interest
5. Experience initial success given the appropriate effort
Indicators
A. Overall Structure
‰ Content is logically organized using a folder structure that makes sense for the course (i.e.
Module-based? Unit-based? Weekly-based? Chapter/Lesson-based)
‰ Naming conventions and file structures are consistent throughout the course
‰ Navigational flow is intuitive for users and clearly indicates where learners are and where they
need to go next (sandwich approach)
‰ Objectives for each learning unit are concise, meaningful, and linked to assessment
‰ Timelines and due dates are clearly communicated in a way that is easy to process visually
‰ All course elements are accessible within less than 3 clicks
‰ All buttons in the navigation panel contain appropriate information
‰ Look and feel of the course is customized (i.e. banner, buttons) and creates interest
B. Course Information
‰ Official college course outline is current and accessible
‰ Course outline meets all the standards identified in the curriculum handbook
‰ Policies and procedures related to course are clearly articulated (assignment submission,
academic dishonesty, etc.)
‰ Staff information includes contact info for faculty and possibly a photo and some personal
information
C. Course Syllabus
‰ Communicates course outcomes in a way that makes them relevant for learners
‰ Presents course schedule and general explanation of course organization in a clear and visually
appealing way
‰ Describes required and recommended instructional resources as well as any additional
expectations for learning (i.e. field trips)
‰ Includes a detailed evaluation plan that aligns with course outcomes, meets the standards of
the curriculum handbook, and reflects a reasonable workload
‰ Outlines expectations for successful participation (i.e. Tips for Success)
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2. Learner Support
Objectives:
Effective learner support will enable learners to…
1. Receive a positive and productive introduction to online learning – how it works, expectations, online
tools
2. Stimulate positive interaction among all members of the learning community (teachers and students)
3. Become aware of the support services available to them
Indicators:
A. Announcements
‰ Includes a welcome message
‰ Clearly explains how students should proceed and what the expectations are
‰ Reminds students to check announcements regularly
B. Orientation
‰ Directs students to a “To Do” list
‰ Provides learners with
‰ Information on getting organized for the course
‰ Information on getting oriented to Blackboard
‰ Information on the technical requirements and skill requirements for the course
‰ Links to tutorials and/or tip sheets for basic Blackboard skills
‰ Information on accessing introductory documents such as the outline and syllabus
‰ Has students introducing themselves to each other in a way that is relevant to the course
‰ Introduces students to the instructor (i.e. photo, bio, interest in course, etc.)
‰ Communicates the requirements for success in the course (i.e. Tips for Success)
‰ Provides learners with an opportunity to assess whether the course is appropriate for them (i.e.
Online Learning Self-Assessment)
‰ Provides answers to common questions (i.e. FAQ page)
‰ Allows students adequate time to complete orientation activities
‰ Makes students aware of expectations and protocols regarding etiquette, communication, etc.
C. Support Resources
‰ Communicates how, when, and where students can get support related to course content
‰ Office hours and process for meeting face to face
‰ E-mail of instructor and parameters for e-mail receipt and response
‰ Procedures in case of network failures
‰ Outlines college support services for students related to required skills
‰ Write-On, Click-On
‰ Computer Services, Blackboard Student Support
‰ Provides links to other relevant college services and resources
‰ Registration, Bookstore, Library
‰ Student Services – Counseling, Career Services
‰ College Policies – IT, Academic Honesty,
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3. Instructional Design
Objectives:
Effective instructional design will enable learners to…
1. Learn based on proven principles for online learning.
2. Participate in learning units that are structured for success, provided the student has the appropriate
pre-requisite skills and puts in the required effort.
3. Engage in learning that goes beyond content and information acquisition.
Indicators:
A. Instructional Unit Design
‰ Units contain clear instructional objectives that are measurable and linked to assessment
‰ Units are organized using a consistent pattern that is clear and logical
‰ Units contain an appropriate balance of information, learning activities, and assessments
‰ All elements are clearly linked to the objectives and course outcomes
‰ Units include visual organizers (i.e. charts, diagrams) and graphic highlighting (i.e. lists, bolding,
underline) to clearly communicate the following:
a. Where learners are in the course
b. What came before and what comes next (sandwich approach)
c. Required readings, learning tasks, etc.
d. Timelines and due dates
‰ Online resources and tools are used as an integral part of the instructional process
‰ All resources are current and accessible to learners
‰ Units build on one other and lead students to achieving the outcomes of the course
‰ Instruction promotes interaction on several levels - student/content, student/student,
student/faculty, and student/discipline (i.e. websites, experts, videos)
B. Learning Activities and Assignments
‰ Promotes active learning using a variety of strategies
‰ problem-solving activities
‰ knowledge building and knowledge sharing activities
‰ case studies
‰ reflective activities
‰ collaborative activities
‰ Explanations, directions, expectations, and assessment criteria for all learning activities and
assignments are clearly communicated (i.e. self checks, rubrics, step by step instructions,
worksheets, etc.)
‰ Learning activities reflect pedagogical principles and theories such as the following:
‰ Constructivism
‰ Promotion of Essential Skills including higher level thinking
‰ Relevance
‰ Activities and assignments promote knowledge building through the sharing of information,
resources, and relevant experiences.
‰ Students have some options and flexibility in learning activities where appropriate
‰ Submission processes for all assignments and learning tasks are clearly outlined and easy to
follow. They are outlined in several places with no contradictory information.
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4. Information Design
Objectives:
Effective information design will enable learners to…
1. Process online information without experiencing a continuous “wall of words” or undue hardship
2. Recognize visually the hierarchical structure and key elements of the course
3. Interact with course information at a variety of levels in the cognitive, affective, and psychomotor
domains
Indicators:
A. Content and Writing
‰ Information is chunked into manageable and easy to read segments
‰ Accessing content does not require excessive scrolling or clicking
‰ Information is as concise as possible with all extraneous phrases and words eliminated
‰ All text information leads students to a learning activity, in a learning activity, or in the follow-up
of a learning activity
‰ All written text is grammatically sound and free of errors
‰ Online content adds to the textbook information in a meaningful way
‰ Information is selected, organized, and presented to minimize information overload for the
average student
‰ Bullets and lists are used to condense information and improve visual impact. Information in
lists or bullets adheres to a parallel structure
‰ All information is current and correct including all hyperlinks
‰ Course content is easy to print
‰ Course content can be viewed effectively online in a variety of resolutions
‰ Course content can be easily read using a text reader (not currently possible with Blackboard)
B. Fonts and Presentation
‰ Fonts and headings are used in a consistent way throughout the course and clearly delineate
organizational hierarchies for information (i.e. headings and subheadings).
‰ Text contrasts with background and is easy to read (i.e. sans serif) both online and in printed
format
‰ Text colour selections take colour-blindness into account
‰ Information is enhanced with visual and auditory resources as much as possible. This could
include:
‰ Graphics and images that support but do not distract from the learning
‰ Visual organizers
‰ Audio
‰ Video clips
C. Interaction with Content
‰ Interaction with the content of the course is facilitated using a variety of tools and methods. This
could include:
‰ Low-level questions (i.e. T/F, multiple choice, ordering, matching; open-ended questions)
‰ Checklists
‰ Surveys
‰ Reflective questions
‰ Worksheets and other graphic organizers (i.e. mind maps, charts, flowcharts, timelines)
‰ Short writing tasks
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5. Feedback, Assessment, and Evaluation
Objectives:
Effective feedback, assessment, and evaluation will enable learners to…
1. Engage in multiple and varied opportunities to practice and demonstrate skills related to course
outcomes
2. Receive clear and explicit communication regarding performance criteria and understand how they
might improve
3. Use specific criteria constructively to engage in self-assessment and peer assessment
Indicators:
A. Feedback
‰ The feedback loop gives students regular information regarding their performance and on what
is needed to improve performance
‰ All feedback is positive and constructive
‰ The online grade book is set up in a logical, easy to follow way that provides students with clear
feedback regarding their marks
B. Assessment for Learning (Formative)
‰ Assessment opportunities occur on a regular basis and are clearly linked to objectives
‰ Assessments for learning are relatively low stakes with clear feedback on performance
‰ Assessments offer several opportunities to practice skills identified in the course outcomes
‰ Performance criteria are explicit and clearly communicated
‰ Students receive assessment results in a timely manner
‰ A variety of assessment tools and methods are used
‰ Surveys
‰ Quizzes
‰ Short writing tasks
‰ Self-assessments
‰ Mini-assignments and/or process assignments
‰ Processes for completing and submitting assessments are clear
C. Evaluations of Learning (Summative)
‰ Evaluations are clearly linked to course outcomes
‰ Skills and knowledge required for successful performance have been taught or scaffolding
(support) resources have been made available to students (i.e. tip sheets, exemplars, online
resources)
‰ Evaluations are designed to promote academic integrity
‰ Performance criteria for evaluations are explicit, measurable, and meaningful to learners (i.e.
rubrics, marking sheets)
‰ Evaluations are meaningful, relevant, and appropriate for college students
‰ Evaluations offer students options and flexibility so they can focus on areas of interest
‰ Evaluations maximize the use of online resources and tools
‰ A variety of evaluation methods are used throughout the course
‰ Tests and exams
‰ Case studies
‰ Projects
‰ Writing Tasks
‰ Presentations
‰ Other
‰ Results of evaluations are communicated to students in a clear and timely manner
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6. Communication and Interaction
Objectives:
Effective communication and interaction will enable learners to…
1. Participate in a positive, constructive learning community
2. Feel connected to the teacher, the institution, and other students in the course
3. Overcome some of the challenges and barriers related to online learning
Indicators:
A. Instructor Communication
‰ Announcements are posted regularly for purposes such as the following:
‰ Welcome learners to the course
‰ Focus on where they are suppose to be and where they are going next
‰ Clarify instructions, expectations, issues that arise
‰ Remind learners of upcoming deadlines
‰ Summarize key points or information
‰ Provide advice or “tips for success”
‰ Correct errors in course content
‰ Advise students of technical issues
‰ Instructor communication during the first quarter of the course gets the majority of students on
track and comfortably participating in the online learning community. This includes
‰ Individual e-mails as well as announcements
‰ Monitoring of individual students performance
‰ Follow-up with students who are not participating regularly
‰ Instructor communication moves students towards independence and interdependence
‰ Encourage students to post questions in a General Discussion
‰ Encourage students to help each other
‰ Instructor participation in discussions effectively supports and promotes learning. This includes
‰ keeping the dialogue on track
‰ moving the dialogue forward
‰ leading learners to higher levels of thinking
‰ Instructor sets and adheres to reasonable parameters for responding to and supporting learners
(turnaround time, virtual office hours, on-campus support, etc.)
‰ Instructor has communicated expectations and guidelines of interactions in the course and
enforces these in a positive constructive way, especially at the beginning of the course.
‰ Discussion questions are clearly worded, open-ended, and promote the integration of course
content and personal input
‰ Discussions are structured to achieve specific, meaningful learning objectives and promote a
high level of interaction among students
B. Student Interaction
‰ Peer to peer interaction is positive and constructive
‰ Students regularly contribute knowledge or information that adds to everyone’s understanding
of the subject
‰ Students have to opportunity to communicate on an informal level in a “Course Café” type
discussion
‰ Students are able to provide their feedback on the course and its various elements in a positive
and constructive way
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7. Resources
Objectives:
Effective resources will enable learners to…
1. Access a variety of online resources related to the discipline – websites, academic journals,
professional organizations, etc.
2. Use multi-media materials to enhance their learning – graphics, video, audio
3. Recognize and follow appropriate guidelines for the legal and ethical use of resources
Indicators:
A. Online Resources
‰ Selected resources are academically appropriate and linked to learning objectives
‰ Resources are delivered to students in a format that is as stable as possible
‰ Resources are high quality and expose learners to a wide variety of sources related to the
discipline
‰ Resources are organized in a logical way that is accessible to learners
B. Multi-Media Resources
‰ Resources are designed to enhance and support learning goals (i.e. support diverse learning
styles, present complex concepts in a visual manner)
‰ Resources are optimized for web delivery
‰ Where possible, text is supported with audio files
‰ Where possible, text is supported with meaningful images
C. Legal and Ethical Use
‰ All resources adhere to both ethical and legal guidelines for use
‰ Ethical and legal expectations for student work are clearly stated
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Observations and Suggestions
Course Name:
Instructor:
Date:
1. Course Organization
Observations:
Suggestions/Recommendations:
2. Learner Support
Observations:
Suggestions/Recommendations:
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3. Instructional Design
Observations:
Suggestions/Recommendations:
4. Information Design
Observations:
Suggestions/Recommendations:
5. Feedback, Assessment, and Evaluation
Observations:
Suggestions/Recommendations:
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6. Communication and Interaction
Observations:
Suggestions/Recommendations:
7. Resources
Observations:
Suggestions/Recommendations:
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Appendix H
Professional Development Workshops Available through the Georgian College
Centre for Teaching and Learning (CTL)
1 on 1 Consults
Meet with our CTL staff to discuss particular issues related to Teaching and Learning.
Please contact the person you would like to meet with upfront so that a topic can be
discussed and prepared for.
About OntarioLearn
This session will provide an overview of current Georgian Ontario Learn course
offerings. An overview of how equivalencies are established will be provided.
Information about the role of Ontario Learn at Georgian College and a general overview
of the process for students will be shared.
Academic Development Program
This program is offered to all faculty hired into a Full Time Faculty Position. Faculty are
given a teaching download to allow them time to participate in this program. The
program connects faculty with the College community, engages participants in dialogue
and reflection on teaching practices, college-wide processes, professional development
and links faculty with the available college services and supports.
Active Learning Strategies*
Research shows that active learning contributes to improvements in student
engagement and in learning. Given the nature of today’s learners and of the learning
environment with its many competing demands for attention, it is becoming more and
more necessary to structure learning activities to promote interaction with
information/content and with each other. Active learning strategies are instructional
structures that can be used in a variety of content areas to create interest and
engagement as well as help students develop important learning skills. This session will
allow participants to experience several active learning approaches.
Applying Motivation Theories to Student Learning*
Although motivation is an incredibly complex dimension of learning, theories exist that
can help us better understand motivation as it applies to learning. In this workshop, we
will examine how such theories can provide insight into student behaviour and offer
ideas for instruction. Theories that will be examined include Maslow’s hierarchy of
needs, achievement/goal orientation, self-efficacy, attribution theory, and expectancy
theory.
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Avoiding Plagiarism*
Theory and practical advice on preventing plagiarism via assignment design and
Turnitin.com
Banner for Faculty: Entering Grades
Beyond Excel 2007 Basics
The contact person for registration is Tara Ross at ext. 1321 or
tross2@georgianc.on.ca. Space is limited. This two-hour Beyond Excel 2007 Basics
training session will show participants options for entering, formatting and viewing data,
popular functions and absolute references in formulas, and Status bar preferences.
Course Topics: • Entering Data using Column Entry Lists • Creating Custom Lists •
Formatting with Cell Styles • Applying Conditional Formatting • Working with AVERAGE,
MIN and MAX functions • Entering Absolute References • Using AutoCalculate •
Managing Page Breaks • Freezing Panes • Splitting Windows • Hiding Data •
Customizing the Status Bar
Blackboard 9 Orientation
Blackboard 9 Overview
Blackboard for New Users
If you are a new user to Blackboard, this orientation will be for you. No Experience
required.
Blackboard Grade Centre
This session will help you set-up and prepare the Bb 9 grade centre for your courses.
We will be in a lab, and will have the opportunity to learn how the grade centre works
and how to configure it for your particular courses.
Blackboard Workshop
Blackboard: Blogs for your students*
Blackboard now permits teachers to set up blogs within their course shell for their
students. Blogs can be and excellent learning tool. These can be made into
assignments and graded in the grade center. Blogs are readable by all members of a
class, (but not the Internet as a whole). Blogs allow comments from readers. Learn
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about how you can use blogs as assignments in your course.
Blackboard: Teaching with Journals*
Blackboard 9 Journals is a powerful new tool that permits teachers to assign journal
writing exercises to their students. Journals are private and only the teacher may read
them and leave guiding comments. Journals can be graded and linked to the grade
center. Learn more about Bb Journals in this session.
Blogs, Wikis and Journals: Online Assignment Tools*
Attend this session to discover how your assignments can harness the power of blogs,
wikis and journals. These new online tools support collaborative group work as well as
individual learning. They focus on communicating using the web as the medium. By the
end of the session you should have a clear idea on how each tool is unique and how
(and whether) you may introduce them to your course assignments.
Classroom Response System (clickers overview)
Have you ever wanted to poll your students to see if they understood some key lesson
points? Or, have an interactive review session? Each student can have a hand-held
clicker device, and through the existing college computer systems, you ask multiple
choice questions .. and see results by student or collectively as a class.
Clickers, Tablets, and more
This session will provide an overview of the instructional technology devices that are
available for use at Georgian. We will take a look at clickers, interactive tablets, and
visualizers.
Collaborative Learning*
Learning through group effort is an essential skill. Developing tasks and assignments
that support learning is discussed in this workshop. Participants will review the elements
of collaborative learning in order to determine methods of encouraging collaboration in
the classroom.
Coordinators Forum
These sessions have been specifically designed for Program Coordinators based on
expressed need areas. Various coordinator functions and activities will be addressed,
facilitating discussion amongst Coordinators to assist in better understanding and
implementing the coordinator role. College supports and services will be consulted to
provide information as required.
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Copyright: in the Classroom, on Blackboard and in the Library
Can I show a feature film in the classroom? Can I link my Blackboard site to a
copyrighted website, copyrighted images? Attend this session to better understand
copyright law and its impact on curriculum revision, course packs and how we use
copyrighted material in our teaching and learning strategies.
Course Tune-up*
Check alignments and levels for one of your first year courses.
Creating a Positive Learning Environment*
This session addresses the multitude of factors that contribute to a positive learning
environment. Establishing trust, managing the learning process, and creating a
comfortable learning climate are all important aspects of this goal.
Creating Effective Multiple Choice Questions*
Designing multiple choice questions (MCQ’s) that effectively measure desired learning
can be very challenging and time consuming. In this hands on workshop, participants
will explore the strengths and limitations of MCQ’s and use a list of criteria to evaluate,
improve, and construct effective questions.
Creating Multimedia for Your Blackboard Course Shell
Students learn best when a variety of media are used to illustrate information, ideas and
concepts. This session presents tools that allow you to record and deliver your voice,
slides, screen captures and video clips. (Including: MP3s, digital images, Jing, viewlets)
By the end of the session you will be able to decide which tools and techniques can be
applied to your courses given your time and resources.
Curriculum Development Process*
Data Management in Excel 2007
The contact person for registration is Tara Ross at ext. 1321 or
tross2@georgianc.on.ca. Space is limited. This two-hour Data Management in Excel
2007 training session will help participants to create and manage data tables, sort and
filter data, use data forms, work with subtotals, use LOOKUP functions and handle
external data from text files. Course Topics: • Defining Excel Tables • Converting Tables
to Ranges • Managing Data with a Data Form • Performing Basic and Complex Sorting •
Filtering in Place • Setting up Advanced Filters • Subtotaling Data • Working with the
LOOKUP functions • Handling Data from Text Files (*.csv)
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Degree Level Expectations & Evaluation
This interactive workshop will invite faculty members to review the learning expectations
for degree studies as established by PEQAB and now being advanced in Ontario
Universities to distinguish college, 3-year and 4-year degrees. Fancy up as this session
will be filmed and turned into a "take-away" for further workshops and our ongoing
discussions.
Degree Level Outcomes Workshop
Please pass this workshop information on to any faculty teaching in or interested in
teaching in degree studies. This workshop has been offered twice before, so some of
your faculty members may have already attended.
Degree Training (PEQAB / VPA)
This session will review degree expectations for professors according to both PEQAB
and the University VPA group.
Designing and Deploying Automated Tests in Blackboard
Design, deliver and manage your tests in Blackboard with much greater flexibility and
efficiency using Respondus 2.0. This College-wide licensed tool will help you to improve
your Bb based tests & quizzes. Learn how you can author your tests in MS Word and
use Respondus to upload, manage and modify your tests.
Designing Assignments*
Assignments should respond to an objective and help learners build knowledge and
skills. In this session you will be exposed to a number of resources and strategies for
designing or evaluating assignments, as well as taking some time to examine tools in
Blackboard that can be used to manage assignments. Please note that the focus in this
session is on the design aspects of assignments, rather than the technical aspects.
Designing Course Activities that Meet Course Objectives*
Course objectives clearly describe what a student will be able to do if they succeed.
Designing learning activities that help them meet the objectives requires instructors to
develop tasks whose criteria provide a path to mastery. Explore this problem in depth at
the workshop.
Designing Effective Tests*
Although there are many different methods for assessing student learning, tests and
exams continue to be a common evaluation tool in higher education. When well
designed, tests and exams can serve several important functions. They can (a) provide
efficient feedback on student learning at a certain level; (b) focus student effort; and (c)
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provide faculty with feedback on their instruction. In this session, we will discuss various
design elements for effective tests and exams.
Designing for Problem-Based Learning*
Designing Group Assignments for Bb9
You can use the new features in Bb9 to set up group learning environments. Teamwork
is an essential component in many courses. Bb9 provides your student teams with tools
to complete group tasks. It also provides you with ways to monitor progress, receive
assignments, grade them and provide feedback. Learn more at this demo session.
Designing Rubrics for Assessment*
Rubrics are one of many assessment tools. If well constructed, they effectively
communicate explicit assessment criteria; focus instructional efforts, and offer a tool for
both self and peer assessment. In this workshop, participants will examine sample
rubrics and engage in a process to design one.
Designing Significant Learning Experiences*
This session will provide an overview of Dee Fink’s model of ‘creating significant
learning experiences’. His approach considers learning not as the acquisition of
information but rather an emphasis is placed on what is learned and its personal
significance to the learner. The session will provide opportunity to dialogue about
teaching and learning pedagogy underlying our teaching practices.
Developing a Blog Assignment*
Blogging is a form of online journaling. Learn how assignments based on blogs work
and encourage reflection in your students.
Developing Cultural Competence*
The concept of Cultural Competence has been described as including respect for
diversity, and having the awareness, knowledge and skills to enact this effectively in
cross-cultural situations. As the post-secondary classroom becomes increasingly
complex, there is a need to increase both our understanding of this diversity and our
skills for teaching in such environments. In this session, we will begin an exploration of
the cultural competence continuum. We will discuss the various skills and types of
understanding that contribute to valuing “cultural competence” and ultimately to a more
inclusive learning environment.
Developing Learning Portfolio Assignments*
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How can you determine what your students are learning? Ask them to build a portfolio is
one answer. Learn how portfolios work and how they can address a the need for long
assignments.
Digital Cameras: Making Images That Explain Things
Bring your digital camera to this workshop. You will have the opportunity to make
images that help learners understand ideas / information. Using drawing tools in
PowerPoint, you will discover how to "mark up" a photo to enhance its ability to
communicate.
Discover Learning Objects
Learning objects were the subject of a recent sabbatical that Bob Marchessault enjoyed.
Attend this workshop to learn about what he discovered. Just what are learning objects,
how they work, who makes them, why they can be shared and how they can integrate
into Blackboard.
Drop-In Support (Blackboard)
Drop-In Support (PowerPoint)
Drop-In Support (Teaching)
Electronic Delivery of Course Material
Making course materials available via Blackboard requires that you consider how
students experience this kind of delivery. This session reviews the various methods of
acquiring and uploading e-Learning materials.
Energizers and Active Reviews*
Need some strategies to boost student involvement at the start of class, or following a
break? Looking for different ways of providing meaningful reviews that the student can
be involved in? This workshop will provide opportunities to experience a variety of
energizing activities and share strategies to engage students with content reviews.
ERIC Database
Many educators extensively rely on Eric (Education Resources Information Centre) to
access journal articles, books, research syntheses, conference papers, technical
reports, policy papers, and other education-related materials. This session will provide
an overview of how to effectively use this database to expand your knowledge of
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teaching and learning.
Facilitating Learning of Critical Thinking Skills*
Prerequisites: Faculty registering for this series must have completed prior learning on
the basics of lesson planning, post-secondary assessment, and assignment design.
Sessions offered through the Centre for Teaching and Learning on these topics or their
equivalent is acceptable. Essential skills (generic skills, employability skills) are key
areas of learning that need to be learned along with subject-specific content. They
include: Communication Skills, Information Literacy Skills, Thinking Skills, Interpersonal
Skills, Numeracy Skills, and Technology Skills. Integrating essential skills with course
content creates a richer, more meaningful learning experience for students and better
prepares them to * meet the demands of today’s workplace and * live as members of a
global community In this workshop, we will explore and use teaching strategies,
assessment tools, and scaffolding resources compiled and developed by the Centre for
Teaching and Learning, which can be used to support the development of critical
thinking across disciplines.
Facilitating Learning of Information Literacy for Course Assignments*
Prerequisites: Faculty registering for this series must have completed prior learning on
the basics of lesson planning, post-secondary assessment, and assignment design.
Sessions offered through the Centre for Teaching and Learning on these topics or their
equivalent is acceptable. Information Literacy skills include: locating, evaluating, and
applying information. These skills are essential for success with post-secondary
assignments and need to be supported and developed during the college years. This
session will help faculty better understand information literacy concepts and increase
awareness of library resources that support faculty and students in this aspect of
learning.
Facilitating Learning of Integrating Learning Strategies*
Prerequisites: Faculty registering for this series must have completed prior learning on
the basics of lesson planning, post-secondary assessment, and assignment design.
Sessions offered through the Centre for Teaching and Learning on these topics or their
equivalent is acceptable. Teaching course content to an academically diverse group of
students is never an easy task. One of the reasons for this challenge is that many
students have not, for whatever reason, acquired effective learning strategies. Learning
and study strategies include approaches to managing the learning process,
understanding and using information, completing learning tasks, and evaluating
learning. This session examines learning strategies that are commonly suggested by
learning strategies and that can be easily integrated into your teaching.
Facilitating Learning of Team Work*
Prerequisites: Faculty registering for this series must have completed prior learning on
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the basics of lesson planning, post-secondary assessment, and assignment design.
Sessions offered through the Centre for Teaching and Learning on these topics or their
equivalent is acceptable. Learning through group effort is an essential skill. Developing
tasks and assignments that support learning is discussed in this workshop. Participants
will review the elements of collaborative learning in order to determine methods of
encouraging collaboration in the classroom.
Faculty Learning Community
Faculty Learning Communities are cross-disciplinary groups of faculty engaged in
ongoing dialogue around a common teaching interest. A book forms the basis of these
discussions and communities meet several times throughout a given semester (every 23 weeks depending on the group). Through participation in a learning community,
faculty have the opportunity to: meet with the same group of people over a semester
around a common teaching interest, engage in conversation and sharing with faculty
from other program areas, cultivate a sense of community based on discussions of
teaching practice.
Faculty Learning Community A
Faculty Learning Communities are cross-disciplinary groups of faculty engaged in
ongoing dialogue around a common teaching interest. A book forms the basis of these
discussions and communities meet several times throughout a given semester (every 23 weeks depending on the group). Through participation in a learning community,
faculty have the opportunity to: meet with the same group of people over a semester
around a common teaching interest, engage in conversation and sharing with faculty
from other program areas, cultivate a sense of community based on discussions of
teaching practice.
Faculty Learning Community B
Faculty Learning Communities are cross-disciplinary groups of faculty engaged in
ongoing dialogue around a common teaching interest. A book forms the basis of these
discussions and communities meet several times throughout a given semester (every 23 weeks depending on the group). Through participation in a learning community,
faculty have the opportunity to: meet with the same group of people over a semester
around a common teaching interest, engage in conversation and sharing with faculty
from other program areas, cultivate a sense of community based on discussions of
teaching practice.
Faculty Learning Community C
Faculty Learning Communities are cross-disciplinary groups of faculty engaged in
ongoing dialogue around a common teaching interest. A book forms the basis of these
discussions and communities meet several times throughout a given semester (every 23 weeks depending on the group). Through participation in a learning community,
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faculty have the opportunity to: meet with the same group of people over a semester
around a common teaching interest, engage in conversation and sharing with faculty
from other program areas, cultivate a sense of community based on discussions of
teaching practice.
Flexible Learning Space Idea Exchange
The goal of this event is to promote the exchange of teaching ideas and strategies
among teachers who are teaching (or have taught) in one of the Flexible Learning
Classrooms (MMF). Each participant is asked to contribute one strategy, activity,
assessment idea, idea for organizing or managing groups, etc. that he/she found was
effective in facilitating learning when teaching in this classroom. The metaphor for this is
a GIFT (Great Ideas for Teaching) exchange. The file at the link below can act as a
document to type your idea on, or as a title sheet to go with a handout that you used ::
http://staff.georgianc.on.ca/ctl/docs/Gifts.doc
Focus on Teaching Conference
Each Spring, the Centre for Teaching and Learning has offered an Annual Focus on
Teaching Conference. The conference is a Professional Development day for faculty to
learn, collaborate, share and enjoy together. See the calendar for details about this
year's theme and event!
Foundations of Assessment*
Learning is integrally linked to assessment. In this session, we will look at how both
formative and summative assessment fit into the overall instructional process and how
teachers can design meaningful assessment tasks and feedback tools.
Giving Student Feedback
Feedback is an integral part of the learning process. Offering feedback wisely can assist
the student toward further learning from an assignment, experience, learning
opportunity. This session will address aspects to consider for offering effective
feedback.
Graduate School Admissions 101
BROUGHT TO YOU BY UPC So you are thinking about going to graduate school. Now
what? Dr. Nancy Noldy-MacLean and Dr. Cherylyn Cameron will be discussing some
things you need to know and will provide general advice on: • Choosing a school •
Standardized tests • Letters of recommendation • Marks • Statements of interest •
Further resources Monday, November 9 2009 2 - 3 p.m. Room K224A, Barrie Campus
Group Assignments: Revising for Increased Success*
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If your group assignments feel like more trouble than you can support, it may be time to
revise them. This session looks at problems and solutions.
Helping Students Learn Content Vocabulary*
Teaching students who are learning in a second language poses challenges. This
session will: describe the challenges, outline key areas of difficulty that can be
addressed in the course planning phase, and describe specific strategies for clarity
when instructing.
Human Development and College Learning*
Postsecondary education is a period in life where the beliefs, attitudes, and behaviours
of many students are being challenged. This can sometimes result in comments and
outbursts that make both the teacher and the learning environment uncomfortable. In
this session, participants will begin by exploring connections between various human
development theories and students’ behaviours and attitudes. This in turn will lead to a
discussion about how various departments within the college can work collaboratively to
help students cope constructively with issues related to developmental processes.
Instructional Skills Workshop*
The Instructional Skills Workshop (ISW) was developed by a group of passionate
educators over 25 years ago. It is an intensive 30 hour event that uses a “laboratory
approach” to focus on the development of instructional skills. The ISW is a
developmental activity and is based on a collaborative peer feedback model. It is
grounded in active and experiential learning models, and is based on principles of
learning-centred instruction. While facilitators are seasoned faculty members who have
had training in the ISW facilitation process, they are instructors just like the participants.
This creates a collaborative learning environment that acknowledges the complexity of
instruction and examines the teaching and learning process from both the instructional
and the learning perspectives.
Integrating Technology into Teaching Effectively*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goal of this initiative is to help parttime faculty become more connected to the college community and to support them in
their teaching practice. Each session will focus on a particular topic or topics, and will
consist of information sharing using a variety of teaching strategies and peer to peer
interaction.
Intermediate Excel 2007
The contact person for registration is Tara Ross at ext. 1321 or
tross2@georgianc.on.ca. Space is limited. This two 2-hour Intermediate Excel 2007
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training session will help participants to organize and consolidate data, manage multiple
sheets and workbooks, and design templates. Course Topics: • Naming Ranges •
Creating Outlines • Using Custom Views • Protecting Data • Designing Templates •
Working with Several Workbooks • Handling Multiple Sheets • Creating Formulas to
Summarize Data • Consolidating Data
Introduction to Collaborative/Cooperative Learning*
Engaging students in today’s classroom through active learning can be a challenging
endeavour. This session will guide teachers through aspects of group work, outlining
attributes of effective learning activities and why it is important aspect of student
learning. This workshop will outline the features of Collaborative learning and the
epistemological assumptions of knowledge construction that guide Collaborative
learning strategies. Participants will experience several activities that can be adapted for
their own classroom environments.
Introduction to Excel 2007
The contact person for registration is Tara Ross at ext. 1321 or
tross2@georgianc.on.ca. Space is limited. This two-hour Introduction to Excel 2007
Basics training session will show participants how to enter, edit, select and format data,
create formulas, and preview and print worksheets. Course Topics: • Entering and
Editing Data • Selecting and Formatting Data • Moving Around in a Worksheet •
Clearing Data and Formats • Creating and Viewing Basic Formulas • Using AutoFill,
AutoFit and AutoSum • Adjusting Column Widths and Row Heights • Inserting Rows and
Columns • Moving and Copying Data • Using the Format Painter • Managing Page
Setup Options • Previewing and Printing Worksheets
iTunes U Information Session
iTunes U is now available through the Georgian portal. If you have audio or video
content that you would like to share with your students, please attend this information
session to find out more.
KPI Faculty Forum
In this session, faculty will have the opportunity to examine how KPI data is collected
and reported so that it can be used more effectively for continuous improvement in
programs. Through participation in this forum, faculty will have the opportunity to: Recognize the context and purpose of KPI surveys - Analyze a KPI report to determine
the type of feedback it provides on student satisfaction - Consider how KPI data can be
used to promote continuous improvement in programs - Learn how KPI can be used to
identify areas that need more attention from senior management and service areas Pose questions related to the collection, interpretation, and use of KPI data - Consider
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how KPI data can be used to promote constructive discussions with peers and students
Lunch and Learn: Academic Policies and Procedures
Lunch and Learn sessions are informal discussions held over the lunch hour. Faculty
are invited to bring along their lunch and their interest in discussing various aspects
relating to teaching and learning. Each lunch and learn session will be assigned a focus
topic to guide the discussion. CTL Resources will be provided as applicable”
Lunch and Learn: Active Learning*
In the lunch and learn sessions, faculty will engage in small group discussions that
encourage sharing of ideas and strategies related to the focus topic. Facilitators will
guide the process by setting up a framework for the discussion and infusing relevant
ideas and information.
Lunch and Learn: Assessing Learning*
In the lunch and learn sessions, faculty will engage in small group discussions that
encourage sharing of ideas and strategies related to the focus topic. Facilitators will
guide the process by setting up a framework for the discussion and infusing relevant
ideas and information.
Lunch and Learn: Collaborative Learning Techniques
These informal sessions are round-table discussion format exploring various topics
related to teaching and learning. Faculty are welcome to bring along their lunch, and
share an opportunity to meet with fellow faculty to discuss and explore various topics of
interest.
Lunch and Learn: Managing the Learning Environment*
In the lunch and learn sessions, faculty will engage in small group discussions that
encourage sharing of ideas and strategies related to the focus topic. Facilitators will
guide the process by setting up a framework for the discussion and infusing relevant
ideas and information.
Lunch and Learn: Millennial Learners*
In the lunch and learn sessions, faculty will engage in small group discussions that
encourage sharing of ideas and strategies related to the focus topic. Facilitators will
guide the process by setting up a framework for the discussion and infusing relevant
ideas and information.
Lunch and Learn: Reading Strategies*
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In the lunch and learn sessions, faculty will engage in small group discussions that
encourage sharing of ideas and strategies related to the focus topic. Facilitators will
guide the process by setting up a framework for the discussion and infusing relevant
ideas and information.
Lunch and Learn: Startup Challenges*
Lunch and Learn sessions are informal discussions held over the lunch hour. Faculty
are invited to bring along their lunch and their interest in discussing various aspects
relating to teaching and learning. Each lunch and learn session will be assigned a focus
topic to guide the discussion. CTL Resources will be provided as applicable”
Lunch and Learn: Student Engagement*
In the lunch and learn sessions, faculty will engage in small group discussions that
encourage sharing of ideas and strategies related to the focus topic. Facilitators will
guide the process by setting up a framework for the discussion and infusing relevant
ideas and information.
Lunch and Learn: Visual Learning Strategies*
In the lunch and learn sessions, faculty will engage in small group discussions that
encourage sharing of ideas and strategies related to the focus topic. Facilitators will
guide the process by setting up a framework for the discussion and infusing relevant
ideas and information.
Managing Long Documents in Word 2007
The contact person for registration is Tara Ross at ext. 1321 or
tross2@georgianc.on.ca. Space is limited. This two-hour Managing Long Documents in
Word 2007 training session will help participants to manage reports and longer
documents with ease. Course Topics: • Adding Cover Pages • Revealing and Clearing
Formatting • Working with the Format Painter • Inserting and Moving to Bookmarks •
Creating and Applying Styles • Setting up Multiple Headers and Footers • Handling
Sections • Creating and Generating a Table of Contents • Using the Document Map and
Thumbnails • Setting up Quick Parts • Inserting Watermarks • Choosing Page Colors
and Page Borders
Mobi Demo
http://www.einstruction.com/products/interactive_teaching/mobi/index.html
INTERWRITEMOBI® The INTERWRITEMOBI® and INTERWRITEMOBI® System is
the industry's first multi-user interface designed specifically to support student-centered,
collaborative learning. The teacher and student can concurrently interact with and
contribute to the same digital content - ideal for team activities, learning simulations,
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student exploration, and more!
New Employee Orientation: All Groups
New Faculty Orientation
This orientation is for new full and part time faculty who are teaching at Georgian
College for the first time. Topics include college services, how to launch a course, and
how to get started with college technology and more.
Online Discussions: Design, Moderation, Evaluation*
Learning can be enhanced and deepened as a result of well designed online discussion
assignments. This session looks at the tool in Blackboard, how it works and how it can
be used to help your students reach learning objectives. Attention is devoted to
moderation techniques and methods for assessing engagement resulting in a fair grade.
Online Teaching Strategies*
Benefit from the opportunity to learn about specific approaches to teaching online with
Blackboard. Learn at the time of your choosing over three weeks from home or on
campus , the Blackboard system will be used for this workshop. The workshop covers
three important topics (one per week): 1. integrating online learning with classroombased courses, 2. learning with discussion forums, 3. ideas and strategies for teaching
with Bb.
Options for Learning Online*
Outlook 2007 Shortcuts & Tips
The contact person for registration is Tara Ross at ext. 1321 or
tross2@georgianc.on.ca. Space is limited. This two-hour Outlook 2007 Shortcuts & Tips
training session will help participants to better manage their Outlook mail, calendar and
contacts. Course Topics: • Setting up Outlook Preferences • Organizing the Navigation
Pane and the To-Do Bar • Working with Message Options and the Reading Pane •
Using Categories and Flags • Handling Messages and Folders • Setting up Distribution
Lists and Group Schedules • Finding, Adding and Tracking Activities of Contacts •
Managing Appointments and Meetings
Part-Time Faculty Session: Accessing and Using Library Resources
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
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the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Active Learning Strategies*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Designing Meaningful Assignments*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Integrating Technology into Teaching*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Introduction to Assessment Strategies*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
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Part-time Faculty Session: Introduction to College Teaching and Learning*
The Centre for Teaching and Learning is conducting a series of weekly sessions for
part-time faculty (part-time, partial load, and sessional). These sessions are designed to
support part-time faculty in their teaching by (i) creating connections to the college
community, (ii) developing knowledge and skills related to teaching and facilitating
learning, and (iii) sharing ideas and strategies across disciplines. Each session will
focus on a particular topic and will involve information sharing, peer interaction, and
exposure to variety of teaching strategies. In this first session, participants will explore
an overview of college teaching and learning and develop their understanding of the
post-secondary learner and learning environment.
Part-time Faculty Session: Introduction: Startup Teaching Challenges
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Overview of Student Services and Support
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Planning Instruction*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Planning Instruction*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
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the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Teaching Critical Thinking Skills*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Teaching Critical Thinking Skills*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Understanding and Applying Academic Policies and
Procedures*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
strategies.
Part-time Faculty Session: Using Evaluation to Enhance Teaching*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goals of these sessions are to help
part-time faculty support part-time faculty in their teaching by creating connections to
the college community, learning about teaching, and sharing ideas and strategies
across disciplines. Each session will focus on a particular topic or topics, and will
involve information sharing, peer interaction, and exposure to variety of teaching
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strategies.
PD for Program Coordinators: Banner Tricks
Planning Instruction*
In this session, we will discuss principles for designing instruction and for engaging
students in learning. Participants will: * explore the connections between teaching
practice and some key learning theories and models * experience and consider a
variety of instructional strategies * discuss how teachers can address the needs for
structure, relevance, meaning, variety, active involvement, and assessment in the
instructional process.
Podcasting
How do we connect with our digital native students? How do we leverage the
technologies that they use outside the classroom to supplement and enhance their
learning experience? One way is to connect with them through Podcasting. Podcasting
involves creating audio, enhanced audio or video recordings that are downloadable to
iPods, MP3 players, cellular phones or other mobile technologies. Podcasts can be
used by the teacher to supplement learning or by students to create Podcasts
assignments. The possibilities are numerous. This session with explore the pedagogy of
Podcastings. How does it enhance the learning experience? See what other colleges
and universities around the world are doing with Podcasts and learn how easy-to-use
technologies can help you launch the classroom into cyberspace.
PowerPoint: Managing Beyond Text
This is a hands-on PowerPoint session where we will explore some of the advanced
features of PowerPoint. It will include animations and short-cuts for best use. If you are
comfortable with PowerPoint already, but would like to pick up some new tricks to spice
up your presentations, this workshop is for you.
Preparing Online Tests and Quizzes for Blackboard
In this session we will discuss how you can manage the online delivery of tests and
quizzes within Blackboard. We will focus on the Respondus tool, and how to take tests
and quizzes formatted in Microsoft Word and post to Blackboard. We will also focus on
how to set-up your gradebook for differing evaluation goals (i.e. student self assessment
vs. official assessment).
Preventing Plagiarism / Turn-It-In*
The temptation for students to copy text from the Web and paste it into a written
assignment is a problem. Teachers will learn about several techniques for detecting
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plagiarism. This session will focus on developing assignments that make plagiarism less
of a problem.
Profile Your Intelligence (4D-i)
Powered by OneSmartWorld this workshop explores the essential skills for success that
will help you communicate, create, solve problems, meet, and manage time. It is
through the learning and awareness of these essential skills, that people can work
\"smarter\" together rather than harder.
Project Management for Curriculum Coaches*
This session will provide curriculum coaches with additional project management skills
skills to facilitate curriculum development.
Promoting Textbook Reading Using Learning Strategies*
Reading effectively is critical to success in most subject areas. Engaging students in
active reading practices can aid comprehension and retention while promoting student
engagement in the classroom. In this session, we will examine different ways that
textbooks can be used in the learning and teaching process. In addition, participants will
have the opportunity to actively participate and learn a number of reading strategies that
they can teach their students.
Protecting and Projecting Your Voice Effectively
Have you experienced voice strain or find that you are hoarse at any point during the
term? Do you project your voice in the classroom so that all can hear you? Often,
inefficient breathing techniques can cause undue strain on your vocal chords. Maureen
Rocchio, the director of the Barrie Huronia Soundwaves has over 30 years experience
as a voice director. During this session, Maureen will provide an interactive opportunity
to consciously attend to your breathing in order to project your voice more effectively.
Remark Orientation
This is a orientation workshop on the Remark Scanning System that will be replacing
the Scantron. For support, please contact the IT helpdesk (itsupport@georgianc.on.ca,
ext. 1732)
Reviewing and Applying Academic Policies and Procedures*
Georgian’s academic policies and procedures can be a useful tool for establishing and
maintaining a positive learning environment in the classroom. In this session, we will
examine key sections of the official policies and procedures and then use a problembased learning strategy to examine how faculty might use them as a guide for
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responding to specific situations.
So You're Thinking About Developing an Online Course*
In this session, a panel of faculty, who have worked with the Centre for Teaching and
Learning to develop online courses, will share the their perspectives on aspects of
course development including: * Key considerations when developing theonline course
(approaches, thinking, strategies, etc.) * Shifts in thinking and role as a teacher when
moving from face to face to online delivery * Strengths and limitations of the online
environment for teaching and learning
Stopping Plagiarism*
This session presents two approaches to stopping plagiarism by students. Good
assignment design can be effective, and Turnitin.com can match student writing against
a huge data-base of existing text.
Strategies&Tools for Developing Student Research/Info Lit Skills*
Are the research results in your courses less than stellar? Come to this chocolatethemed session to unwrap challenges and strategies related to the research process.
Learn how you can work collaboratively with faculty librarians to support students in
their research efforts and more effectively integrate information literacy skills into
assignments.
Student Development Theory and Supporting the Learner*
Student Development theorists are interested in the process of development of a person
who is participating in post-secondary education. As both a theory base and a
philosophy about the purposes of higher education, Student Development encourages
educational interventions that strengthen skills, stimulate self-understanding and
increase knowledge. In this workshop participants will have the opportunity to explore a
variety of different student development theories. In addition, participants will have the
opportunity to consider the role that they play, as teaching faculty, in contributing to the
positive psychosocial development of students in their classes. Finally, through
participatory exercises, participants will be introduced to a number of student services
available to support students who may be struggling with a particular area of
development.
Student Services and Student Development Theory
Participants will have opportunity to consider Student Development Theory to better
understand our student learners. This session will rotate participants through various
aspects of Student Services including: Testing Services, Adaptive Technologies,
Learning Strategists, Counselling Services, Career and Coop Services.
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Teaching & Learning Open Forum*
This full-day event at Kempenfelt Centre is designed to facilitate constructive dialogue
among educators about learning and the professional practice of teaching. During the
course of the day, educators discuss issues, strategies, and ideas with the goal of
improving teaching practice.
Teaching in Culturally Diverse Classrooms*
This session was first offered as part of the Focus on Teaching Conference. Due to its
popularity, Jean has offered to facilitate it again as we prepare for the fall semester. As
the college grows, the global village is present in our classrooms. In this environment it
is important to consider a balanced view of cultural diversity and to share viable
strategies that enhance the learning process for both teachers and students. In this
session, participants will collaboratively consider questions including: - How do you
promote positive interaction across cultural groups? - How do you empower students of
all backgrounds to ask questions? - How do you support different learning styles and
approaches to learning in a manageable way? Based on experience in her own classes,
Jean will also provide participants with samples of tools, strategies, assignments, and
learning objects that she has used to effectively support the culturally diverse student
body in the opticianry program.
Teaching Millennial Learners*
The millennial student brings unique characteristics and attributes to the classroom. As
teachers, we may experience challenges in facilitating the learning process with a
diverse group of generations within our classrooms. In this session, you will
collaboratively explore the generational differences that present in our classrooms and
consider meaningful and manageable teaching strategies that reflect the needs and
traits of this particular group of learners. We will discuss strategies and filters that can
assist us in making balanced implementation decisions related to teaching and learning.
Teaching Millennial Learners (ONLINE DELIVERY)*
The millennial student brings unique characteristics and attributes to the classroom. As
teachers, we may experience challenges in facilitating the learning process with a
diverse group of generations within our classrooms. In this session, you will
collaboratively explore the generational differences that present in our classrooms and
consider meaningful and manageable teaching strategies that reflect the needs and
traits of this particular group of learners. We will discuss strategies and filters that can
assist us in making balanced implementation decisions related to teaching and learning.
Teaching on the Edge Discussions (TOTE)
New this Term: Teaching on the Edge Discussions (TOTE) TOTE (Teaching on the
Edge) is something we often find ourselves doing when dealing with unforeseen
situations. This is an informal discussion circle where faculty can discuss and probe
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their teaching experiences with faculty colleagues. Discussion may include (not limited
to) challenges, solutions, and innovative teaching practices.
Teaching Strategies for Visual Learners*
Discover how you can improve learning for students with a preference for the visual.
There are teaching strategies that work. We discuss tools and presentation means. If
time permits, you'll get a chance to try out "mind-mapping".
Teaching to a Variety of Learning Styles*
As learners, most of us have preferences for the way we acquire, process, and express
knowledge and skills. This workshop examines the learning characteristics of various
learning preferences (i.e. visual, verbal, auditory, kinesthetic; right brain, left brain;
sequential/global; factual/intuitive). Participants will complete one of many surveys to
examine personal preferences and will discuss various strategies that both teachers
and students can use to support diverse learning preferences.
The Centre for Teaching and Learning is conducting weekly sessions for parttime faculty (Part-time,*
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goal of this initiative is to help parttime faculty become more connected to the college community and to support them in
their teaching practice. Each session will focus on a particular topic or topics, and will
consist of information sharing using a variety of teaching strategies and peer to peer
interaction.
Turning Point Response Card (CLICKERS)
We will have Patrick Abram from Turning Technologies on campus to do a demo. This
clicker technology integrates seamlessly with PowerPoint and has some powerful
reporting features. It is also much easier to carry that the other clickers (fit in a small,
lunchbox size carrying case.) We are looking at purchasing additional clickers, so it
would be great to have you come to evaluate these devices.
Turnitin Features: PeerMark and GradeMark
This session is for users of Turnitin’s plagiarism detection system. Take advantage of
two new Turnitin features: PeerMark and GradeMark. Allow your students the
opportunity to learn from each other and become more engaged in course material with
PeerMark. Grade your papers entirely online with GradeMark providing a complete
paperless system.
Uncovering Clues to Student Engagement*
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This session was first offered as part of the Focus on Teaching Conference. Due to its
popularity, Ruthanne has offered to facilitate it again as we prepare for the fall
semester. Student engagement is a crucial element in facilitating progress towards
educational goals. The research shows that many complex factors impact student
engagement, some which are within the teachers\' sphere of influence and some which
are not. This workshop will involve participants in thoughtful and constructive dialogue
about this research and lead participants in collaboratively considering how various
aspects of educational practice affect student engagement. We'll uncover clues about
student behaviours and institutional conditions that contribute to student engagement
and tap into our collective intelligence to identify strategies that can improve student
engagement and strengthen progress towards educational goals.
Understanding Students with Asperger Syndrome
This presentation, facilitated by Leah Moore, Kinark SSP-ASD Consultant, will provide
participants with a basic knowledge of the characteristics of Asperger Syndrome and
how it may express itself in a Post Secondary student. Other topics for review in relation
to Asperger Syndrome: • The impact of anxiety • Executive Function Impairments •
Implications of not understanding the “Hidden Curriculum” • Theory of Mind /
Perspective Taking Challenges
Using Turnitin
Have you considered using Turnitin for your written paper assignments? This session
will offer an overview of the features of Turnitin. It will address Internet originality
checking, PeerMark (assigning peer review assignments) and GradeMark (grading
online).
Using Blackboard for Online Testing (Respondus)
- This session will explore online testing and assessment options from within
Blackboard. We will review the Respondus application and discuss common issues that
may arise when using online testing features.
Using Discussion Strategies*
Discussion is an effective strategy used to foster critical thinking, probe for underlying
assumptions/bias and challenge understanding. This session will discuss how to
prepare students to participate in discussion, explore exercises to start discussions and
strategies for maintaining their momentum.
Using Electronic Games for Review
Learn how to create and use electronic games (such as Who Wants to be a Millionaire)
within PowerPoint for classroom review.
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Using Evaluation Feedback to Enhance Teaching
Using Faculty Evaluations to Enhance Teaching / Feedback&Wrap-up
The Centre for Teaching and Learning is conducting weekly sessions for part-time
faculty (Part-time, partial load, and sessional). The goal of this initiative is to help parttime faculty become more connected to the college community and to support them in
their teaching practice. Each session will focus on a particular topic or topics, and will
consist of information sharing using a variety of teaching strategies and peer to peer
interaction.
Using Portfolios as a Learning Tool*
A very effective learning tool. Discover how to design assignments that use these to
help students demonstrate what they have learned. Session covers e-portfolios as well
as traditional versions.
Using PowerPoint 2007
A complete start to finish workshop on creating PowerPoint Presentations. This is a
useful workshop for new and experienced users.
Using PowerPoint Effectively for Teaching*
Appropriately used PowerPoint slides can be very helpful to teaching and learning. In
this session we will discuss the strengths and perceived barriers of using PowerPoint,
review reasons for using PowerPoint, discuss recommendations of the use of
PowerPoint and participate in a demonstration of PowerPoint 2007 features.
Using Respondus to Design and Manage Tests*
Respondus is a software tool available free to all Georgian teachers. Learn about how it
can facilitate the development of tests (both paper and Blackboard based).
Using Screen Capture Software to Create Student Supports
Would your students benefit from visual walkthroughs of computer applications, course
visuals (ie. ppt slides) or a website? This session is a demonstration of a free and easy
to use utility called “Jing” which allows users to capture areas of a computer screen and
add commentary related to the image captured.
Using Student Feedback to Improve Learning*
Using the Test Manager in Blackboard
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You can develop online tests in Blackboard. Learn how to do so and review the various
methods for evaluation, from automatic to completely manual. This session also
explains how online tests work with the Blackboard Grade Center.
Videostreaming in the Classroom with Films on Demand
Video Streaming in the Classroom with Films on Demand This session will show you
how to search for videos, and create a personal account in Films on Demand (FOD).
We will use your personal account to save titles to a folder and create playlists for use in
the classroom or Blackboard.
WOW (Workshops on Wheels)
These sessions are provided for our satellite campuses. The Centre for Teaching and
Learning faculty/staff will travel to your campus to provide a variety of workshop and
information sessions. Should there be a specific topic or need area you would like to
see offered at your campus, please contact Nina Koniuch, ext. 1821, to arrange future
offerings.
Your Bookstore and You: Faculty Forum
Kim Stubbs and Norma Moat will share information about the processes that currently
exist around textbook selection and ordering and will provide an opportunity to offer
input regarding the following: - challenges in ordering books - processes and timelines
for selecting texts (i.e. bookfair, rep meetings) - how the processes are working for
faculty and what might make it easier - course packs, custom publications, and trade
titles - concept of online ordering
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Appendix I
Academic Freedom
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http://www.georgianc.on.ca/hr/policies/sect1/pro1_129.htm
Page 1 of 2
Procedures index
Acadmic procedure index
GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY
Academic Procedure #1 - 129
Effective Date: February 21, 2007
ACADEMIC FREEDOM POLICY
PURPOSE: To ensure professors, students and the wider College community have the
freedom to investigate and discuss topics without fear of reprisal for alternative opinions
in order to gain the best possible understanding of an issue. All members of the college
community shall support and protect this fundamental principle and work collaboratively
to provide an environment of tolerance and mutual respect while respecting the dignity
and worth of every person.
SCOPE: Academic freedom is ensured in appropriate research, classroom discussions,
and discussion groups involving students, staff and other members of our community.
Georgian expects that its members exercise academic freedom responsibly. Academic
freedom does not relieve anyone in the college community from his/her obligations or
duties inherent in the roles associated with the teaching and learning process or Ontario
Human Rights policy and legislation and the Criminal Code of Canada.
This policy stands beside the Code of Conduct Procedure in place at the college and
does not see these values as contradicting academic freedom.
It is recognized that while all employees of Georgian have rights as citizens, they should
make every effort when speaking or writing as citizens that they are not representing the
college on matters of public interest.
RATIONAL: All college community members should be able to work, teach, and learn, in
an atmosphere which is free from harassment and discrimination. Georgian College
values positive and supportive interaction among all members of the college community.
This policy protects the individuality of scholarly investigation, recognizes the
responsibility for academic rigour, and promotes the responsible sharing of ideas and
research.
Employees of the College should not fear reprisal for speaking out on topics of public
interest.
PRINCIPAL:
Vice President Academic
Associate Vice President,
University Partnership Centre Deans
PROCESS: Concerns regarding the Academic Freedom Policy would be addressed
using the Resolution Procedures from the Code of Conduct, Procedure # 4-136.
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GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY
Academic Procedure #1 - 129
Effective Date: February 21, 2007
ACADEMIC FREEDOM POLICY
PURPOSE: To ensure professors, students and the wider College community have the
freedom to investigate and discuss topics without fear of reprisal for alternative opinions
in order to gain the best possible understanding of an issue. All members of the college
community shall support and protect this fundamental principle and work collaboratively
to provide an environment of tolerance and mutual respect while respecting the dignity
and worth of every person.
SCOPE: Academic freedom is ensured in appropriate research, classroom discussions,
and discussion groups involving students, staff and other members of our community.
Georgian expects that its members exercise academic freedom responsibly. Academic
freedom does not relieve anyone in the college community from his/her obligations or
duties inherent in the roles associated with the teaching and learning process or Ontario
Human Rights policy and legislation and the Criminal Code of Canada.
This policy stands beside the Code of Conduct Procedure in place at the college and
does not see these values as contradicting academic freedom.
It is recognized that while all employees of Georgian have rights as citizens, they should
make every effort when speaking or writing as citizens that they are not representing the
college on matters of public interest.
RATIONAL: All college community members should be able to work, teach, and learn, in
an atmosphere which is free from harassment and discrimination. Georgian College
values positive and supportive interaction among all members of the college community.
This policy protects the individuality of scholarly investigation, recognizes the
responsibility for academic rigour, and promotes the responsible sharing of ideas and
research.
Employees of the College should not fear reprisal for speaking out on topics of public
interest.
PRINCIPAL:
Vice President Academic
Associate Vice President,
University Partnership Centre Deans
PROCESS: Concerns regarding the Academic Freedom Policy would be addressed
using the Resolution Procedures from the Code of Conduct, Procedure # 4-136.
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GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY
Academic Procedure #1 - 129
Effective Date: Feb 21, 2007
ACADEMIC FREEDOM POLICY
Prepared by: Cherylyn Cameron, Linda Love
Recommended by: College Planning Committee
Date: February 21, 2007
Approved by: Brian Tamblyn, President and CEO
Date: February 22, 2007
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GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY
Academic Procedure #1 - 129
Effective Date: Feb 21, 2007
ACADEMIC FREEDOM POLICY
Prepared by: Cherylyn Cameron, Linda Love
Recommended by: College Planning Committee
Date: February 21, 2007
Approved by: Brian Tamblyn, President and CEO
Date: February 22, 2007
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Appendix J
Educational Services Copyright Procedure
GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY
Administration Procedure: 2-104
Effective Date: 83.07.07
Revision Date: 91.09.13
2nd Revision Date: 04.08.24
EDUCATIONAL SERVICES COPYRIGHT PROCEDURE
PROCEDURE:
This procedure defines the meaning of copyright and provides guidelines and
procedures for its application to various media used in instruction at Georgian College;
and outlines the College's role in compliance.
PURPOSE:
To provide direction to the students, faculty and staff of Georgian College to ensure
compliance of the Copyright Act of Canada, R.S. 1985, c. C-42, as amended. The
copyright procedure of Georgian College Of Applied Arts and Technology may be found
online at: http://www.georgianc.on.ca/hr/proced/sect2/pro2_104.htm
SCOPE:
All students, faculty and staff who wish to copy or make other use of copyright-protected
materials.
RATIONALE:
The College has a legal obligation to comply with the Copyright Act. The College needs
to ensure that all graduates and staff obtain a level of information literacy that enables
them to work effectively in the work world. They must be able to understand the
economic, legal, and social issues surrounding the use of information, and access and
use information ethically and legally.
RESPONSIBILITY AND LEGAL OBLIGATIONS:
The responsibility for ensuring compliance lies with students and employees wishing to
copy or otherwise make use of copyrighted materials. Having set forth guidelines in this
procedure and having created procedures and provided resources in support of this
procedure, the College will assume that the responsibility for any violation of the law
rests with the individual. The College will inform its constituents of Copyright law and
procedures.
GENERAL PRINCIPLES/INFORMATION:
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Copyright Basics
What is copyright?
Copyright is the legal protection of literary, dramatic, artistic, and musical works, sound
recordings, performances, and communications signals. Copyright gives creators the
exclusive right to use and reproduce their works. The 'uses' are listed in the Copyright
Act and include such rights as public exhibition, presentation and broadcasting of works,
adaptation, translation, transformation of works from one media to another, recording
works in any manner, and rental rights in respect of computer programs to name just a
few.
It is an infringement to do anything that only the copyright owner has the right to do,
unless the owner's permission is given.
What is the purpose of copyright?
Copyright gives creators control over the use of their work and ensures that they are
recognized and fairly compensated. The various exceptions that limit copyright are
intended to serve the public's need to have fair access to copyright material, for
purposes such as private study, criticism, etc.
What material does copyright cover?
Copyright applies to all original literary, artistic, dramatic and musical works. These
include: books, stories, newspaper, magazine, or journal articles, letters, tables,
architectural plans and sketches, business forms, computer programs 1 , plays, films,
choreographic work, paintings, drawings, maps, charts, plans, photographs, engravings
sculptures, works of artistic craftsmanship, architectural works, and songs. Copyright
also exists in three other kinds of subject matter: sound recordings 2, communication
signals 3, and performer's performances 4 (such as when an actor performs, a musician
plays a song, or a dancer performs a choreographed dance).
Copyright works are protected during the lifetime of the author and for fifty years after
the author's death.
What is "fair dealing"?
The "fair dealing" clause in the Copyright Act allows an individual to make a copy of a
work without the permission of the copyright owner for the purposes of private study,
research, criticism, review or news reporting. In the case of all but study and research,
the user must include mention of the source and, if given in the source, the name of the
author. Fair dealing is generally considered to apply only to a relatively minor part of a
work, both qualitatively and quantitatively. For example, fair dealing does not allow a
student or staff member to photocopy the entire contents of a book.
What is an exception?
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An exception permits educational institutions to make certain uses of a work protected
by copyright, without having to ask for permission and without having to pay a royalty.
Current copyright law allows members of a College community to:
•
•
•
•
•
•
•
copy and perform very small parts of any work protected by copyright, unless the part is
highly significant or valuable,
use small parts of works protected by copyright for private study 5 , research, criticism,
review, or news reporting under the sections of the Copyright Act that allow such uses
of copyright material referred to as "fair dealing"
copy a work protected by copyright by hand onto a surface normally used to display
hand-written material, such as a blackboard, whiteboard, or flip chart,
copy a work protected by copyright for the purpose of overhead projection using a
device such as an LCD, overhead, opaque, or slide projector, provided the work is used
for the purpose of education and training and is not already available in a commercial
format,
copy or show a work or other subject matter as required for a test or examination,
provided that no appropriate copy is otherwise commercially available,
conduct a live performance of a work by students in a classroom setting as discussed
below; and
listen to or view a radio or television program in the class at the time of its broadcast, as
discussed below.
Other exceptions include 6:
•
•
•
•
•
•
•
making a back-up copy of a computer program,
prepared materials for those with perceptual disabilities,
reporting a public lecture,
public recitation,
performance of music in furtherance of a religious, educational or charitable
object (subject of a previous opinion), and
private copying of music
Procedure
Specific Works and Their Use at Georgian College
Print
Under the college's Access Copyright licence (formerly Cancopy), instructors, staff and
students can make copies of most copyright-protected works for teaching, research,
study and administrative purposes such as class handouts, lab manuals, interlibrary
loans and library reserves. The College's licence agreement with Access Copyright
allows the college to do the following:
Copying for class distribution
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1. One copy can be made for each student in the class, two copies for each instructor and
the number of copies required for administrative purposes. Copies made for library
reserve and interlibrary loan also fall under this category.
2. No more than 10% of a published work can be copied unless it is one of the following:
(a) an entire single essay, short story, play, article or poem from a book or periodical
issue containing other works
(b) an entire chapter, if it is not more than 20% of the book
(c) an entire newspaper article or page
(d) an entire entry from an encyclopedia or similar reference book
(e) a single item of print music from a book or periodical containing other kinds of works
3. Systematic or cumulative copying of the same published works that exceeds the
required limit is not allowed.
4. Copies of works cannot be made when it is known that the work is available as a
separate publication at a reasonable price and can be obtained in a reasonable period
of time.
5. The following information should be included on the front page of the copy:
(a) the international copyright symbol (which is © )
(b) credit to the author and publisher and illustrator (if known)
(c) a notice that reads: This material has been copied under license from Access
Copyright. Resale or further copying of this material is strictly prohibited
The Access Copyright licence does not cover many text-based materials on the Internet
and sheet music.
Self-service Photocopying
All self-service photocopier locations in the College must have posted close by the
following notice:
Copyright
The use of this machine is governed by the Canadian Copyright Law.
Copying of a Substantial Part of a Work Protected by Copyright Requires
Permission of the Copyright Owner.
It is the Responsibility of the Person Making the Copy to Determine if a Work Is
Protected by Copyright and to Obtain Permission to Copy. It is not the
Responsibility of the (Insert name of copier location, i.e. Library Commons)
The COPYRIGHT ACT is Contained in the Revised Statutes of Canada 1985.
Coursepacks
Coursepacks are custom packages of materials provided by faculty that may contain
other published sources. At Georgian College, the Bookstore approves all coursepack
material in compliance with the College's Access Copyright license prior to printing. It is
incumbent on faculty to provide the Bookstore with a Copyright Log (available from the
Bookstore) detailing all copywritten material contained in the coursepack.
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Computer Software
Copying software without permission is infringement. Georgian College students, faculty
and staff are not allowed to use unlawfully duplicated computer programs for
instructional or administrative purposes. The terms of the license that accompanies any
purchased software must be complied with. The Information Technology Department
has developed the following procedure in regard to software (Computer Services,
Procedure #2-117, INFORMATION TECHNOLOGY ACCEPTABLE USE
PROCEDURE, May, 2000.):
The College believes that it has a corporate responsibility to protect against the
improper use or illegal copying of software.
3.7.1 The software copyright protection laws will be communicated wherever software is
distributed.
3.7.2 Software owned or licensed to the College may not be loaned, sold, reproduced or
used for unlawful purposes.
3.7.3 All copies of software owned by the College must contain a label indicating that
the software is the property of the College.
3.7.4 Information Technology staff will not install any software onto any College
computing resource unless a valid license of the software is provided. In the situation of
non-compliance, the individual will be subject to immediate disciplinary action under this
procedure.
3.7.5 Should Information Technology staff be on a user's computer, and have reason to
believe that copyright laws are being violated, verification of a valid software license for
the software on this computer will be requested. If it cannot be produced, then the
software will be removed until the valid license is produced.
There are no specific exceptions permitting the copying of computer software for
educational purposes. There are, however, two minor exceptions that permit owners of
legal copies of computer programs to make a single reproduction of these programs: (1)
One back-up copy of the program may be made, provided that the back-up copy is
erased as soon as the person no longer owns the software; and (2) a single copy may
be made by adapting, modifying, or converting the computer program or translating it
into another computer language, if it is essential for the compatibility of the program with
a particular computer 7 .
Videos and DVDs
Videos and DVDs can only be shown in the classroom if public performance rights have
been obtained. A copyright owner has the right to authorize and get paid for the
"performance in public" of a work, including a video or DVD. The College, under
copyright law, is considered to be a public place. It is therefore necessary to have the
authorization of the owner of the copyright in the video or DVD. A video or DVD shown
at the College must have a public performance license.
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All videos and DVDs that are acquired by the College's Learning Resource Centres or
borrowed from other College libraries will normally include the right to perform the work
in public (in the College). Videos and DVDs that are rented or purchased from most
commercial sources such as video stores are licensed for "home use only" their
performance in a classroom would be an infringement of copyright. To deal with this
issue, the College has license agreements with Audio-Cine Films Inc. (ACF) and
Criterion that allow the showing of motion picture VHS/DVDs produced by studios
represented by ACF and Criterion. These licenses permit the showing of videos and
DVDs from video rental stores, private collections or rentals from ACF or Criterion
providing that potential showings are reported to the Library Commons. These licenses
are only for showing a VHS/DVD in a not-for-profit classroom setting, and do not grant
any type of duplication rights.
VHS/DVDs produced by other studios/producers are not covered by these agreements
and permission must be obtained for public performance rights before those titles can
be shown in a classroom setting.
Internet
It is often assumed that materials placed on the Internet are, by definition, "for public
use" and thus can be copied and incorporated into other material freely. This is not the
case. The ease of copying does not displace copyright in all forms of copyright work,
whether text, graphics, music, audio-visual materials, etc.
1. Facts, ideas and information are not protected by copyright. Copyright protects the way
in which information is expressed. Hence, expressing ideas, facts, or information in
one's own words is not copyright infringement.
Most material available on the Internet is protected by copyright. This includes
software, graphics, photographs, music, video clips, and text, including postings to
newsgroups, e-mail messages. Reproduction and unauthorized use of such material is
an infringement under current copyright law. Therefore, reproduction of any work or a
substantial part of any work on the Internet would infringe copyright unless the
permission of the owner has been obtained.
2. Sometimes material is placed on the Internet with the message that it can be freely
copied. In that case, there is an actual licence to copy the work. Sometimes the terms of
the licence are subject to conditions. Common conditions are that the posting cannot be
used for commercial purposes, must be circulated in its entirety, cannot be used out of
context, and cannot be edited or reformatted. If the conditions are followed, a copy of
the work can be made without infringing copyright. The material can only be used for
other purposes - such as performance - if those rights are explicitly granted.
Permission must be obtained in order to link or otherwise use images, movies, graphics
or any other copyright works in a presentation.
Crediting the source does not change the fact of infringement if the owner has not given
permission to use the material.
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The Access Copyright agreement does not cover the duplication of materials in
electronic or digital format. The fair dealing rule applies. Access Copyright provides a
copyright clearance service for electronic/digital materials on a transactional basis.
There is a charge for each transaction.
Electronic Formats
The Copyright Act permits limited use of materials for the purposes of research and
private study. In using electronic databases, it would be permissible, for instance, to
print one copy of an article, e-mail an article to oneself, or download and save an article
to a disk for research purposes. In the case of e-mailing and saving to disk, the
electronic copy must be deleted after it has been printed out. Copyright permissions
may vary from one database to the other. To make copies of an article for distribution to
students, to present such material to the public or for any purpose other than research
or private study, permission must be obtained from the database vendor.
Musical Works and Sound Recordings
Music can be performed at the College without the copyright owner's permission only
when it is "in furtherance of an educational object" such as performance of a piece of
music in a classroom for the purposes of giving music instruction. "Furtherance of an
educational object" is very narrowly defined in the Act.
If the performance is not in furtherance of an educational object, the exception will not
apply. For example, music used for entertainment at concerts, or dances must be paid
for through tariffs administered by a collective, such as SOCAN8 because they are not
used in furtherance of an educational object. The copyright owners and/or the relevant
collectives must authorize the public performance of music in these circumstances.
Dramatic Works - Plays
Students can perform a work protected by copyright such as a play in the classroom
without permission from the copyright owner. There is a statutory exception permitting
live performances, primarily by students, such as the performance of a play in a drama
class. The performance must
1.
2.
3.
4.
take place on the premises of the educational institution
be for educational or training purposes
not be for profit
take place before an audience consisting primarily of students of the educational
institution, instructors acting under its authority, or any person who is directly
responsible for setting curriculum
5. not involve a "motive of gain"
For performances that do not meet the exemption criteria, the copyright owner's
permission must be obtained, typically from the Playwright's Guild. If the production is
an adaptation of a book the publisher's permission must be obtained. There are other
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examples. In all cases, one must ask where the work came from, who owns the
copyright and how permission may be obtained.
Sound Recordings9
Sound recordings can be played in the classroom. An exception permits the playing of
sound recordings in a classroom provided that all of the following conditions are met:
1.
2.
3.
4.
take place on the premises of the educational institution
be for educational or training purposes
not be for profit
take place before an audience consisting primarily of students of the educational
institution, instructors acting under its authority, or any person who is directly
responsible for setting curriculum
5. not involve a "motive of gain"
Radio and Television Programs
Radio or television programs cannot be played in the classroom. An exception allows
the playing of radio and television programs at the time they are aired. All of the same
conditions listed above regarding music and performances in the classroom must be
met.
Instructors can copy news and news commentary programs from the radio or television.
There is an exception permitting a person acting under the authority of a non-profit
educational institution to make a single copy of a news program or a news commentary
program, and to use the copy on the college premises for educational and training
purposes. The copy can be made only at the time the program is aired. The audience
must consist primarily of students of the educational institution. Documentaries are
specifically excluded from the exception. The following conditions apply:
1. The copy can be made and shown without the permission of the copyright owner or the
payment of a royalty, an unlimited number of times, for up to one year from the date the
copy is made.
2. After one year, the copy must either be erased or be paid for.
3. The educational institution is required to provide to the copyright owner or a collective
representing the owner, upon request, information relating to the making, erasing,
performing, and method of identification of the copy. Copies that are not erased after
one year will be subject to payment and to terms and conditions relating to the use,
whether or not the copies are ever used. These costs may be substantial.
Professors copy other kinds of radio and television programs. An exception permits a
person acting under the authority of a non-profit educational institution to make a single
copy of all other types of broadcast programs (i.e., those that are not news or news
commentary programs). The copy can be made only at the time the program is aired.
An instructor may examine the copy for up to 30 calendar days, to determine whether
the copy will be used on the premises of an educational institution for educational
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purposes. If the copy is shown in the classroom at any time (including within the 30-day
evaluation period) or if it is not erased after 30 calendar days, it must be paid for.
The college is required to provide information relating to the making, erasing,
performing, and method of identification of the copy to the copyright owner or a
collective representing the owner. A copy may be viewed only by an audience
consisting primarily of students of the educational institution and is subject to terms and
conditions relating to the use of the copy and to payment, whether or not it is ever used.
To use non-news programming in class, or to retain news programming beyond one
year, a tariff must be paid to the ERCC (Educational Rights Collective of Canada) to
acquire those rights.10
Performances and Presentations by Others
In video or audio taping College events, the College should obtain written permission
from performers or presenters to videotape material and obtain a release right to its
future use. As well, if a presenter hands out material, the College needs to obtain
permission if it intends to copy and further distribute that material.
Work Made in the Course of Employment
The Collective Agreement Between Ontario Council of Regents for the Colleges of
Applied Arts and Technology and Ontario Public Service Employees Union (for
Academic Employees states in Article 13 (Copyright):
13.01 Except as may be otherwise mutually agreed between the employee and the
College, a work commissioned by the College, or produced pursuant to the employee's
normal administrative or professional duties with the College, shall be and remain the
property of the College. Other works produced by an employee shall be and remain the
property of the employee. Nothing contained herein shall adversely affect any rights an
employee may have under the Copyright Act (Canada) and in particular the subsection
addressing "work made in the course of employment."
Obtaining Permission to Copy
Permissions - how to avoid infringement.
Many of the rights provided to creators in Canadian copyright law are administered by
collectives. A collective is an organization that administers the legal rights provided
under the Copyright Act on behalf of copyright owners and rights holders who are
members of that collective. Collectives can only license what copyright owners and
rights holders authorize them to license.
There are many kinds of collectives representing different rights (reproduction,
synchronization, performance, for instance) and different parties (such as songwriters
on the one hand and performers on the other).
At Georgian, ACCESS COPYRIGHT licenses photocopying. Audio-Ciné Films Inc.
licenses the public performance of feature-length videos. These licences permit copying
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and/or public performance without infringing copyright, as long as the copying and/or
public performance remains within the negotiated limits set out in the licence.
The Educational Rights Collective of Canada (ERCC) collects royalties under a tariff
system for the copying of radio and television programs at the time they are aired.
SOCAN administers the public performance of music on behalf of songwriters and
composers. The Canadian Musical Reproduction Rights Agency (CMRRA) deals with,
among other things, synchronization rights, that is, putting music to video. The
Playwright's Guild manages performance and reproduction rights in respect of plays or
scripts. A comprehensive list of copyright collectives and agencies can be found at the
Canadian Copyright Board website at http://www.cb-cda.gc.ca/societies/index-e.html .
In other cases, permission must be sought directly from the copyright owner.
Conversion Issues
For the most part, it is an infringement of copyright to convert a work from one format to
another. The main exception is private copying of music. The private copying exemption
in the Copyright Act11 permits individuals to copy musical works for private use. For this
reason, there are levies imposed on blank recording media12 in order to compensate
copyright owners 13. Hence, individuals who, for instance, copy music from a CD to an
audiocassette are exempted from infringement.
The private copying exemption applies only to music, not to audiovisual or other works.
The converting of an audiovisual work from one format to another - such as from video
to DVD cannot be done without permission.
When arranging permission to record a presentation or performance, permission to
convert the recording to other media formats should be obtained at the same time,
whether in Canada or other jurisdictions.
Non-Compliance, Investigation and Resolution
The consequences of an action will be proportionate to the severity of the infraction.
The consequences for non-compliance may include but are not limited to: verbal and/or
written warnings to stop infringing activities, denial of use of copyright material in the
academic environment/classroom, rescinding of college services, removal of materials
from computer equipment, facilities and networks, restitution of costs associated with
copyright material, behavioural contract, mandatory training/education, disciplinary
directives, suspension and/or dismissal from the college.
Resolution Process
STEP 1
Any offences, which contravene the terms and conditions of this procedure, will be
brought to the attention of the individual alleged to have committed the offence, either
verbally or in writing by the Director, Learning Resource Centres (LRCs) or designate, in
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the case of staff, or by the Program Coordinator, in the case of students; within five
working days of the offence or within five working days of the offence becoming known.
The respondent (person alleged to have committed the infraction) may contact the
Program Co-ordinator (for students), their immediate supervisor, Union representative,
or Human Resource Services Consultant (for staff) for information about the resolution
process and/or details of this procedure.
The Director, LRCs or designate will keep a detailed written record of the facts and
circumstances related to the alleged offence including date(s), time(s), location(s) and
witness (es). This information may be of assistance when/if the concern is pursued.
STEP 2
An informal discussion, led by the Director, LRCs, with the parties is recommended at
this stage of the process. The College has an obligation to educate and inform its staff
and students about Copyright and the College's Copyright Procedure.
An informal discussion or information sharing session with the respondent may be all
that is needed to resolve the complaint dependent on the severity of the infraction.
This discussion will serve as an informal notice or warning of the complaint to deter the
respondent from repeating the offence again in the future.
The Director, LRCs, will prepare and keep a written summary of the Step 2 process.
This step will be skipped if the respondent has offended in the past.
STEP 3
In the event informal discussion with the complainant does not lead to resolution of the
complaint, and the abuse of copyright continues, a more formal process is required.
As soon as possible after completing Step 2, the Director, or designate, in concert with
the immediate supervisor (employee) or Program Co-ordinator (student), will contact the
respondent and give the respondent a copy of the documented complaint.
If the complaint is resolved at any stage in the process or the College determines that
no further action is required, the Director may terminate the complaint procedure. To
record the termination of the complaint procedure, the Director will: facilitate the signing
of a resolution statement/agreement by both parties, and give copies to the complainant
and the respondent. The Director will keep the resolution statement/agreement on file
for three years.
STEP 4
The Director will request adjudication by a College Adjudication Panel (Panel) if
resolution steps 2 and 3 have not resulted in a resolution of the complaint.
After reviewing the process thus far, the appropriate Vice President (Information
Services and Educational Resources, in the case of staff, and the VP Academic, in the
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case of students), or designate will establish adjudication by a College Adjudication
Panel if resolution steps 2 and 3 have not resulted in a resolution of the complaint, and
will appoint a chair. In these cases, the Panel may be asked to recommend immediate
and long-term action to avoid further non-compliance of copyright.
The Adjudication Panel will convene within twenty-one (21) calendar days of the
recommendation of the Director. Extensions to this time line will be considered under
extenuating circumstances.
The Vice President or designate will select three individuals to form a Panel; one from
the College, one from the respondent's constituent group and one College designee as
Chair.
The role of the Panel is to formally adjudicate a resolution to the complaint. The Panel
will have access to all information available concerning the case subject to the Freedom
of Information and Protection of Privacy Act if applicable.
Fourteen calendar days before the hearing, the Chair will advise that statements are
required from the complainant(s) and respondent(s) summarizing their positions, their
perceptions of the essential issues of the case, the resolution outcome each desires,
and any witnesses or special evidence they wish the Panel to hear or consider.
The Chair or designate will communicate any information regarding the scheduling of
the Panel and the adjudication process to the complainant and the respondent.
One person of his/her choice, other than a witness may accompany the respondent
when meeting with the Adjudication Panel. The respondent is responsible for arranging
his/her own support persons.
The Chair of the Panel will prepare a list of witnesses and will inform witnesses, the
respondent and panel members, on the list of the adjudication process, the schedule
and, generally, the role of witnesses at an Adjudication Panel hearing.
Except for the attendance of persons directed involved in the Panel, all proceedings are
closed. Witnesses will not be permitted in the room until their testimony is needed. They
will leave the proceedings after their testimony is completed.
During the Panel meeting, the Chair will
•
•
•
•
•
•
facilitate the adjudication process,
call upon the Director, LRCs to give a full report on his/her investigation,
ask the complainant and respondent to make their statements verbally,
ask any witnesses to speak,
consider pertinent documents and witness statements,
and facilitate discussion among the Panel members.
The Panel will make the final recommendation to the Vice President with respect to
whether a violation of behaviour proscribed by the Copyright Procedure has occurred.
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The standard of proof will be a balance of probabilities. If the decision of the Panel is not
unanimous, the decision of the Chair will prevail.
The Chair, with input from the panel, recommends a resolution outcome for the
complaint, resolution processes, and any sanctions or remedies.
The Chair will prepare a resolution report to summarize the facts of the case, the panel's
findings and the final decision. The report will be sent, within 5 working days, to the Vice
President responsible for ensuring the enforcement of the outcome. The Chair will
inform the complainant and the respondent of the final decision within working 5 days. If
sanctions are to be applied, the complainant will not be given the specific details.
STEP 5
Respondents and complainants may only appeal a final decision if either party identified
procedural mistakes that fundamentally affected the final decision.
Respondents and complainants have 15 calendar days from receipt of the Chair's
written decision to appeal alleged procedural mistakes.
Appeals will be made in writing to the President.
The President or designee within 20 calendar days of receiving the appellant's request
will inform the appellant in writing of the appeal outcome.
The appeal decision is final and will be implemented by the College.
FOOTNOTES:
1. Computer programs may be subject to patent protection in some jurisdictions.
2. The maker of a sound recording has a copyright in the sound recording and has the
sole right to publish that recording for the first time, to reproduce it in any material form
and to rent it out.
3. Broadcasters have copyright in communication signals consisting of, among other
things, the sole right to fix that signal and to perform a signal in a place open to the
public upon payment of an entrance fee (for example, when bars advertise boxing or
wrestling matches) or to authorize such uses.
4. Rights in a performance include the right to communicate the performance to the public
by telecommunication, to fix that performance, to make copies of that fixation, rent out a
sound recording of it.
5. A college professor cannot distribute copies of a work to students for study because that
does not constitute 'private' study.
6. This list is not exhaustive.
7. The reproduction must be solely for the person's own use, and that the copy must be
erased when the person ceases to be the owner of the copy of the program.
8. Society of Composers, Authors and Music Publishers of Canada
9. Your current Video/TV/Radio Copyright Information summarizes this information.
10. There are two options - a comprehensive tariff and a transactional tariff. For more
information, see the Association for Media and Technology in Education in Canada
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http://www.amtec.ca/site/copyright/issues/ERCCDecision.html , or the Copyright Board
of Canada http://www.cb-cda.gc.ca/decisions/educational-e.html .
11. Section 80
12. Audiocassettes of 40 minutes or more in length, recordable audio CDs and MiniDiscs
13. The private copying levy does not currently apply to blank DVDs, removable memory
cards or removable micro hard drives as per a decision of the Copyright Board in
December 2003.
Georgian College of Applied Arts & Technology
Administration
Effective Date: 83.07.07
Procedure # 2-104
Revision Date: 91.09.26
Second Revision Date: 04.08.24
COPYRIGHT POLICY AND PROCEDURE
Prepared by: P. Hull
1st Revision Prepared By: ______________
2nd Revision Prepared By: Katherine Wallis
Recommended By: College Planning Committee
Date: July 7, 1983
Recommended By: College Planning Committee
Date: September 13, 1991
Recommended By: College Planning Committee
Date: October 27, 2004
Approved By: Brian Tamblyn, President
Retrieved from "http://library.georgianc.on.ca/About/Policies/Copyright_Policy"
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Appendix K
Intellectual Property Procedure for Online Courses
• System administrators verify, written or verbally, with the course owner that they can view
course content when needing to assist with issues or questions about functionality or errors
• Deans are allowed to view content in these circumstances with written notification to
Blackboard system administrators:
󲐀Course owner gives written permission or,
󲐀course or grade appeals, plagiarism or other misconducts or,
󲐀medical emergencies
• Access to someone else’s course shell is provided in these circumstances with written
notification/permission:
󲐀Previous or current course owner gives written permission
󲐀Dean provides written permission to Blackboard system administrators that extenuating
circumstances (e.g. a medical emergency, previous course owner has left the college employ)
necessitates a new course owner or the Dean have access to any existing grades in a specific
course(s). A new course shell with the existing students and grades will be created for the new
course owner. Existing course content and lesson materials will not be made available without
explicit permission as stated above. Should this access not be sufficient, the Dean has the
option to appeal to the Vice President, Academic and one of the President, Vice President, or
Chief Steward of the academic local. The decision reached will be communicated in writing to
the Blackboard system administrator(s).
󲐀Co-teaching a course or sharing course content, e.g. program-based, shared course content
• Community partners (e.g. guest speakers) are granted access to the course with the written
permission of the course owner. Examples could include external users for accreditation,
Ministry staff for program approval/accreditation, or industry members performing an audit to
ensure currency of content.
Rationale:
• Ensure principles are identified, established and followed.
Comments / Notes:
• Written permission can be paper-based or email.
Revision Date: December 2006
Accepted at Academic College Union: xxx 2007
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Appendix L
Intellectual Property Procedure 1-130
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GEORGIAN COLLEGE
OPERATING PROCEDURES
Effective
Date: 08.31.09
Responsible
Department: Office of the VP Academic
Procedure
Number: 1-130
INTELLECTUAL PROPERTY
PURPOSE
This policy is to outline Georgian College’s position on the creation and
development of works of intellectual property within the College, the
ownership of intellectual property within those works, academic recognition
and revenue sharing of proceeds from commercialized intellectual property
created and developed within the College.
SCOPE
All students, faculty and employees, full time or part time and any external
creators of intellectual property who develop material on behalf of the
College and who are not covered by other agreements.
RATIONALE
Georgian College strives to encourage, promote and foster innovation, the
sharing of ideas and the creation of knowledge in activities engaged in by
its faculty, employees, students and external associates.
DEFINITION
Intellectual Property (IP) includes all of the interests and rights to
copyrights (whether or not registered); trade names and trademarks;
patents and pending applications for patents (whether Canadian or foreign
issue); rights of publicity; franchises and all technology rights and licenses,
including computer software and all proprietary know-how, trade secrets,
inventions, discoveries, developments, research and formulae, whether or
not patentable; and all other proprietary information or property relating to
works created at the College, and any modifications related to the above.
GENERAL
PRINCIPALS:
Copyright:
Copyright is the legal protection of literary, dramatic, artistic, and musical
works, sound recordings, performances, and communications signals.
Copyright gives creators the exclusive right to use and reproduce their
works. It is an infringement to do anything that only the copyright owner
has the right to do, unless the owner’s permission is given. The “fair
dealing” clause in the Copyright Act allows an individual to make a copy of
a work without the permission of the copyright owner for the purposes of
private study, research, and criticism, review or news reporting. Within the
interpretation of the Copyright Act, if a work is created in the course of
employment, the employer holds the copyright, except where an
agreement to the contrary exists.
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Ownership:
Georgian College values the sharing of ideas, scholarly activity and the
creation of knowledge, and as such believes that creators should retain
ownership of IP rights in the course of teaching and research activities.
Two situations are exempt:
a. Assigned Tasks:
Works created or modified by College
employees as assigned tasks in the course of their normal
employment, and which are intended to assist in the operation,
administration and/or management of the College’s business,
including course outlines, laboratory manuals, course syllabi,
course maps, course outlines, graduate profiles, learning outcomes,
examinations, policies and procedures, marketing publications,
databases and computer software. Copyright for such materials is
vested with the College.
Materials such as learning objects (in any media) created for
teaching concepts (course/lecture notes), lesson plans and
research belong to the Creator and can only be shared with others
with the Creator’s permissions. In case, a learning objects
depository is established at the College or the College joins a preexisting depository in the future, signed, informed consent by the
Creator will be necessary.
b. Sponsored or Contract Research Activities: the IP developed in
works created under a sponsored agreement or contract will be
owned as per the agreement or contract, and may supersede this
policy.
Contributions:
All contributors (contributions could include ideas, expression, form,
design, computer code, criticism, financial support) to scholarly works
should receive appropriate recognition for their contributions as either a
creator, or through an acknowledgement or citation. The College, because
of its capacity as host, facilitator and supporter of scholarly works should
be recognized for its contribution.
Moral Rights:
The College will respect the mortal rights of creators of works whether the
College owns the IP rights, or not. The creator or author of a work has the
right to request, where reasonable, to be given recognition of the work by
name or by pseudonym; to remain anonymous or to choose not to be
associated with any modification of the work that is perceived to be
prejudicial to his/her honour or reputation. The creator’s moral right to the
integrity of the work is infringed only if the work is distorted, mutilated or
otherwise modified or mutilated, or used in association with a product,
service, cause or institution. College staff and students are expected to
respect the College’s Copyright Policy 2-104.
Conflict of
Interest:
Conflict of interest exists when students are required to purchase teaching
materials in which the instructor has a commercial interest. If the copyright
is held by a publisher at arm’s length, the instructor(s) must declare a
conflict of interest to the appropriate department Coordinator. If the
copyright is not held at arm’s length, the material will be sold at cost. The
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adoption of employee-owned works in College course materials will be
made only with the prior approval of the appropriate Dean. See 4-126.
Significant
College
The use of offices, staff-assigned computers and software, Centre for
Teaching and Learning resources and library resources are generally not
considered significant. The use of teaching labs and equipment are
generally considered significant. The guiding factor in both cases is the
amount of each resource required, and agreement must be made between
the College and its faculty and/or staff prior to development of IP.
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GEORGIAN COLLEGE
OPERATING PROCEDURES & PRACTICES
Intellectual Property
Academic
New Procedure
Prepared by:
Linda Love
Presented to:
Academic Council
08.31.09
Date
Approved By:
Brian Tamblyn
College President
03.31.10
Date
Effective Date:
08.31.09
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APPENDIX D
MANAGEMENT OF SPACE AT GEORGIAN COLLEGE
Section removed for web version.