1. ORGANIZATION AND PROGRAM INFORMATION
Appendix 1.1 Submission Title Page
Full Legal Name of Organization:
Seneca College of Applied Arts and Technology
Operating Name of Organization:
Seneca College
Common Acronym of Organization (if applicable):
Not Applicable
URL for Organization Homepage (if applicable):
http://senecac.on.ca
Proposed Degree Nomenclature:
Bachelor of Applied Arts (Therapeutic Recreation)
Location (specify address) where program to be delivered (each location requires a
location specific consent from the Minister):
Seneca College King Campus
13990 Dufferin Street
King City, Ontariio
L7B 1B3
Contact Information:
Stan Talesnick, Interim Dean
Faculty of Applied Arts & Health Sciences
13990 Dufferin Street
King City, Ontario L7B 1B3
Telephone: (905) 833-3333, extension 5000
Fax:
(905) 833-2085
Email:
Stan.Talesnick@senecac.on.ca
Appendix 1.1 - Page 1
Site Visit Coordinator (if different from above):
John Struthers, Academic Chair
Faculty of Applied Arts & Health Sciences, School of Community Services
13990 Dufferin Street
King City, Ontario L7B 1B3
Telephone: (905) 833-3333, extension 5002
Fax:
(905) 833-2085
Email:
John.Struthers@senecac.on.ca
Anticipated Start Date: September 2008
Anticipated Enrolment for the first 4 years of the program:
Cumulative Enrolment
Full-time
Part-time
Year 1
35
0
Year 2
63
0
Year 3
88
0
Year 4
111
0
Chair, Board of Governors
Name/ Title:
Full Mailing Address:
Telephone:
Fax:
E-mail:
Ms. Jean Anne McLeod, B.A. (Hon.)
Chair, Board of Governors
Seneca College
1750 Finch Avenue East
Toronto, Ontario M2J 2X5
416-491-5050 x2002
416-491-7745
Jean.McLeod@senecac.on.ca
Appendix 1.1 - Page 2
1. ORGANIZATION AND PROGRAM INFORMATION
Appendix 1.2 Table of Contents
Binder
Tabs
Quality Assessment Panel Nominees
1. Title Page
1.1. Submission Title Page..................................................................................1.1
1.2. Table of Contents .........................................................................................1.2
2. Executive Summary
2.1. Executive Summary .....................................................................................2.1
3. Program Abstract
3.1. Program Abstract .........................................................................................3.1
4. Program Degree-Level Standard
4.1. Degree-Level Summary ...............................................................................4.1
4.2. Samples of Student Work ............................................................................4.2
5. Admissions, Promotion, Graduation Standard
5.1. Direct Entry Admission
5.1.1. Admissions Requirements Direct Entry............................................5.1.1
5.1.2. Admissions Policies and Procedures for Mature Students ...............5.1.2
5.2. Advanced Standing
5.2.1. Credit Transfer/Recognition Policies and Procedures ......................5.2.1
5.2.2. Advanced Placement Policies ...........................................................5.2.2
5.2.3. Degree Completion Arrangements ....................................................5.2.3
5.2.4. Gap Analysis ......................................................................................5.2.4
5.2.5. Bridging Courses ...............................................................................5.2.5
5.3. Promotion and Graduation Requirements....................................................5.3
6. Program Content Standard
6.1. Program Advisory Committee
6.1.1. Program Advisory Committee Membership ......................................6.1.1
6.1.2. Program Advisory Committee Minutes ..............................................6.1.2
6.2. Professional/Accreditation or Other Organization Support
6.2.1. Professional/Accreditation or Other Requirements...........................6.2.1
6.2.2. Letters of Support: Professional/Accreditation or Other
Requirements ....................................................................................6.2.2
6.3. Program Content Summary Material
6.3.1. Program Level Learning Outcomes ..................................................6.3.1
6.3.2. Course Descriptions ..........................................................................6.3.2
6.3.3. Academic Course Schedule Information
6.3.3.1 Program Hour/Credit Conversion Justification .....................6.3.3.1
6.3.3.2 Academic Course Schedule - Full-Time Studies .................6.3.3.2
6.3.3.3 Identification of Previously Assessed Subjects ....................6.3.3.3
6.4. Course Outlines............................................................................................6.4
6.5. Work Experience Required for Degree Completion
6.5.1. Program Structure Requirement .......................................................6.5.1
6.5.2. Support for Work Experience ............................................................6.5.2
6.5.3. Work Experience Outcomes and Evaluation ....................................6.5.3
7. Program Delivery Standard
7.1. Quality Assurance for Program Delivery
7.1.1. Quality Assurance Policies ................................................................7.1.1
7.1.2. Policy on Student Feedback..............................................................7.1.2
Appendix 1.2 - Page 1
7.1.3. Student Feedback Instruments..........................................................7.1.3
7.2. On-line Delivery
7.2.1. On-Line Learning Policies and Practices ..........................................7.2.1
7.2.2. Academic Community Policies..........................................................7.2.2
8. Capacity to Deliver Standard
8.1. Demonstrated Strength ................................................................................8.1
8.2. Learning and Information Resources
8.2.1. Library Resources .............................................................................8.2.1
8.2.2. Computer Access..............................................................................8.2.2
8.2.3. Classroom Space..............................................................................8.2.3
8.2.4. Laboratories/Equipment ....................................................................8.2.4
8.3. Resource Renewal and Upgrading ..............................................................8.3
8.4. Support Services ..........................................................................................8.4
8.5. Policies on Faculty........................................................................................8.5
8.6. Curriculum Vitae of Current Faculty Assigned to This Degree Program
8.6.1. Curriculum Vitae Release..................................................................8.6.1
8.6.2. Curriculum Vitae for Faculty Assigned to This Degree
8.6.2.A.
Curriculum Vitae Exception Statements................................8.6.2A
8.6.2.B. Curriculum Vitae for Faculty Responsible for Teaching and
Curriculum Development of DW Courses ............................8.6.2B
8.6.2.C. Curriculum Vitae for Faculty Responsible for Teaching and
Curriculum Development of DO and DL Courses ................8.6.2C
8.6.2.D. Curriculum Vitae for Program Development Consultants .....8.6.2D
8.6.2.E. Curriculum Vitae for On-line Learning Professional and
Technical Staff .......................................................................8.6.2E
8.7. Enrolment Projections and Staffing Implications..........................................8.7
9. Credential Recognition Standard
9.1. Program Design and Credential Recognition...............................................9.1
10. Regulation and Accreditation Standard
10.1. Regulatory /Licensing Requirements
10.1.1. Current Regulatory or Licensing Requirements ................................10.1.1
10.1.2. Letters of Support From Regulatory/Licensing Bodies .....................10.1.2
11. Program Evaluation Standard
11.1 Periodic Review Policy and Schedule .........................................................11.1
12. Academic Freedom and Integrity Standard
12.1. Policy on Academic Freedom and Academic Honesty
12.1.1 Academic Freedom Policy ...............................................................12.1.1
12.1.2 Academic Honesty Policy.................................................................12.1.2
12.1.3 Academic Honesty Procedure..........................................................12.1.3
12.2. Policy on Intellectual Products ....................................................................12.2
12.3. Policy on Ethical Research Practices ........................................................12.3
13. Student Protection Standard
13.1. Academic Calendar Information .................................................................13.1
13.2. Student Protection Policies
13.2.1. Dispute Resolution.............................................................................13.2.1
13.2.2. Fees and Charges .............................................................................13.2.2
13.2.3. Student Dismissal..............................................................................13.2.3
13.2.4. Withdrawals and Refunds .................................................................13.2.4
13.3. Student Protection Information ...................................................................13.3
14. Economic Need
14.1. Evidence of Economic Need ......................................................................14.1
Appendix 1.2 - Page 2
15. Non-Duplication of Programs
15.1. Similar/Related College Programs .............................................................15.1
15.2. Similar/Related University Programs..........................................................15.2
16. Optional Material
16.1. Other Relevant College Information............................................................16.1
- Academic Calendar (2007/2008) .............................................................16.1
- Seneca Student Handbook (2006/2007) ..................................................16.1
- Brochure Seneca King Campus ..............................................................16.1
- Seneca College Admission Handbook (2006/2007).................................16.1
- Seneca College Academic Policy (2006/2007) .......................................16.1
- Student Rights and Responsibilities (2005/2006) ....................................16.1
- Seneca College Academic Plan (2004/2009) ..........................................16.1
- Seneca College Strategic Plan (2004/2009) ............................................16.1
- Seneca College Business Plan (2006/2007) ...........................................16.1
- Seneca College Viewbook (2006/2007) ..................................................16.1
16.2. Honorary Bachelor of Applied Studies ........................................................16.2
Appendix 1.2 - Page 3
2. EXECUTIVE SUMMARY
Appendix 2.1 Executive Summary
Therapeutic recreation is the use of activities in recreation, arts, and crafts to achieve
therapeutic outcomes in the physical, psychological, social, cognitive, and spiritual domains in
order to prevent harm, or rehabilitate, an individual or groups’ capacity to obtain their full human
potential.
Therapeutic recreation is a discipline that is growing in importance because of the convergence
of the following societal factors:
1. Demographic Change
The large number of elderly persons in relation to other population cohorts in the countries of
North America, Europe, and Japan is putting a strain on these countries’ health care and
social support systems. The governments in these countries have been promoting the
virtues of staying healthy through exercise so that their citizens do not become a burden to
themselves, their families, or to their national health care systems. 1
2. Wellness Philosophy
There has been a move from thinking of health care as ‘something you do when you are
sick’ to ‘something you do to stay well’. The concept of health has also been expanded to
beyond physical health to also include psycho-social health. These changes have led to a
new health care philosophy called ‘wellness’. The use of exercise and activities that maintain
physical and cognitive function are key areas of wellness programming. 2
3. Lifestyle Diseases
The major causes of death in North America are cardio-vascular disease, cancer, and
diabetes. These diseases are called ‘lifestyle diseases’ because they arise from the typical
sedentary North American lifestyle and high fat diet. All levels of government have
recognized that these diseases are extremely costly to the health care system and largely
preventable through the use of therapeutic recreation. 3
4. Intergenerational Wealth Transfer
All levels of government are faced with escalating health and social costs. This escalation of
expenses will continue for many years because of the large population cohort of ‘boomers’
now entering the years when people traditionally require more health and social services.
The government response has been to cut programs, reduce eligibility, increase waiting
times, off-load mandatory programs to another level of government, or leave it to the private
sector. People have had to become more self-reliant when it comes to looking after their
own health and social needs. Therapeutic services are still available if a person is wealthy
enough to pay for them. Coincidentally, the boomers’ parents are leaving the largest wealth
transfer in history to the boomers at the same time that they will have to pay for more
services if they wish to live healthier and longer. 4
Appendix 2.1 - Page 1
Program Strengths
Seneca College faculty from three long standing and well respected programs joined together to
produce the proposed degree in therapeutic recreation. The three programs are: Diploma in
Recreation and Leisure Services, Bachelor of Science in Nursing, and Diploma in Social Service
Worker. This interdisciplinary collaboration allows for the student of the proposed program to
benefit from the professional expertise and community networks that each of these areas has
developed over the years. We feel that the interdisciplinary approach to educating therapeutic
recreationists allows for a richer learning environment, and more closely reflects the
interdisciplinary workplace that most therapeutic recreationists are employed in, than a
therapeutic recreation program that has been developed from a single area.
Therapeutic recreation is a growing field, and this is reflected in the organizations that register
and certify therapeutic recreationists. This makes it an ideal time for the development of the
proposed degree, as we can take advantage of the emerging standards to develop an up-todate curriculum. The proposed degree has been designed to meet the Ontario, Canadian, and
American standards (which is also the internationally accepted certification program) for
therapeutic recreation education. This will allow the Seneca graduates to apply for
registration/certification in almost any locale in which they may wish to work.
The Seneca program provides exceptional practicum experiences for its students. It has both
co-op and field work practicums. The health and social service sectors use field work, and the
recreation and leisure services use co-op. Therapeutic recreationists are used in both of these
areas. The Seneca program will allow the student to gain experience and networks in both
these areas thus increasing their employability.
College Strengths
The Seneca King Campus is located on more than 700 acres of land and is a centre for outdoor
recreation, environmental initiatives, and academic studies. The campus is ideal for students
who are being trained as therapeutic recreationists who rely on both outdoor and indoor activity
based interventions.
The Greater Toronto Area (GTA) has the largest number of health and social agencies in
Canada as well as one of the most culturally diverse populations in the world. The diversity of
populations and large number of agencies serving their needs provides the Seneca student with
the largest choice of co-op and field placements of any such program in Canada.
The Program Outcomes and Curriculum Design
The proposed Seneca degree covers the entire age span and both the physical and psychosocial domains, thus mirroring current therapeutic recreation practice. In order to accommodate
the depth and breadth of the Seneca program, both co-op and field placement are used for
practicums. The graduate of the proposed Seneca program will have an employment advantage
over graduates of programs elsewhere that cover fewer domains or a more narrow age span,
offer less practicum experience, or are less interdisciplinary in their approach.
The curriculum has been designed around the following elements:
1.
2.
3.
4.
5.
Knowledge base for the contemporary practice of therapeutic recreation
Interpersonal qualities that are necessary for the therapeutic recreationist
Assessment processes for the therapeutic recreationist
Interventions used by therapeutic recreationists to achieve outcomes
Managerial support for interventions
Appendix 2.1 - Page 2
6. Co-op and field work for the integration of theory and practice
7. Versatility through the use of streams of practice (Addiction, Community Development,
Mental Health, Rehabilitation, Wellness, and Interdisciplinary)
8. Research and thesis writing
9. Interdisciplinary teams
An analysis of the Ontario, Canadian, and American therapeutic recreation associations
demonstrates that the proposed program outcomes will meet or exceed their curriculum
requirements. A program map of the proposed degree is shown in Figure 1 (on the next page).
The College’s Capacity to Deliver the Program
Therapeutic recreation has traditionally been seen as a specialty within recreation and leisure
studies. In recent years, societal changes have led to therapeutic recreation gaining
prominence as a therapeutic intervention of first choice in social, health, and recreation
programs. This has led several post secondary institutions to offer academic programs in
therapeutic recreation as a major area of study. The study of therapeutic recreation is based on
three main disciplines, namely, recreation and leisure, health sciences, and social work. Seneca
College has a long history of delivering successful programs in each of these disciplines. The
faculty, curriculum, material resources, and networks which have been developed over several
decades to support these programs will also be available to the proposed degree program.
Professional Recognition
The requirements for licensing, registration, or certification of therapeutic recreationists changes
from jurisdiction to jurisdiction and from work setting to work setting. The trend, though, is to
require some form of professional accountability – especially as therapeutic recreation use
increases. The current professional associations that the Seneca program has been modelled
on are: Therapeutic Recreation Ontario (TRO), Canadian Therapeutic Recreation Association
(CTRA), and the National (American) Council on Therapeutic Recreation Certification (NCTRC).
The current internationally accepted credentialing body for therapeutic recreation is the National
Council on Therapeutic Recreation Certification. The proposed program was designed to meet,
or exceed, the standards set forth by that organization. The NCTRC standards are higher than,
and accepted by, all Canadian provincial and American state therapeutic recreation bodies –
where they exist.
Therapeutic Recreation Ontario (TRO) has been developing both as an organization and as a
credentialing body. TRO has published a set of standards of practice, has a registration
process in place, and is working on a credentialing process. The proposed Seneca degree
meets or exceeds all the current TRO standards.
Canadian Therapeutic Recreation Association (CTRA) is in the process of developing a national
certification program for therapeutic recreation. Currently, CTRA accepts the current provincial
certification programs for therapeutic recreationists practicing in each province.
Appendix 2.1 - Page 3
Figure 1. Therapeutic Recreation Program Map
Semester
1
2
3
4
5
6
TRK 101
Introduction to
Wellness and
Health Promotion
TRP 102
Anatomy and
Physiology I
TRP 201
Adaptive
Recreation and
Leisure Activities
TRP 301
Exercise
Physiology
TRK 202
Lifespan
Development
Therapeutic Recreation Courses
TRK 103
TRK 104
Professional
Survey of
Ethics
Canadian Health
and Social
Programs
TRP 203
LSO XXX
Anatomy and
Introduction to
Physiology II
Sociology
TRI 302
Program
Planning and
Evaluation for
Therapeutic
Recreation
TRI 402
Therapeutic
Intervention I
TRI 303
Life Skills
TRA 304
Understanding
Addiction
LSL 404
Abnormal
Psychology
TRP 501
Cognitive and
Developmental
Disorders
TRI 502
Therapeutic
Interventions II
TRF 607
Consolidation
Seminar/
Fieldwork in a
Health or Social
Setting
*STR XXX
Stream Option
TRI 503
Business
Management for
Therapeutic
Recreation
Services
*STR XXX
Stream Option
TRF 407
Preparing for
Fieldwork and
Co-op
TRF 507
Consolidation
Seminar/
Fieldwork in a
Health or Social
Setting
*STR XXX
Stream Option
TRK 400
Theories of
Counseling
Summer
7
8
TRK 105
Recreation and
Leisure Studies
ENG 106
Writing Strategies
TRP 205
Clinical
Biomechanics
and Movement
TRP 305
Disease Process
LSO XXX
Introduction to
Psychology
LSO 403
Group Dynamics
LSO XXX
Liberal Studies
Option
LSP 320
Interpersonal
Communication
LSO XXX
Liberal Studies
Option
LSO XXX
Liberal Studies
Option
TRC 600 Co-op Work Term
TRT 701
Research
Methods and
Statistical
Analysis
TRC 700
Co-op Integration
and Career
Planning
TRT 801
Applied Research
Paper
TRI 802
Introduction to
Leadership
Theories
TRF 707
Consolidation
Seminar/
Fieldwork in a
Health or Social
Setting
TRF 807
Consolidation
Seminar/
Fieldwork in a
Health or Social
Setting
*STR XXX
Stream Option
*STR XXX
Stream Option
*STR XXX
Stream Option
LSO XXX
Liberal Studies
Option
LSO XXX
Liberal Studies
Option
*Stream Options: The Therapeutic Recreation degree is designed so that the student has a choice to follow one of six
“employment enhancement streams”. The six streams are: Addiction, Community Development, Mental Health, Rehabilitation,
Wellness, and Interdisciplinary. Full details of the courses within each stream are outlined in the Course Outlines (Appendix 6.4).
Legend
Discipline Related
Coop/Fieldwork
Research
Liberal Studies Options
Appendix 2.1 - Page 4
Professional Option Streams
Prescribed Liberals
Support from Postsecondary Institutions
The professional discipline of therapeutic recreation is a relatively new field of study in Canada.
A few Canadian universities have had therapeutic recreation as an option in their undergraduate
(or graduate) Recreation and Leisure Services departments (e.g. Brock University, University of
Waterloo, and Dalhousie University). The proposed degree is different from these therapeutic
recreation options which spring from traditional recreation and leisure studies. The proposed
degree is an interdisciplinary program, consisting of a combination of subjects from Seneca's
School of Recreation and Leisure Services, School of Social Service Gerontology, and School
of Nursing. A number of postgraduate study opportunities exist for graduates of the proposed
program in the United States (e.g., University of Toledo, D’Youville College, University of Buffalo,
University of Binghamton, and University of Indiana). Both the University of Buffalo and the
University of Binghamton are part of the State Universities of New York (SUNY). The SUNY
policy is to accept the academic credential of any Canadian college or university that is certified
by the appropriate Province. The developers of the proposed degree have reviewed the
eligibility for a number of SUNY postgraduate programs and have included a sample of those
that are a good match for graduates of the proposed program in Appendix 9.1.
Opportunities for graduates
We have received a number of industry endorsements for the proposed degree in therapeutic
recreation. The endorsements we received come from a broad scope of agencies, thus
reflecting the broad employer base of those who will hire graduates of the proposed degree,
including:
§
§
§
§
§
§
retirement homes (Amica)
long term care homes (Extendicare)
physical disabilities (Canadian Association for the Riding Disabled and Variety Village)
correctional services (Thistletown Regional Centre)
psycho-social services (York Support Services Network)
adult developmental disability services (Huronia Regional Centre)
The Future
The proposed degree in Therapeutic Recreation has been designed to respond to emerging
trends. The recognition of, and demand for, therapeutic recreation is just beginning to appear in
Canada. Given the recreational sports background of many Canadian boomers, and the reality
of government cutbacks, it is expected that the demand for therapy in recreational modalities
will grow rapidly in the near future. The challenge of being able to continually provide an up-todate curriculum in a fast-changing world has led the degree proposal team to develop academic
‘streams’ (addictions, community development, mental health, physical rehabilitation, wellness,
and interdisciplinary). The stream selection process will allow the proposed degree to stay
within the scope of practice of therapeutic recreation with the ability to adapt to future demand.
The proposed degree comes at a time when a number of societal trends have converged to
increase the need for therapeutic recreationists. Seneca has designed a degree that will not
only allow its graduates to capitalize on these trends for employment, but also, to lead the
profession.
Appendix 2.1 - Page 5
Endnotes
1
"The Demographic Time Bomb: Mitigating The Effects of Demographic Change In Canada".
Auditor General of Canada. Report of the Standing Committee on Banking, Trade and
Commerce. June 2006.
http://www.parl.gc.ca/39/1/parlbus/commbus/senate/Com-e/bank-e/rep-e/rep03jun06-e.htm
2
"The Six Dimensions of Wellness for Older Adults: Embracing Whole-Person Wellness Can
Help Achieve Greater Success With The Older Adult Market". By Colin Milner. Fitness
Management, October 2002.
www.fitnessmanagement.com
3
"Definition of Lifestyle disease
Lifestyle disease: A disease associated with the way a person or group of people lives.
Lifestyle diseases include atherosclerosis, heart disease, and stroke; obesity and type 2
diabetes; and diseases associated with smoking and alcohol and drug abuse. Regular
physical activity helps prevent obesity, heart disease, hypertension, diabetes, colon cancer,
and premature mortality."
MedicineNet.com: http:www.medterms.com/script/main/art.asp?articlekey=38316
4
"Why the $41 Trillion Wealth Transfer Estimate is Still Valid: A Review of Challenges and
Questions". By John J. Havens & Paul G. Schervish. Planned Giving Design Center.
January 27,2003
http://www.pgdc.com/usa/item/?ID=29102
Appendix 2.1 - Page 6
3. PROGRAM ABSTRACT
Appendix 3.1 Program Abstract
Therapeutic recreation uses activities to achieve beneficial physical, and psycho-social
outcomes. The mai learning outcomes of the program focus on: synthesis of information to
support the scope of practice; assessment of physical and psycho-social conditions; evaluation
of effective interventions to resolve these conditions; application of program management skills
and applied research; and the ability to serve diverse clients across the entire age span. The
learning outcomes are strengthened in five practicum experiences. The interdisciplinary nature
of the proposed therapeutic recreation program allows graduates to pursue a variety of postgraduate degree programs. Graduates will seek employment in hospitals, senior centres,
rehabilitation centres, social agencies, fitness centres, municipal parks and recreation
departments, and youth camps.
Appendix 3.1 - Page 1
4. PROGRAM DEGREE-LEVEL STANDARD
Appendix 4.1 Degree-Level Summary
Overview
In Ontario universities, education and training in therapeutic recreation has been offered as an
area of specialization within a Bachelor’s degree. Recent trends have elevated therapeutic
recreation from an adjunct therapy to a therapy of first choice in order to address emerging
health and social issues. The proposed degree is a new interdisciplinary degree, built from
essential foundations, whose graduates will be able to analyze, design, implement, and
evaluate high quality therapeutic interventions.
The integration of theory and research with the applied approach of college programs is a
particularly appropriate combination for therapeutic recreation since current and emerging
trends require practitioners to apply a strong multi-disciplined theoretical base to a wide range of
applications.
The knowledge, skills and attitudes taught in the proposed degree are applied both in the
classroom, and in the four field placements and/or the co-op work placement.
Depth and Breadth of Knowledge
The curricula of the proposed therapeutic recreation program is drawn primarily from the fields
of recreation, social work, and health sciences. The graduate will possess specialized
knowledge and skills in psychology, counseling, addiction, anatomy, physiology, human
development, wellness and diseases, and in designing therapeutic interventions that draw from
these areas. As well, the graduate will have knowledge and skills in leadership and business
practices.
The curriculum taken as a whole reflects progressively more complex levels of knowledge and
skills in the field of therapeutic recreation. Most initial courses are knowledge-based.
Subsequent courses develop students’ analytical and critical thinking skills and encourage
students to synthesize material from the three fields. The proposed degree's innovative and
unique curriculum progressively guides the students through the interdisciplinary core subjects
of therapeutic recreation in the first five semesters, which provides a base for the streams in the
upper semesters. In semesters six, seven and eight, students focus on one of six specialized
streams1. Each stream focuses on a field of practice, in which therapeutic recreation is a
component, and requires students to synthesize knowledge and skills from the first five
semesters in order to critically analyze, evaluate, incorporate and apply the new material.
Research is a strong component of the program, particularly in the last year of the program. In
the final year, students will study research methods and statistical analysis and then complete
an applied research paper, carried out under the direct supervision of a faculty member.
The curriculum for the proposed program includes knowledge that is tangentially related to the
three fields of study, and knowledge that is outside the fields of study altogether. Areas studied
include critical thinking, communication, group dynamics, life skills, leadership theory and
1
In general, not all of the streams will be offered at one time. The number of students in the fourth semester will
determine how many streams will be offered.
Appendix 4.1 - Page 1
practice, professional ethics, and business management. As well, students choose five option
courses from the humanities and natural sciences. These breadth courses require students to
apply what they learn to the society and culture in which they live.
The students are trained as clinical therapeutic recreationists with knowledge from the fields of
nursing, social work, counselling, addictions, wellness, and, of course, recreation and leisure
services. These disciplines are woven throughout the proposed curriculum. This is apparent in
the first semester of the proposed degree:
TRK 101
TRP 102
TRK 103
TRK 104
TRK 105
ENG 106
Introduction to Wellness and Health Promotion
Anatomy and Physiology
Professional Ethics
Survey of Canadian Health and Social Programs
Recreation and Leisure Studies
Writing Strategies
Health Promotion
Nursing
Therapeutic Recreation
Social Work
Recreation& Leisure
Literacy
The graduate will practice in an environment where it is common for a health practitioner to
serve clients from very diverse backgrounds. The proposed degree will progressively develop
the capacity of the graduate to gather, evaluate and interpret information from a variety of
sources in order to develop effective treatment plans for diverse clients. The program has the
following courses related to the ability to address unique situations:
TRP 201
TRI 302
TRI 402
TRI 502
Adaptive Recreation and Leisure Activities
Program Planning and Evaluation for Therapeutic Recreation
Therapeutic Intervention 1
Therapeutic Interventions 2
This is further enhanced by courses that seek to expand and deepen the students'
understanding of society and appreciation of people who are different from them. The following
courses support this objective:
LSO 200
TRK 202
LSO XXX
LSP 320
LSL 404
TRC 602
TRW 602
TRW 704
TRW 806
Introduction to Psychology
Lifespan Development
Introduction to Sociology
Interpersonal Communication
Abnormal Psychology
Social Psychology
Wellness in Specific Communities and Populations
Applied Nutrition for Specific Populations
Health and Wellbeing in Youth
Depth of knowledge is achieved both in the level and complexity of the course learning
outcomes and in the evaluation requirements. Learning outcomes have been carefully written
and reviewed using Bloom’s Taxonomy to require higher level learning outcomes. Application of
knowledge at this level focuses on critical thinking, evaluation and analysis. Course grading
requirements ask students to demonstrate knowledge, synthesis and the application of that
knowledge at the higher levels. The learning outcomes and the evaluation strategies firmly
establish the proposed program at the undergraduate degree level.
Appendix 4.1 - Page 2
Knowledge of Methodologies
Throughout the degree program, students will be required to exercise and develop the abilities
to critically analyze situations and problem solve. It is expected that a therapeutic recreation
specialist is able to propose and champion treatment options as part of an interdisciplinary team.
In order for a practitioner to do this he/she must have a firm grasp of the knowledge base,
theories and methodologies that underpin his/her profession. The proposed degree fulfills these
requirements through the following courses:
Conceptual Thinking
TRK 103
Professional Ethics
TRI 302
Program Planning and Evaluation for Therapeutic Recreation
TRA 603
Addiction Assessment and Case Management
TRM 603
Psychosocial Assessment
TRR 603
Physical Assessment
TRT 701
Research Methods and Statistical Analysis
TRT 801
Applied Research Paper
TRA 806
Addiction Prevention: Program Development
Methodological Awareness
TRP 201
Adaptive Recreation and Leisure Activities
TRI 402
Therapeutic Interventions 1
TRI 502
Therapeutic Interventions 2
TRM 601
Clinical Techniques in Counselling
TRR 601
Acute Musculoskeletal Injuries
TRA 602
Addiction Counselling
TRM 602
Dementia Classifications and Treatment modalities
TRR 602
Exercise and Chronic Disease
TRT 701
Research Methods and Statistical Analysis
TRM 704
Crisis Intervention
TRR 704
Management of Soft Tissue Injury
TRR 705
Physical and Occupational Rehabilitation Skills 1
TRT 801
Applied Research Paper
TRM 806
Addictive Behaviour and Interventions
TRR 806
Physical and Rehabilitation Skills 2
Graduates will be able to research, evaluate, and implement effective solutions as part of an
interdisciplinary team or on their own. Students will be able to respond to the needs of the
field’s client groups utilizing analytical skills.
The proposed degree has been designed to develop the student's analytical skills through a
process that introduces theories, applicable knowledge bases, comparative analysis,
assessment skills, intervention strategies, and case management. Students develop the ability
to not only create and test new solutions, but also to recognize patterns in problems and to
apply appropriate solutions. Analytical skills are taught throughout the various courses in the
proposed curriculum and are specifically addressed in the following two courses:
TRI 302
TRT 701
Program Planning and Evaluation for Therapeutic Recreation
Research Methods and Statistical Analysis
Appendix 4.1 - Page 3
Using an investigative approach in all courses, students will be constantly engaged in the
collection and analysis of information. The emphasis will be on the ability to use information
strategically in achieving specific objectives. This emphasis on comprehension versus
information requires students to demonstrate a capacity for critical thinking and evaluation.
Graduates of this program will have the knowledge, skills and attitudes to be information
seekers and information providers.
Application of Knowledge
The proposed degree systematically and progressively teaches the student to use his/her
knowledge of the physical and psychosocial domains to construct therapeutic interactions for
clients.
Assessments and interventions are complex activities composed of several individual skills that
students must learn and combine to accurately assess problems and make effective
interventions. These individual skills are the ability to frame effective questions, the ability to
break down complex issues and analyze their components, the ability to conduct research to
find innovative ways of addressing issues, and the ability to construct a variety of treatment
options. The student practices these individual skills through progressively more challenging
field placements so that the skills are unified in the professional ability to accurately assess a
problem and develop effective treatment plans within the scope of practice of therapeutic
recreation.
Four fieldwork placements and the summer co-op placement provide the students with the
opportunity to practice their skills as a therapeutic recreationist in the reality of the work place,
thus adding both experience and material for classroom exploration. Students will collect and
analyze information using concepts learned to make judgments regarding the selection of
appropriate treatment options.
Communication Skills
In the past decade, the ability to communicate effectively has become increasingly important
and complex. Professional conduct must reflect a global, networked environment, and yet
traditional communication techniques have never been more important. For example, the ability
to write objective documents and to process and evaluate written information from the Internet is
critical. Presentations must be delivered to audiences in various geographic locations, of
diverse levels of knowledge, and of various cultures.
Communication for a therapeutic recreationist is more than delivering information clearly and
interpreting information accurately. It is the ability to interact on an interpersonal level in such a
way that a personal bond is created between the client and therapist, This permits clients to
address difficult tasks, confident in the ability of the therapist to guide and protect them through
the change process. The ability to communicate effectively to a diversity of clients is often
considered the most important skill that a health care and social service provider must possess.
This objective is sustained throughout the curriculum of the proposed degree with courses that
relate both to communication techniques and the understanding of the human context within
which all communication takes place. The following courses are related to this objective:
ENG 106
LSO XXX
LSP 320
Writing Strategies
Introduction to Psychology
Interpersonal Communication
Appendix 4.1 - Page 4
LSO 403
TRC 602
TRC 704
Group Dynamics
Social Psychology
Public Relations
Also, students in the proposed degree program benefit from the opportunity to select from an
extensive list of previously approved degree level liberal studies options. Through these
courses in the humanities and natural sciences, students gain an understanding of human
behaviour that will enhance their ability to work in the global milieu.
Awareness of Limits of Knowledge
Every profession has a scope of practice that defines its abilities and separates it from the
knowledge base and practices of other professions. For many of the professions in the health
care and social service fields the scope of practice is legislated. While the scope of practice is
not legislated for therapeutic recreationists, in most jurisdictions they work in team settings
where several of the team members' scopes of practice are legislated or where the entire work
place is guided by legislation. In these environments it is important for the public, and the
various professions that provide the services, to know the abilities and limits of each member of
the service provision team. Based on each team member’s expertise and scope of practice,
team members determine what the interventions for a client should be, whether the
interventions can be carried out by team members, or whether the client should be referred to
other professionals.
The importance of a clear awareness and understanding of scope of practice is so fundamental
that it is woven into every course that the student takes in the proposed degree. In order to
ensure that the scope of practice is not just understood but also practiced, it is central to all
practicum experiences.
In all service areas associated with health, rarely are there complete cures for illness or failsafe
processes to attain and maintain wellness. In attempts to find cures and better approaches
toward wellness, strategies are constantly changing. Students develop an understanding of the
limitations to current approaches to health care and wellness, and they learn to take this into
account in their analysis and interpretation of information. As well, the program prepares them
to continue the process of life-long learning and to adjust their programming and interventions to
incorporate advances in health care.
Professional Capacity/Autonomy
The graduate will practice in a field where new discoveries are being made and best practices
are constantly changing. The graduate must remain up-to-date as his/her career develops in
order to retain the ability to accurately assess and effectively treat clients. This is an important
aspect of sustaining an ethical professional practice. The highest professional integrity is
required in good practice.
The need to stay current, and the skills this requires, are emphasized in the proposed degree
through curriculum content, assignments and practicum requirements. The ability to develop
innovative solutions for issues that will occur in the graduate's future career is established in the
seventh and eighth semesters in the two research courses:
Appendix 4.1 - Page 5
•
•
TRT 701 Research Methods and Statistical Analysis
TRT 801 Applied Research Paper
The skills acquired in the proposed degree will provide the basis for ethical and up-to-date
practice as a graduate's career progresses.
Graduates of the proposed program will understand the importance and value of further
education. During the program it is expected students will have learned the necessity of
continuing professional development to maintain currency, openness to new ideas and a
genuine interest in the lives of those different from oneself. The significance of acquiring new
competencies is highlighted in TRC 700: Coop Integration and Career Planning.
Graduates of the proposed program in therapeutic recreation will have many transferable skills.
Armed with transferable skills, graduates will be equipped to learn about and adapt to new
trends, changes, and research-informed practice.
More formally, graduates will have opportunities for admission to university graduate studies
programs.
Appendix 4.1 - Page 6
5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.1.1 Admission Requirements Direct Entry
Program Admission Requirements
Academic
High School Graduates
Mature Students
•
•
•
•
Completion of OSSD or
equivalent
A minimum average of 65
percent
Six university or
university/college courses at the
Grade 12 level including
− Grade 12 (U) Mathematics
− ENG4 (U) University
Preparation English
− Four other Grade 12 U or
U/C courses
•
Mature students (age 19 or
older) will be considered
for admission consistent
with Ministry of Training,
Colleges and Universities
policies and upon
demonstration of academic
preparedness in
prerequisite disciplines
Mature students must
submit proof of credits in
the above courses or
equivalent credits at the
post-secondary level or an
entrance examination
Related work/
volunteer experience
Applicants with related experience will be given preference.
Other
Prior to second semester students are required to have the following
completed successfully in order to attend field placement:
- Standard First Aid/CPR
- Criminal Reference Check
- Immunization schedule/TB test
Appendix 5.1.1 - Page 1
5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.1.2 Admission Policies and Procedures for Mature Students
General Admission Requirements (Source: Academic Policy 2006-2007, 2.2, p. 1)
The basic admission requirement to post-secondary programs is the Ontario Secondary School
Diploma (Grade 12) or its equivalent, with the majority of senior credits at the college, university,
college/university level – or mature student status (age 19 or over).
In addition, a minimum average of 65% is required for admission to the applied degree
programs with 6 OAC’s or 6 University or University/College credits at the grade 12 level. Any
additional requirements will be published for the specific program.
Subject Prerequisites (Source: Academic Policy 2006-2007, 2.3, p. 1)
Several programs require specific subject and level prerequisites among the 30 credits in the
Ontario Secondary School Diploma. These prerequisites will be published in the College
Calendar. It is the responsibility of the student to ensure that his/her studies follow program
requirements.
Qualifications and Equivalencies (Source: Academic Policy 2006-2007, 4.1-4.2 p. 3)
4.1 Academic Qualifications from Other Countries - Full-Time Students
A Board of Admissions will consider applications for admission from students who have gained
their educational qualifications abroad. International applicants must provide proof of academic
standing equivalent to the Ontario Secondary School Graduation Diploma (OSSD).
The following certificates are acceptable for admission to post-secondary certificate or diploma
programs:
•
•
•
Hong Kong Certificate of Education with credit standing in five academic subjects or
pass standing in six academic subjects.
Chinese University of Hong Kong Entrance Examination with a pass in five academic
subjects.
For England, Asian countries, the West Indies and African the General Certificate of
Education with grades of A, B, C, or 1, 2, 3 in five academic subjects at the "O" or
ordinary level; or the Caribbean Examination Council Certificate with grades A, B, C or 1,
2, 3 in five academic subjects at the general level.
For some programs there may be selective admission requirements such as a high school credit
in science or mathematics. The program information in the calendar will specify any special
entrance standards.
Only original documents will be considered. These should be sent by registered mail.
For admission to the applied degree programs, the applicant will be assessed for equivalencies
on an individual basis. Secondary school graduation certificates or diplomas should be at the
higher or senior level. General Certificates of Education with subjects at the general or "0" level
should include at least two subjects at the Advanced level.
Appendix 5.1.2 - Page 1
4.2 English Proficiency - Full-Time Students (Academic Policy 2006-2007 p.3)
For direct admission, applicants are expected to have acceptable levels of English proficiency.
For applicants whose education has taken place in a country where English is not the only
language of common usage, English proficiency must be demonstrated by submitting
successful test scores from a recognized English proficiency test: TOEFL; IELTS; MELAB;
CAEL. For TOEFL, candidates who score a minimum of 550 (213 computer based), and who
demonstrate strength in listening comprehension, will be considered for regular programs. For
applied degree programs, a minimum total TOEFL score of 570 (230 computer based) is
required, and for graduate certificate programs, a minimum total TOEFL score of 580 (237
computer based) is required.
For information, contact:
Test of English as a Foreign Language
P.O. Box 6151
Princeton, New Jersey 08541-6151
b) Policy for Mature Students: (Source: Academic Policy 2006-2007 2.5, p.2)
Mature students, age 19 or over, who wish to resume their education in a course of study at
Seneca College, will be evaluated by a Board of Admissions which may recommend an
appropriate preparatory program of study offered at Seneca College, or direct entry into a
program.
Procedures for Mature Students: (Source: Academic Calendar 2007-2008, p. 3)
MATURE APPLICANT STATUS
Seneca College welcomes applications from adults who have made the decision to
return to school. The requirement for using the “Mature Applicant” status as the basis
for meeting the Ontario Secondary School Diploma admission requirement is that the
applicant is nineteen years of age or older.
As a ‘Mature Applicant’ you do not require an Ontario Secondary School Diploma (or its
equivalent). However, you do require academic credits in English, Mathematics,
Biology, Physics, and Chemistry if any of these subjects are listed as a part of the
program’s admission requirements.
In some instances, Mature Status applicants may be allowed to write the Mature Student
Entrance Tests in English and/or Mathematics in lieu of having these Ontario Secondary
schools credits or their equivalent. Applicants should confirm with the Admissions Office if
writing the English and/or Mathematics entrance test is permitted for their desired program and
should also confirm with the Admissions Office if upgrading courses are acceptable
substitutions for Ontario Secondary School credits. For applied degree programs, mature
students are considered on an individual basis for meeting non-subject specific credits,
generally stated as a number of 4U or M or OAC subjects in addition to the subject specific
courses that are required.
Appendix 5.1.2 - Page 2
5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.1 Credit Transfer/ Recognition Policies and Procedures
Seneca’s Differentiated College Mandate Accountability Agreement (2003) with the Ministry of
Training, Colleges and Universities commits Seneca to the pursuit of multiple entry/exit points
and pathways to promote student success. Specifically, the Accountability Agreement
(Paragraph 10, p.4) states: “Consistent with the provincial goal of increasing accessibility to
applied degree education for current and future college diploma graduates and consistent with
the terms and condition of the Minister’s consent for each applied degree, the College will
undertake to articulate learning pathways for students within the college system and facilitate
students accessing these pathways through appropriate prior learning assessment opportunities,
bridging programs or other transfer agreements or arrangements.
“Access to Success” is also one of the priority Goals identified in Seneca’s Strategic Plan 20042009. As such, Seneca has made a commitment to: “…become the Canadian model for the
creation of access opportunities to higher education and training. This will be accomplished by
(a) creating a national network of agreements for credit transfer; (b) establishing partnership
agreements with schools, school boards, and agencies; (c) extending counseling, financial and
other supports that promote access, retention and student success; (d) making available
multiple entry and bridging opportunities from college prep through postgraduate programs; (e)
engaging in research to identify the most effective/promising access and retention strategies in
Canada; (f) assisting foreign-trained persons to readily attain appropriate credentials and
experience, and (g) being proactive in facilitating access and success for students and
employees with disabilities” (Strategic Plan 2004-2009, p. 3).
In order to achieve these goals, Seneca College has in place and continues to negotiate
articulation agreements with other post-secondary institutions in this province, across Canada
and Internationally.
Articulation agreements
Source: University Transfer Guide: http://www.senecac.on.ca/fulltime/stuserv/tran-01.html
Seneca College currently has 62 University Transfer Arrangements (both formal and informal)
with 24 Universities from across Ontario, Canada, the United States, and Internationally.
Currently Seneca is the only Ontario College with a dedicated University Transfer Office
(located in Student Services) acting as a central resource of college and system wide
information, and offering advisement and assistance for current and prospective students
wishing to examine further education pathways.
Beyond the standard undergraduate degree completion partnerships, collaborative program,
joint delivery and concurrent models, Seneca has recently made steps to have its Ontario
College Graduate Certificate programs recognized at the Masters level in a ground breaking
agreement with Australia's University of Western Sydney.
Tracking student success and uptake of these agreements is the next major focus of the
University Transfer initiatives at Seneca. In a current Pilot Project with Athabasca University,
select Seneca students have begun pursuing their degree while still at Seneca, completing a 3-
Appendix 5.2.1 - Page 1
year diploma. It is the hope that these students will provide a sampling of the potential for future
concurrent arrangements and follow up information beyond graduation.
Transfer credits for entry into Seneca bachelor’s degree programs:
Many of the universities with which Seneca has transfer agreements currently award significant
academic credit towards their baccalaureate programs to graduates of Seneca’s diploma
programs. We would anticipate that similar credits will be warranted for diploma graduates
entering our college bachelor’s degree programs. However, transfer credits will be based solely
on an assessment of the equivalencies between the learning outcomes achieved by the
applicant at the previous academic level (e.g., the diploma level) as compared with the learning
outcomes expected at various points of entry into the degree program. In some instances the
applicants will be required to do additional work or a bridging program as appropriate to address
any gaps identified. Assessments for transfer credit are conducted by the Chair (or the chair’s
designate) in consultation with the faculty of the program to which entry is sought. Applications
for transfer credit will be assessed on an individual student basis, except where a formalized
degree completion pathway has been approved and published. In addition, block credits may
be granted based on a careful assessment of programs with high affinity for the particular
bachelor’s degree program sought, as well as for those programs that are not closely related to
the degree program. The College has on file and available upon request, samples of such
assessments and any signed formalized block transfer agreements.
Previously, Seneca policies for credit transfer were developed primarily for applicants seeking to
enter diploma programs. Nevertheless, these policies and practices were consistent with the
guidelines established by the Post Secondary Education Quality Assessment Board (PEQAB)
for bachelor’s degree programs. A revised policy was approved by the Senior College
Executive on September 14, 2005 (see below) and is included in the 2006/2007 Academic
Policy handbook on page 4.
Policy:
Approved:
Advanced Standing/Transfer Credit
Academic Council, May 16, 2005
Applied Degree Implementation Committee, June 9, 2005
Deans, Chair and Directors, June 14, 2005
Senior College Executive, September 14, 2005
POLICY STATEMENT
Many students who enter Seneca College will have earned academic credits in post-secondary
educational institutions which they may be able to apply toward completion of a Seneca College
program.
Requests for Advanced Standing must be for a specific subject in a specific semester. It is the
policy of Seneca College that all applications for Advanced Standing will be considered by the
School responsible for the subject. Criteria for the granting of Advanced Standing are
established and published by each School/Faculty. The criteria will ensure that a fair,
reasonable, and consistent process is in place. Candidates must have official transcripts and
detailed subject descriptions in order to be considered for Advanced Standing.
A minimum grade of “C” (60%) is generally required for a subject to be considered for Advanced
Standing. For applied degree programs, the minimum grade considered for Advanced Standing
is ”C+” (65%).
Appendix 5.2.1 - Page 2
Requests for Advanced Standing should be made as early as possible before the beginning of
the semester to which they apply and no later than two weeks after the beginning of the
semester.
Granting of Advanced Standing/Transfer Credit
Advanced Standing is granted or denied by the Chair or designate who may seek the advice of
a promotion committee and the decision will be communicated to the student by means of a
transcript.
If a student transfers programs, any Advanced Standings will be reviewed by the Chair or
designate. Any changes in Advanced Standings granted previously will be communicated to the
student by means of a transcript.
A student has the right to appeal the decision, consistent with Academic Policy.
Advanced Standing/Transfer Credit from Diploma Programs to Degree Programs
To ensure that the appropriate degree level standard has been met, a gap analysis of the
program content and outcomes of the studies for which transfer credit is being awarded will be
completed. Normally, no more than 65% of a degree level program may be awarded credit
through Advanced Standing for credits from a 3-year diploma program, and no more than 40%
for credits from a 2-year diploma program.
Advanced Standing/Transfer Credit from Degree Programs to Degree Programs
Credits recognized for Advanced Standing in a degree program must be earned at a
postsecondary institution which is (i) a Canadian public university, (ii) an organization authorized
to offer the degree program on the basis of an Ontario Ministerial Consent; or (iii) an
organization that has the legal authority to grant degrees, is accredited by a recognized
accrediting body where relevant, applies quality assurance policies to programs consistent with
the program evaluation policy requirements of the Board, and is a member of a recognized
association of degree-granting institutions, or (iv) another institution acceptable to the
Postsecondary Education Quality Assessment Board.
ADMINISTRATIVE GUIDELINES
Advanced Standing decisions are monitored, reviewed and evaluated through Seneca’s
Program Review/Quality Assurance process to ensure that the process is fair, reasonable and
consistent. Personnel responsible for determining advanced standing/transfer credit receive
training and support as appropriate.
Appendix 5.2.1 - Page 3
Limit on number of credits:
Residency Requirement (Academic Policy 2006-2007, 5.9, p.5)
A Faculty of Seneca College may recommend a student for a certificate, diploma only after the
student has earned a minimum of twenty-five percent of the credit for that program under the
authority of the recommending Faculty.
The following amendment is proposed and is in the process of being approved:
Normally, no more than 65% of a degree level program may be awarded credit through
Advanced Standing for credits from a 3-year diploma program, and no more than 40% for
credits from a 2-year diploma program.
Duplicate Use of Credit & Subject Equivalency (Source: Academic Policy 2006-2007, 5.5,
p. 5)
Where Seneca subject credits (whether earned directly, granted as equivalent, or obtained
through Advanced Standing) have been used toward the granting of a certificate, diploma or
degree, these subjects may be used toward the granting of subsequent certificates, diplomas or
degrees when:
i.
ii.
iii.
such a sequence of certificates/diplomas/degrees is approved by the College, or
a specific subject is common to both certificates, diplomas or degrees, or
a specific subject required in the subsequent program is deemed to be the equivalent of
a subject completed in the first program.
Notwithstanding the above, duplicate use of credit may be denied by the receiving College
official(s) where competence in the current learning outcomes of the relevant subject(s) cannot
be clearly demonstrated or documented. (see also 15.1 "Conditions for Graduation")
Requests for credit towards an applied degree program will be assessed on an individual basis.
Equivalent Admission Requirements (Source: Academic Calendar, 2007-2008, p. 4)
Academic standing from other provinces and other countries recognized by the College as
equivalent to an OSSD/SSGD will be considered for admission. Generally, the standards are as
follows:
•
•
•
•
A valid Secondary School Graduation Diploma at the General Level, or equivalent, for
the following provinces: Alberta, British Columbia, Manitoba, New Brunswick,
Newfoundland, Nova Scotia, Prince Edward Island, Quebec and Saskatchewan.
United States of America - Grade 12 (A minimum of 16 units of credit at the Secondary
School level; at least four credits of which are in English).
All other applicants will be considered on an individual basis.
Applied degree programs may have additional requirements.
Board of Admissions and Notice of Acceptance (Source: Academic Calendar, 2007-2008,
p. 4)
All applications are assessed by our Board of Admissions which is empowered to accept, defer
or reject the admission of any applicant to a program. You will be advised of your acceptance by
an official letter from the Admissions Office. Except in the pursuit of an approved sequence of
Appendix 5.2.1 - Page 4
certificates, diplomas or degree, you will be considered for admission to a second or
subsequent diploma or certificate program at a lower level of priority and on receipt of
documentation of work experience in the area of the first diploma or certificate.
Academic Qualifications from Other Countries (Source: Academic Calendar, 2007-2008, p.
4)
Seneca will consider applications for admission from those who have gained your educational
qualifications abroad. It will be necessary to provide an original and an official translation of your
transcript, including the grades and the interpretative information related to the institution's
credit/grading system.
Appendix 5.2.1 - Page 5
5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.2 Advanced Placement Policies
Policy:
Approved:
Prior Learning Assessment
Academic Council, May 16, 2005
Applied Degree Implementation Committee, June 9, 2005
Deans, Chair and Directors, June 14, 2005
Senior College Executive, September 14, 2005
POLICY STATEMENT
Seneca College recognizes that in many instances the learning outcomes defined for an
individual semester subject can be achieved by a number of alternative means. These include
relevant work/life experience. A student may apply for Prior Learning Assessment (PLA) at
Seneca College, where mastery of the learning outcomes of a Seneca subject can be clearly
demonstrated through the assessment of a portfolio and/or by means of a challenge process.
A subject matter expert will select, administer and evaluate the prior learning assessment to
determine if the outcomes of the desired subject have been met. The PLA Facilitator will
provide information on the procedure for PLA. A fee will be charged for each subject where
assessment is requested. PLA credits earned will be communicated to the student by means of
a Seneca College transcript.
Applicants obtaining credit through PLA shall proceed through the published admissions
process to gain entry into a specific College program.
The granting of prior learning credits does not guarantee entrance into any program of study.
However, in keeping with the College's commitment to student access and student success,
every effort will be made to facilitate a timely entrance into the candidate's program of choice.
Credit earned through PLA shall be recorded on the transcript, where possible, using a letter
grade, when that is the usual practice for that subject. When the assignment of a grade is not
possible, the designation of SAT shall be used to signify that the essential learning outcomes of
the subject have been achieved, as evaluated through PLA.
A student has the right to appeal the decision, consistent with Academic Policy.
If a student fails a subject, he/she may apply for PLA in that subject, only after one year has
passed and he/she can offer a reasonable explanation of additional relevant learning.
PLA Credits for Degree Programs
PLA credit will only be awarded in a degree program for degree level learning. No more than
50% of a degree level program may be awarded credit through PLA.
ADMINISTRATIVE GUIDELINES
PLA decisions are monitored, reviewed and evaluated through Seneca’s Program
Review/Quality Assurance process to ensure that the process is fair, reasonable and consistent.
Personnel responsible for determining prior learning credit receive training and support as
appropriate.
Appendix 5.2.2 - Page 1
Limit on number of credits:
Residency Requirement (Academic Policy 2006-2007, 5.9, p.5)
A Faculty of Seneca College may recommend a student for a certificate, diploma only after the
student has earned a minimum of twenty-five percent of the credit for that program under the
authority of the recommending Faculty.
The following amendment is proposed and is in the process of being approved:
Normally, no more than 65% of a degree level program may be awarded credit through
Advanced Standing for credits from a 3-year diploma program, and no more than 40% for
credits from a 2-year diploma program.
Duplicate Use of Credit & Subject Equivalency (Source: Academic Policy 2006-2007, 5.5,
p. 5)
Where Seneca subject credits (whether earned directly, granted as equivalent, or obtained
through Advanced Standing) have been used toward the granting of a certificate, diploma or
degree, these subjects may be used toward the granting of subsequent certificates, diplomas or
degrees when:
i.
ii.
iii.
such a sequence of certificates/diplomas/degrees is approved by the College, or
a specific subject is common to both certificates, diplomas or degrees, or
a specific subject required in the subsequent program is deemed to be the equivalent of
a subject completed in the first program.
Notwithstanding the above, duplicate use of credit may be denied by the receiving College
official(s) where competence in the current learning outcomes of the relevant subject(s) cannot
be clearly demonstrated or documented. (see also 15.1 "Conditions for Graduation")
Requests for credit towards an applied degree program will be assessed on an individual basis.
Appendix 5.2.2 - Page 2
5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.3 Degree Completion Arrangements
Not applicable to this proposed program at this time.
Appendix 5.2.3 - Page 1
5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.4 Gap Analysis
Many of the universities with which Seneca has transfer agreements currently award significant
academic credit towards their Baccalaureate programs to graduates of Seneca’s diploma
programs. We would anticipate that similar credits will be warranted for diploma graduates
entering the proposed degree program in Therapeutic Recreation.
In accordance with Seneca’s Academic Policy (approved by the Senior College Executive on
September 14, 2005), transfer credits will be based solely on an assessment of the
equivalencies between the learning outcomes achieved by the applicant at the previous
academic level (e.g., the diploma level) as compared with the learning outcomes expected at
various points of entry into the degree program. In some instances the applicants will be
required to do additional work, as appropriate, to address any gaps identified.
Assessments for credit are conducted by the Chair (or the chair’s designate) in consultation with
the faculty of the program to which entry is sought. Applications for transfer credit will be
assessed on an individual student basis, except where a formalized degree completion pathway
has been approved and published.
Appendix 5.2.4 - Page 1
5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.2.5 Bridging Courses
Not applicable to this proposed program at this time.
Appendix 5.2.5 - Page 1
5. ADMISSIONS, PROMOTION, GRADUATION STANDARD
Appendix 5.3 Promotion and Graduation Requirements
Policy:
Source:
Approved:
Promotion and Graduation Policy for Applied Degree Programs
Academic Policy, 2005-2006, 8.10, p. 7 and 11.1, p. 8
Academic Council, May 12, 2003
Board of Governors, June 26, 2003
8.10 Minimum Acceptable Performance for Graduation in applied degree programs
For applied degree programs, the minimum requirement for graduation is an average of C+
(2.5) in subjects in the main field of study, and an average of C (2.0) in all other subjects.
11.1 Minimum Requirements for Promotion in applied degree programs
For applied degree programs, the minimum requirement for promotion is an average of C+ (2.5)
in subjects in the main field of study, and an average of C (2.0) in all other subjects.
8.1 Grading Policy (final grades and grade point averages)
Effective September 1, 2000 all subjects offered by the College are graded or designated as
follows:
Final Grade
Grade Point
A+
4
A
4
B+
3.5
B
3
C+
2.5
C
2
D
1
F
0
Percentage
90% to 100%
80% to 89%
75% to 79%
70% to 74%
65% to 69%
60% to 64%
55% to 59%
0 to 54%
Or
EXC
SAT
UNSAT
Excellent
Satisfactory
Unsatisfactory
Appendix 5.3 - Page 1
(not a pass)
Appendix 5.3 Promotion and Graduation Requirements
Level of Achievement
Program Requirement
Promotion
Graduation
Course in disciplines outside the
main field(s) of study
C
C
Course in disciplines within the
main field(s) of study
C+
C+
Other - Work Placement
SAT
SAT
Other - Laboratories
Not applicable
Not applicable
Overall achievement
C+
C+
Appendix 5.3 - Page 2
6. PROGRAM CONTENT STANDARD
Appendix 6.2.1 Professional/ Accreditation or Other Requirements
Although accreditation is not a requirement for employment in Ontario, requirements for
licensing, registration, or certification of therapeutic recreationists changes from jurisdiction to
jurisdiction and from work setting to work setting. The trend is to require some form of
professional accountability. The current therapeutic recreation organizations that relate to the
proposed degree are: Therapeutic Recreation Ontario (TRO); Canadian Therapeutic Recreation
Association (CTRA); and The National Council for Therapeutic Recreation Certification
(NCTRC) in the United States.
Therapeutic Recreation Ontario is in the process of implementing a voluntary certification
program. Currently the only internationally recognized accreditation process is that of the
NCTRC (http://www.nctrc.org).
The CTRA (http://www.canadian-tr.org) is in the process of developing a certification program,
but has not set a date for its completion. Some provinces have developed accreditation
programs, and these programs have been accepted by CTRA. Therapeutic Recreation Ontario
(TRO) (http://www.trontario.org) has begun to offer a registration program as a prelude to a
future certification program. It is expected the Ontario certification program will fall within the
parameters of the NCTRC standards. Therefore to date, the NCTRC is the only certification
program relevant to Ontario programs.
When Seneca College contacted the NCTRC for feedback on the proposed curriculum, the
NCTRC responded that they do not review programs in advance, but will review the graduates
from the program when they apply for certification. The NCTRC guidelines were used as a
guide in the design of the proposed degree in therapeutic recreation.
There are three paths for certification under NCTRC. Seneca has modeled the proposed
Therapeutic Program on the ‘Academic Path’. To be eligible to write the exam for the Academic
Path of the NCTRC program, applicants must have “a baccalaureate degree or higher from an
accredited college or university with a major in therapeutic recreation or a major in recreation or
leisure with an option in therapeutic recreation.”
According to “NCTRC Information for the Certified Therapeutic Recreation Specialist and New
Applicants”, December, 2005 (http://www.nctrc.org) the baccalaureate program must contain the
following:
1. A minimum of 18 semester or 27 quarter hours of therapeutic recreation and general
recreation content coursework with no less than a minimum of 9 semester or 12 quarter
hours in therapeutic recreation content. Each course must be a minimum of three hours.
2. Supportive courses to include a total of 18 semester hours or 27 quarter hours of support
coursework with a minimum of (I) 3 semester hours or 3 quarter hours coursework in the
content area of anatomy and physiology; (ii) 3 semester hours or 3 quarter hours
coursework in the content area of abnormal psychology; and (iii) 3 semester hours or 3
quarter hours coursework in the content area of human growth and development across
the lifespan. The remaining semester hours or quarter hours of coursework must be filled in
the content area of ‘human services’ as defined by the NCTRC.
Appendix 6.2.1 - Page 1
3. A minimum 480-hour, twelve (12) consecutive week field placement experience in
therapeutic recreation services that uses the therapeutic recreation process as defined by
the current NCTRC Job Analysis Study under the supervision of an on-site field supervisor
who is NCTRC CTRS [Certified Therapeutic Recreation specialist] certified and meets the
standards for field placement supervision. An acceptable field placement experience is
one which is completed after the majority of required therapeutic recreation and general
recreation coursework is completed as verified on the official transcript and the required
fieldwork verification form.
The NCTRC also provides two equivalency paths that are composed of academic preparation
and work experience. Graduates of the proposed program could also use these approaches to
certification. Based on our review of the requirements, we are confident that graduates from the
proposed degree will meet or exceed all existing requirements for accreditation.
Appendix 6.2.1 - Page 2
6. PROGRAM CONTENT STANDARD
Appendix 6.2.2 Letters of Support: Professional/Accreditation or Other Requirements
Not applicable to this proposed program.
Appendix 6.2.2 - Page 1
6. PROGRAM CONTENT STANDARD
Appendix 6.3.1 Program Level Learning Outcomes
Graduates of the proposed Bachelor of Applied Arts (Therapeutic Recreation) will demonstrate
the ability to:
I. Learning Outcomes Related to the Assessment Process
1. Evaluate the appropriateness of specific physical and psychosocial conditions to the
scope of practice of therapeutic recreation (Cognitive/Evaluation)
2. Assess the physical and psychosocial needs of clients within the scope of therapeutic
recreation (Cognitive/Evaluation)
II. Learning Outcomes Related to the Intervention Process
3. Design and implement individual and group therapeutic recreation interventions to
rehabilitate, maintain, or enhance a client’s optimum potential for physical or
psychosocial functioning using a variety of practices (Cognitive/Synthesis,
Psychomotor/Adaptation)
4. Identify and network with both formal and informal community resources (Cognitive/
Synthesis)
5. Develop and case manage therapeutic recreation care plans (Cognitive/Application,
Psychomotor/Origination)
6. Educate, counsel, and train micro, mezzo, and macro level clients in the value and
application of therapeutic recreation (Cognitive/Synthesis, Psychomotor/Origination)
III. Learning Outcomes Related to Support for Interventions
7. Utilize research skills, and demonstrate effective critical thinking and problem solving
skills, to identify and evaluate, or to develop, best practices for therapeutic recreation
(Cognitive/Evaluation)
8. Budget, procure, and allocate resources for therapeutic recreation interventions
(Cognitive/Evaluation, Psychomotor/Origination)
9. Complete all documentation requirements for therapeutic recreation interventions
(Cognitive/Application, Psychomotor/Perception)
10. Utilize program planning and community development skills to develop effective
therapeutic recreation programs (Cognitive/Evaluation, Psychomotor/Origination)
11. Develop a process to recruit, hire, train and supervise paid and voluntary staff
appropriately (Cognitive/Application)
Appendix 6.3.1 - Page 1
IV. Learning Outcomes Related to the Knowledge Base for Therapeutic Recreation
12. Discuss human anatomy, physiology, biomechanics, physical rehabilitation and disease
processes as they relate to therapeutic recreation (Cognitive/Synthesis)
13. Discuss the history, theories, principles, scope of practice, ethics and legislation related
to therapeutic recreation (Cognitive/Synthesis)
14. Summarize human development and how it affects clients and informs therapeutic
recreation interventions at different stages across the age span (Cognitive/Synthesis)
15. Discuss mental health issues, addictions, dementias, intellectual, cognitive, and
developmental disabilities as they relate to therapeutic recreation (Cognitive/Synthesis)
16. Discuss wellness and health promotion issues, practices, and resources as they relate
to therapeutic recreation (Cognitive/Synthesis)
V. Learning Outcomes Related to Personal Qualities
17. Demonstrate understanding of, and sensitivity to, human diversity (Affective/Valuing)
18. Work independently, take initiative, multi-task, meet deadlines, utilize appropriate stress
reduction practices, and work effectively as part of a multidisciplinary team (Affective/
Valuing)
19. Demonstrate effective written, oral and visual communication skills (Cognitive/
Application)
20. Demonstrate in depth knowledge, understanding and appreciation of the society and
culture in the world, genre of a traditional liberal arts education (Cognitive/
Comprehension, Affective/Valuing)
Appendix 6.3.1 - Page 2
Table of Courses that Contribute to the Program Level Learning Outcomes:
Graduates of the proposed
Bachelor of Applied Arts
(Therapeutic Recreation) will
demonstrate the ability to:
Courses that contribute to this outcome:
1. Evaluate the appropriateness
of specific physical and
psychosocial conditions to the
scope of practice of
therapeutic recreation.
TRK 103
TRK 105
TRP 201
TRI 302
Professional Ethics
Recreation and Leisure Theory
Adaptive Recreation and Leisure Activities
Program Planning and Evaluation for Therapeutic
Recreation
TRA 304 Understanding Addiction
TRK 400 Theories of Counseling
TRI 402 T.R. Interventions 1
TRI 502 T.R. Interventions 2
2. Assess the physical and
psychosocial needs of clients
within the scope of
therapeutic recreation.
TRP 102
TRP 203
TRP 205
TRA 304
TRP 305
TRK 400
TRP 501
TRA 603
TRM 603
TRR 603
3. Design and implement
individual and group
therapeutic recreation
interventions rehabilitate,
maintain, or enhance a
client’s optimum potential for
physical or psychosocial
functioning using a variety of
practices.
TRP 201 Adaptive Recreation and Leisure Activities
TRI 302 Program Planning and Evaluation for Therapeutic
Recreation
TRI 402 T.R. Interventions 1
TRI 502 T.R. Interventions 2
TRA 602 Addiction Counseling
TRC 601 Community Organizing
TRM 704 Crisis Intervention
TRR 704 Management of Soft Tissue Injury
TRR 705 Physical and Occupational Rehabilitation Skills 1
TRA 806 Addiction Prevention Program Development
TRM 806 Addictive Behaviour and Intervention
TRR 806 Physical and Occupational Rehabilitation Skills 2
4. Identify and network with both
formal and informal
community resources.
TRK 104 Survey of Canadian Health and Social Programs
LSO XXX Introduction to Sociology
TRC 601 Community Organizing
Anatomy and Physiology 1
Anatomy and Physiology 2
Clinical Biomechanics and Movement
Understanding Addiction
Disease Processes
Theories of Counseling
Cognitive and Developmental Disorders
Addiction Assessment and Case Management
Psychosocial Assessment
Physical Assessment
Appendix 6.3.1 - Page 3
TRC 704 Public Relations
TRI 802 Introduction to Leadership Theories
TRC 806 Fundraising
5. Develop and case manage
therapeutic recreation care
plans.
TRP 201 Adaptive Recreation and Leisure Activities
TRI 302 Program Planning and Evaluation for Therapeutic
Recreation
TRA 603 Addiction Assessment and Case Management
TRA 806 Addiction Prevention: Program Development
6. Educate, counsel, and train
micro, mezzo, and macro
level clients in the value and
application of therapeutic
recreation.
LSO XXX
TRI 303
TRA 304
TRI 402
TRI 502
TRM 601
TRC 601
TRW 704
TRM 806
TRI 802
7. Utilize research skills, and
demonstrate effective critical
thinking and problem solving
skills, to identify and evaluate,
or to develop, best practices
for therapeutic recreation.
TRT 701 Research Methods and Statistical Analysis
TRT 801 Applied Research Paper
8. Budget, procure, and allocate
resources for therapeutic
recreation interventions.
TRI 302
TRI 503
TRC 601
TRC 806
9. Complete all documentation
requirements for therapeutic
recreation interventions.
TRK 103 Professional Ethics
TRI 302 Program Planning and Evaluation for Therapeutic
Recreation
TRA 603 Addiction Assessment and Case management
TRM 601 Clinical Techniques in Counseling
TRM 602 Dementia Classification and Treatment
Modalities
TRM 603 Psychosocial Assessment
TRR 603 Physical Assessment
TRT 701 Research Methods and Statistical Analysis
TRC 806 Fundraising
Introduction to Sociology
Life Skills
Understanding Addiction
T.R. Interventions 1
T.R. Interventions 2
Clinical Techniques in Counseling
Community Organizing
Applied Nutrition for Specific Populations
Addictive Behaviour and Intervention
Introduction to Leadership Theories
Program Planning and Evaluation
Business Management for T.R. Services
Community Organizing
Fundraising
Appendix 6.3.1 - Page 4
10. Utilize program planning and
community development skills
to develop effective
therapeutic recreation
programs.
TRI 302
11. Develop a process to recruit,
hire, train and supervise paid
and voluntary staff
appropriately.
TRK 103
TRI 503
TRC 705
TRI 802
Professional Ethics
Business Management for T.R. Services
Volunteer Management
Introduction to Leadership Theories
12. Discuss human anatomy,
physiology, biomechanics,
physical rehabilitation and
disease processes as they
relate to therapeutic recreation.
TRP 102
TRP 203
TRP 205
TRP 305
TRP 301
TRR 601
TRR 602
TRR 704
TRR 705
TRR 806
Anatomy and Physiology 1
Anatomy and Physiology 2
Clinical Biomechanics and Movement
Disease Processes
Exercise Physiology
Acute Muscular Skeletal Injuries
Exercise and Chronic Disease
Management of Soft Tissue Injury
Physical & Occupational Rehabilitation Skills 1
Physical & Occupational Rehabilitation Skills 2
13. Discuss the history, theories,
principles, scope of practice,
ethics and legislation related to
therapeutic recreation.
TRK 103
TRK 105
TRP 201
TRI 302
TRI 402
TRI 502
Professional Ethics
Recreation and Leisure Studies
Adaptive Recreation and Leisure Activities
Program Planning and Evaluation for
Therapeutic Recreation
T.R. Interventions 1
T.R. Interventions 2
LSO XXX
TRK 202
LSO XXX
TRC 602
TRM 705
Introduction to Psychology
Lifespan Development
Introduction to Sociology
Social Psychology
Thanatology
14. Summarize human
development and how it affects
clients and informs therapeutic
recreation interventions at
different stages across the age
span.
Program Planning and Evaluation for
Therapeutic Recreation
TRC 601 Community Organizing
TRI 802 Introduction to Leadership Theories
TRA 806 Addiction Prevention: Program Development
Appendix 6.3.1 - Page 5
15. Discuss mental health issues,
addictions, dementias,
intellectual, cognitive, and
developmental disabilities as
they relate to therapeutic
recreation.
TRK 400
LSL 404
TRP 501
TRM 602
Theories of Counseling
Abnormal Psychology
Cognitive and Developmental Disorders
Dementia: Classification and Treatment
Modalities
TRA 704 Special Topics in Addiction
TRA 705 Gambling Addiction and Counseling
TRM 806 Addictive Behaviour and Intervention
16. Discuss wellness and health
promotion issues, practices,
and resources as they relate to
therapeutic recreation.
TRK 101 Introduction to Wellness and Health Promotion
TRW 602 Wellness in Specific Communities and
Populations
TRW 603 Aspects and Influences in Community Health
TRW 704 Applied Nutrition for Specific Populations
TRW 705 Environmental Health Issues
TRW 806 Health and Well-being in Youth
17. Demonstrate understanding of,
and sensitivity to, human
diversity.
TRK 103
LSO XXX
TRK 202
LSO XXX
LSP 320
TRK 400
LSL 404
TRP 501
TRC 602
TRM 602
18. Work independently, take
initiative, multi-task, meet
deadlines, utilize appropriate
stress reduction practices, and
work effectively as part of a
multidisciplinary team.
TRI 303
LSP 320
LSO 403
TRI 503
TRT 801
TRI 802
Professional Ethics
Introduction to Psychology
Lifespan Development
Introduction to Sociology
Interpersonal Communications
Theories of Counseling
Abnormal Psychology
Cognitive and Developmental Disorders
Social Psychology
Dementia: Classification and Treatment
Modalities
TRC 704 Public Relations
TRM 705 Thanatology
Life Skills
Interpersonal Communication
Group Dynamics
Business Management for T.R. Services
Applied Research Paper
Introduction to Leadership Theories
Appendix 6.3.1 - Page 6
19. Demonstrate effective written,
oral and visual communication
skills.
ENG 106
TRK 103
LSP 320
TRF 407
TRT 701
TRC 704
Writing Strategies
Professional Ethics
Interpersonal Communication
Preparing for Fieldwork and Co-op
Research Methods and Statistical Analysis
Public Relations
20. Demonstrate in depth
knowledge, understanding and
appreciation of the society and
culture in the world, genre of a
traditional liberal arts education.
All Liberal Studies Options, and
LSO XXX Introduction to Psychology
LSO XXX Introduction to Sociology
LSP 320 Interpersonal Communication
LSO 403 Group Dynamics
TRC 602 Social Psychology
TRW 602 Wellness in Specific Communities and
Populations
TRW 603 Aspects and Influences in Community Health
TRW 705 Environmental Health Issues
TRM 705 Thanatology
TRW 806 Health and Wellbeing in Youth
Courses That Relate to Integrating Theory with Practice
The co-op, fieldwork and field consolidation courses relate to all the learning outcomes since
they are designed to practice the principles and knowledge gained in the classroom in actual
therapeutic recreation work settings. These courses are:
TRF 407
TRF 507
TRF 607
TRC 600
TRF 707
TRC 700
TRF 807
Preparing for Fieldwork and Co-op
Consolidation Seminar/Fieldwork in a Health or Social Setting
Consolidation Seminar/Fieldwork in Health or Social Setting
Co-op Work Term
Consolidation Seminar/Fieldwork in a Health or Social Setting
Co-op Integration and Career Planning
Consolidation Seminar/Fieldwork in a Health or Social Setting
Appendix 6.3.1 - Page 7
6. PROGRAM CONTENT STANDARD
Appendix 6.3.2 Course Descriptions
Year 1 Semester 1
Course Title
TRK 101
Introduction to Wellness
and Health Promotion
TRP 102
Anatomy and Physiology I
TRK 103
Professional Ethics
TRK 104
Survey of Canadian Health
and Social Programs
TRK 105
Recreation and Leisure
Studies
ENG 106
Writing Strategies
Calendar Course Description
This course will begin with developing an understanding of the
definitions of health, health promotion, wellness, illness, and
disease. Establishing the determinants of health will be followed
by an exploration of community capacity building or
strengthening community action. The challenges to health in
individuals of particular socio-economic, gender, ethnic, etc.,
situations will be examined. Health promotion will encompass
the effects of exercise, stress management, diet, lifestyle
choices, and social interaction on the health of individuals.
This course explores the normal structure and function of the
human body beginning with an introduction to biochemistry, cell
tissues, and body systems. Other units include an emphasis on
neuroanatomy and neurophysiology, the musculoskeletal
system, the cardiovascular system, the lymphatic system, and an
introduction to microbiology
This course examines the ethical obligations that a recreational
therapist has in his/her professional practice. The following areas
are covered: definition of ethics, definition of morality, Canadian
Charter of Rights and Freedoms, Ontario Human Rights Code,
UN Declaration on Human Rights, professional standards of
practice, the ethical decision making process, types of
confidentiality, privacy legislation, legislation related to decision
making and advocacy, legislation related to vulnerable
populations, informed consent, insurance and liability, case law,
documentation, and current issues.
This course examines Canadian social and health programs.
The following areas are covered: history of the Canadian welfare
state, identification of social and health programs, division of
responsibilities for programs in Canada, guiding principles,
relevant legislation, eligibility requirements, benefits, systemic
inequalities, current issues.
This course provides an introduction to the basic concepts of
leisure and recreation as they relate to life in Canada. Particular
attention is given to the unique features of Canadian society,
including the major demographic and population shifts in recent
years. By providing a historical overview and a description of the
current state of affairs, the students will examine possible future
developments and direction of leisure and recreation. The course
will also examine the many issues surrounding the provision of
leisure and recreation in Canada in mainstream society and
therapeutic settings.
This course focuses on critical thinking and the rhetorical
elements of both persuasive and evaluative forms of writing.
Students will learn to differentiate between shades of fact and
Appendix 6.3.2 - Page 1
Students will learn to differentiate between shades of fact and
opinion, objectivity and bias, and apply the techniques of sound
argument for a variety of purposes. The main elements of
effective communication, listening and research techniques are
also examined. Techniques explored and skills developed in this
course are applied throughout the four years of the program.
Year 1 Semester 2
Course Title
TRP 201
Adaptive Recreation and
Leisure Activities
TRK 202
Lifespan Development
TRP 203
Anatomy and Physiology II
LSO XXX
Introduction to Sociology
TRP 205
Clinical Biomechanics and
Movement
LSO XXX
Introduction to Psychology
Calendar Course Description
This course will enable the student to conceptualize Therapeutic
Recreation as a field and to understand the relationship of this field
in relation to the wellbeing of individuals with differing abilities.
This course explores human development across the age span
in the physical, social, psychological, emotional, and cognitive
domains. Its purpose is to enable the recreation therapist to gain
a basic understanding of the life stages of any age group he/she
might deliver services to.
This course is a continuation of Anatomy and Physiology I.
Topics include: the gastrointestinal system, the endocrine
system, the respiratory system, the urinary system, and the
reproductive system.
Sociology is the scientific study of society. This course is a
general introduction to the concepts, theories, and major
perspectives of sociology. An examination of research studies
drawn from Canadian society and beyond our borders will
highlight the significance of utilizing a sociological perspective or
sociological imagination.
Human movement and biomechanics will begin with an
introduction to basic biomechanical concepts, including sheer,
strain, stress, elasticity, recoil, compression, and plasticity. The
biomechanical structure of bone, cartilage, tendon, fascia,
muscle and ligament will be explored in detail. Next, the course
will consider equilibrium and centre of gravity in static and
ambulating individual. In this context, the variety of assistive
devices available to those who have challenges with mobility will
be understood in an applied environment. The course will be
completed after reviewing the remodelling and healing properties
of living tissue in response to external and internal disruptions in
homeostasis.
The discipline of psychology is the study of human behaviour. It
is concerned with the observable behaviour of an individual and
its relationship to unseen mental and physical processes, as well
as to external events. Introduction to Psychology will provide a
framework within which the student can begin to explore the
human personality.
Appendix 6.3.2 - Page 2
Year 2 Semester 3
Course Title
TRP 301
Exercise Physiology
TRI 302
Program Planning and
Evaluation for Therapeutic
Recreation
TRI 303
Life Skills
TRA 304
Understanding Addiction
TRP 305
Disease Processes
LSP 320
Interpersonal
Communication
Calendar Course Description
This course is an introduction to the physiological responses and
adaptations that occur during physical activity and training. The
emphasis is on the neuromuscular, cardiovascular, respiratory,
and metabolic systems.
This course identifies the components of program planning and
evaluation so that an individual can design, implement, and
evaluate activities related to obtaining pre-established outcomes.
The following areas are examined: client centered design, working
on interdisciplinary teams, program development models, assetbased and needs-based assessments, goal and objective setting,
standards and criteria development, intervention design, resource
and budget development, quantification and measurement, quality
assurance models, case management, and documentation.
This course explores the following topics: goal setting,
strategizing for success, understanding and coping with
transitions, managing emotions, listening skills, study skills,
relationship skills, setting boundaries, importance of a balanced
life, preventing burn-out, job readiness, coping with loss, re-entry
skills, self-care, responsibility and empowerment, personal
motivation, civic involvement, developing a philosophy of life.
Addictions of all types are contributing factors to, and/or the result
of, many personal and social problems. This course will survey a
variety of addictions impacting on Canadian society. Specific
emphasis will be placed on the psychopharmacology of chemical
dependence, the psycho-social and cultural aspects of addiction,
the psychological and pathological effects of drugs, and the
intervention and treatment models of importance within the
therapeutic recreation field. A wide variety of drugs will be
explored including but not limited to: marijuana, cocaine, alcohol,
inhalants, LSD, designer drugs, amphetamines, PCP, Ketamine
Hydrochloride, Opiates, Rohypnol, and GHB. Students will also
examine addiction identification, states of intoxication, the
withdrawal process, relapse triggers, and the role that therapeutic
recreation practitioners can play in addiction intervention.
This course will be an introduction to human disease. Topics
include: inflammation, infection and immune disorders, cancer,
cardiovascular disorders, and pathology of the endocrine,
respiratory, renal and gastrointestinal systems. In addition, the
types of drugs used to treat these disorders, as well as their
mechanism of action, will be investigated.
This course enables students to explore the impact that one’s
interpersonal skills and attitude has on their careers. Through
self-assessments, skill building exercises and practice,
participants will develop a variety of interpersonal skills such as
active listening, assertive communications, stress management,
negotiating skills, conflict management, developing personal
power and understanding the political context of organizations.
Appendix 6.3.2 - Page 3
Year 2 Semester 4
Course Title
TRK 400
Theories of Counselling
TRI 402
Therapeutic Interventions 1
LSL 404
Abnormal Psychology
Calendar Course Description
Practitioners of therapeutic recreation often find themselves
helping clients deal with the social and emotional issues that
impede their growth and enjoyment of life. A thorough
understanding of the theories and skills of counselling and
psychotherapy is needed to help maximize the therapeutic
relationship and thereby the growth and wellbeing of the client.
To this end the purpose of this course is to provide an
examination and critique of the major counselling and
psychotherapeutic methods. Students will explore and
understand the key concepts of the theories including their major
tenets and basic assumptions, and beliefs about the nature of
stress, dysfunction, and therapeutic change, the role of the
counsellor, and the application of the theory to practice.
Students will be asked to engage in a critical analysis of the
scientific, cultural, and philosophical underpinnings of each
theory. Special emphasis will be placed on integration and
synthesis in order to match modalities with specific clients,
issues, and populations. The course is designed to provide
opportunities to practice the application of theory through role
play and a variety of in-class skill-building exercises.
Topics explored will include; wellness and dysfunction,
assessment, the treatment plan, the therapeutic relationship
(including boundaries and ending relationships), clinical practice,
specific client populations (gender, culture, age, class, etc.), self
as counsellor, and the historical and contemporary theories of
counselling and psychotherapy (individual, group, family,
behaviour, cognitive, rational-emotive, psychoanalysis, objectrelations, existential, Adlerian, person-centred, gestalt, brief,
solutions based, etc.).
The goal of this specialized course is to prepare students to
conduct a full spectrum of physical recreation programs - from
passive/sedentary to adventure/risk taking activities. Recreation
programming is extremely diverse and quite extensive. Thus, it
is the purpose of this course to present programming practices
that will teach the fundamental components of professional
recreation program delivery in a multitude of settings, including
the outdoors, with different participant groups. Classroom work
takes up the first half of the class and consists of information
about organizing and coordinating activities. In the practical
component of the course, students will have the opportunity to
assume leadership roles and/or teach select skills.
This course explores the symptoms, causes and treatment of
various types of psychological disorders including deviant
behaviour, the neurotic and psychotic personality, mood
disorders, character disorders and disorders of an organic
nature. A variety of the major approaches to understanding
deviations from "normal" behaviour will be used (physiological,
Appendix 6.3.2 - Page 4
TRF 407
Preparing for Fieldwork
and Co-op
LSO 403
Group Dynamics
behavioural, psychoanalytic, humanistic and cognitive
approaches). Attention will be given to the cultural realities from
which psychiatric classification originate including historical
views of such phenomenon, how our understanding of mental
illness has changed over time, how it may further evolve, and the
role of the front line practitioner in dealing with clients presenting
with such issues. Special mental health issues problems in
childhood, adolescence, adulthood and aging persons will be
examined. The legal and ethical issues associated with abnormal
psychology will also be explored.
This course identifies the components for fieldwork and co-op so
that the student can successfully complete the program's
fieldwork and co-op experiences. The following areas are
explored: the search and approval process for finding a
placement, learning objectives and program criteria, evaluation
and recording procedures, supervisory styles, legal
requirements, insurance, common issues.
In this course the student learns and practices group dynamics.
The student is introduced to the following group elements:
norms, roles, coherence and dissonance, group think, validation,
types of membership, referencing, group symptoms, leadership
styles. The student will practice leading and participating in
groups where observation and recording skills will be stressed.
Year 3 Semester 5
Course Title
TRP 501
Cognitive and
Developmental Disorders
TRI 502
Therapeutic Interventions II
TRI 503
Business Management for
Therapeutic Recreation
Services
Calendar Course Description
This course will focus on the developmental and cognitive
disorders that occur across the human age span. The following
areas are explored: The physical effects of teratogens, (including
maternal smoking, alcohol consumption, and pharmaceuticals)
on the developing foetus; PDD; ADD/ADHD; communication
disorders; learning disorders; conditions of disruptive behaviour.
In the older client, the various classifications of dementia as well
as neuro-degenerative diseases of the brain will be examined.
This course provides the knowledge and practice necessary to
plan and implement effective therapeutic and leisure activities
that involve arts and crafts.
This course examines the different forms of business in Canada,
the nature of management, entrepreneurship, managing
information systems, and the four major business functions —
production, marketing, finance, and personnel. The course
content, however, will focus on human services agencies and
how they go about applying fundamental business practices.
Whether you are co-ordinating summer camp programs for a city
parks and recreation department, managing an aquatic centre or
running programs in a nursing home you will need to know how
to budget for your programs, market them to potential
participants and supervise the staff running the programs. The
Appendix 6.3.2 - Page 5
TRF 507
Consolidation Seminar/
Fieldwork in a Health or
Social Setting
skills and content learned in this course prepare students for
careers in many areas of the recreation and leisure industry –
both in the commercial and non-profit sectors.
This course is composed of a class component and a fieldwork
placement that enables the student to integrate the program’s
academic content with therapeutic recreation work experience in
a health care or social service agency. Information about the
students' practicum experiences are shared, discussed, and
analyzed in the classroom to integrate academic learning with
the realities of the therapeutic recreation work place.
Year 3 Semester 6
Course Title
TRF 607
Consolidation Seminar/
Fieldwork in a Health or
Social Setting
TRA 602
Addiction Counselling
TRA 603
Addiction Assessments
and Case Management
Calendar Course Description
This course is composed of a class component and a fieldwork
placement that enables the student to integrate the program’s
academic content with therapeutic recreation work experience in
a health care or social service agency. Information about the
students' practicum experiences are shared, discussed, and
analyzed in the classroom to integrate academic learning with
the realities of the therapeutic recreation work place.
Stream Options
This course builds upon the Theories of Counselling course in
Semester Four and provides an in-depth examination of
counselling techniques as they relate to addiction. Students will
develop a practical understanding of how to determine
appropriate treatment modalities. Issues such as family of origin,
co-dependency, interventions, family recovery, concurrent
disorders, crisis intervention, etc., will be examined. Particular
attention will be paid to solution focused approaches in addiction
counselling.
The day-to-day work of an addiction counsellor requires
advanced organizational skills. This course is intended to help
students acquire and practice client service skills. A number of
the case management models, and the complexities of case
coordination will be explored including record keeping, policies,
procedures, documentation, treatment/service planning, plan
implementation, coordination and monitoring, evaluation, linking,
advocacy, assessing the signs and symptoms of addiction, and
termination of counselling, etc. As well, students will develop a
working understanding of addiction, diagnosis and assessment
methods such as SASSI, DSM, SOGS, AODA, YAAPST, and
addiction related assessment tools such as AAS, COPE, and
RSE
Appendix 6.3.2 - Page 6
TRC 602
Social Psychology
TRM 601
Clinical Techniques in
Counselling
TRM 602
Dementia: Classification
and Treatment Modalities
TRM 603
Psychosocial Assessment
TRR 601
Acute Muscular Skeletal
Injuries
TRR 602
Exercise and Chronic
Disease
TRR 603
Physical Assessment
TRC 601
Community Organizing
This course examines the following topics: history, definitions
and uses of social psychology, conformity, mass communication,
propaganda, persuasion, self-justification, human aggression,
prejudice, attraction, interpersonal communication, and
sensitivity in groups.
This course builds upon the Theories of Counselling course by
providing an in-depth, examination of counselling theories. The
intent is to help students develop a practical understanding of
how to determine appropriate modalities through exposure to a
diverse number of situations and circumstances. Students will
develop their practical skills through hands-on experiential
methods. They will also learn to identify client needs and the
corresponding treatment method/program and develop their
knowledge of community resources, liaison, and appropriate
referral procedures. Clinical and office management techniques
such as client intake, case and file management, and working as
a treatment team member will also be examined.
This course teaches the student how to work with people with
dementia. The following areas are explored: normal and
abnormal mental health development in older adults, symptoms
and assessments of various dementias, 'person in environment'
type programs, environmental modifications, staff interactions,
best practices, systemic and individual advocacy,
documentation, and legal issues.
This course explores the theory and practice of psychological
testing. Students will learn the appropriate use of psychological
tests and the techniques of administering, scoring and
interpreting them. Questions about the validity and reliability will
be covered as will the controversies about biases in regard to
race, gender, etc. Students will have a hands-on opportunity to
practice with basic psychometrics, intelligence, and personality
assessment tools.
This course will examine the prevention, recognition, and
treatment of muscular skeletal injuries. Procedures and
therapeutic modalities to enhance healing will also be studied.
This course will provide an overview of the use of exercise and
physical activity in the evaluation and treatment of a variety of
chronic diseases and disabilities, emphasizing respiratory,
cardiovascular and metabolic disorders, arthritis, and cancer.
This course will teach the basics of the physical exam, including
medical history, with special attention to neuro and
musculoskeletal assessment. Additional topics include heart and
lung sounds, and an introduction to the electrocardiogram.
This course explores the following topics: history and
foundations of community development; theories, components of
community development, empowerment, mobilization,
techniques, project management, documentation, litigation,
effectiveness, and preserving successes.
Appendix 6.3.2 - Page 7
TRW 602- Wellness in
Specific Communities and
Populations
TRW 603
Aspects and Influences in
Community Health
Community health encompasses the programme design and
delivery of wellness in urban and rural community settings. The
study of wellness in defined populations involves developing an
awareness of the unique needs of specified groups irrespective
of geographical location. These groups might include the
homeless, gender-based communities, people of differing
abilities and socio-economic status, etc. Strategies for
understanding diverse community needs and appropriate health
care delivery will be studied.
This course provides a theoretical and historical foundation for
understanding community health. It will introduce the students to
economic, environmental, and cultural influences that affect the
health of contemporary populations. The course will also create
a basis for understanding the governmental and public health
structures in which community care is integrated.
Year 3 Summer Semester
Course Title
TRC 600
Summer Co-op
Calendar Course Description
This course is 14 weeks in length and is based at a faculty
approved recreational site. It provides the student with the
opportunity to practice in his/her chosen field. A faculty
supervisor helps the student prepare for, select, and contract
with an approved co-op opportunity. The faculty supervisor
provides support for the learning experience throughout the
student’s time in placement. Upon successful completion of
semesters one through four, the student has the choice of doing
the co-op in the summer semester of the second or third year of
the program. Note: 14 week recreational co-ops compensate the
student financially for the time spent in co-op.
Year 4 Semester 7
Course Title
TRT 701
Research, Methods and
Statistical Analysis
Calendar Course Description
This course is intended to help students become familiar with the
research process. Students will come to understand the many
decisions they will have to make to develop a research project
based on a question of their design. To this end this course will
provide students with a practical understanding of the research
methodologies relevant to the field. Topics covered will include:
types of quantitative and qualitative research (and the perils and
benefits of a synthesis of the two), preparing the research
proposal (including developing a research
question/hypothesis/purpose that is appropriate to the field and
in need of study), how to carry out a literature search and write a
review of the literature, developing a theoretical framework,
research design and questions of methodology (including data
collections techniques, and analyzing and interpreting data),
reliability, validity, and statistics (including descriptive and
Appendix 6.3.2 - Page 8
TRC 700
Co-op Integration and
Career Planning
TRF 707
Consolidation Seminar/
Fieldwork in a Health or
Social Setting
TRA 704
Special Topics in Addiction
Counselling
TRA 705
Gambling Addiction
Counselling
inferential statistical techniques), articulating the findings,
understanding assumptions, biases, limitations of the study, and
identifying the implications for the field and future research. By
the end of this course, students will be expected to prepare a
research proposal and will therefore learn to develop a research
question/hypothesis/purpose that is appropriate to the field and
in need of study. Topics secondary to the research process such
as time management, personal motivation, organization,
identifying the audience, writing conventions and formatting will
also be explored. Since it is presumed that human subjects may
be involved in such projects students will learn about research
ethics and how to complete an ethical review process
The integration of classroom activities with work term experience
is vital for the complete and successful learning and
understanding of coop work placement experiences. Structured
integration and reflective learning with peers provides the
opportunity to evaluate work experience into a broader context.
Guest speakers from the industry will give students further
employment exposure and an opportunity to network.
This course is composed of a class component and a fieldwork
placement that enables the student to integrate the program’s
academic content with therapeutic recreation work experience in
a health care or social service agency. Information about the
students' practicum experiences are shared, discussed, and
analyzed in the classroom to integrate academic learning with
the realities of the therapeutic recreation work place.
Stream Options
This course explores a variety of addiction-related topics such as
counselling ethics, treating special populations for addictions
(HIV positive, homeless, disabled, youth, violent addicts, women,
older Canadians, diversity issues, etc.), group process, self help,
identifying the signs and symptoms of addictions, relapse
prevention, internet addiction, sexual addiction, and eating
disorders. These issues will be explored in relation to the
counselling setting. Students will learn how such issues may be
addressed using Prochaska and DiClemente’s Stages of Change
Model as well as other techniques and modalities (cognitivebehavioural, motivational counselling, etc.).
Gambling addiction is becoming a growing concern amongst
government officials and social service providers. The number
of addicts is increasing along with availability of gambling
opportunities (casinos, lotteries, sports betting, and bingo halls).
This course is examined from the perspective of the counselling
relationship. It examines the progression from gambling as
recreation to gambling addiction. Care will be given to helping
students gain a thorough understanding of the types of problem
gamblers (action, escape), the stages of addiction and change,
treatment options, the role of Gambler’s Anonymous, family
issues, legislation and the government’s role in the gambling
industry, psychological and financial counselling techniques,
Appendix 6.3.2 - Page 9
TRC 704
Public Relations
TRC 705 – Volunteer
Management
TRM 704
Crisis Intervention
TRM 705
Thanatology
TRR 704 – Management of
Soft Tissue Injury
TRR 705
Physical and Occupational
Rehabilitation Skills I
TRW 704
Applied Nutrition for
Specific Populations
and the rise of gambling addiction amongst youth populations.
Students will explore specific gambling counselling skills
(cognitive-behavioural, motivational counselling, Prochaska and
DiClemente’s Stages of Change Model, etc.), and assessment
methods.
This course examines the following topics: the history of public
relations, ethics, fundamental principles, the art of persuasion,
communication management, crisis management, designing
messages for various media, social marketing, and public
speaking.
This course explores the following topics: overview of
volunteerism in Canada, developing organizational capacity for a
volunteer program, assessing agency and community need,
development of vision and mission statements, recruitment
process, screening and interviewing, orientation and training of
volunteers, supervision, record keeping, special supervisory
situations, corrective action, termination, retention and
recognition, volunteer-staff relations, risk management,
measuring volunteer program effectiveness, legal and insurance
requirements and issues, working with staff to develop job
descriptions.
In this course the student will examine the history and practice of
crisis intervention. Various crisis intervention models and their
appropriateness to specific settings are studied. Crisis
prevention and aftercare models are explored, especially in
regards to clients who have chronic conditions.
In this course the student studies dying, death, bereavement ,
and grief. The following areas are explored: the dying process,
medical and legal issues, types of suicide, diversity issues,
funeral rites, bereavement traditions, normal and abnormal grief,
spirituality and death, the death industry, and therapeutic
intervention for the bereaved.
This course focuses on the use of thermal agents, ultrasound,
intermittent compression, and electrical stimulation as used in
occupational and physical therapy applications.
This course focuses on the use of passive motion, hydrotherapy,
and therapeutic exercise as used in occupational and physical
therapy applications.
This course builds on the Introduction to Wellness and Health
Promotion studied earlier in the programme. A review of
Canada’s Food Guide to Healthy Eating will be followed by
teaching guidelines on encouraging healthy eating habits.
Topics will also include the impact of illness on the attitudes to
food and eating behaviours. Issues including food security, food/
pharmaceutical interactions, hygiene and proper food handling
practices will be explored. Food preparation will be investigated
as a means of engaging in activity, social interaction, and as a
positive component of self-care.
Appendix 6.3.2 - Page 10
TRW 705
Environmental Health
Issues
This course will examine the impact of the external environment
and ecological trends on the health of individuals. It will
commence with a brief historical overview of environmental
health care, and continue with the study of current environmental
issues that impact human health. The course will document
global ecological events as well as national and local concerns.
As well as developing an understanding of how environmental
health issues are approached by health care professionals, the
course will also introduce the student to ecological advocacy.
Year 4 Semester 8
Course Title
TRT 801
Applied Research Paper
TRI 802
Introduction to Leadership
Theory
TRF 807
Streams Consolidation
Seminar/Fieldwork in a
Health or Social Setting
TRA 806
Addiction Prevention:
Program Development
Calendar Course Description
This course will focus on the development and successful
completion (meets the program degree criteria) of an applied
research paper carried out under the direct supervision of an
appropriate member of the faculty. Research papers will be
based on the research proposals developed in the Research,
Methods and Statistical Analysis course and be based on a fieldrelevant question and an appropriate methodology. Projects will
attempt to contribute to the field by further developing research
documented in the literature or propose a new direction for
further research. Such papers will include a review of the
literature (including the foundational work and theoretical
components upon which the study is based), definitions of key
terms and concepts, field and social relevance of the study,
statement of methodology, a discussion of the ethical safeguards
taken with human subjects, biases and assumptions,
presentation of field and/or lab data, analysis and interpretation
of the date, statement of the applied/practical implications,
summary and implications for future research, an abstract and
works cited and consulted. Students will also be required to
present their findings to the field (college community or
conference presentation, publication, community seminar etc.).
This course focuses on the development of an understanding of
theories about leadership and the acquisition of the necessary
skills and insight to become an effective leader. Current ideas
and practices are interwoven with established scholarly research
in order to present an encompassing study of leadership.
This course is composed of a class component and a fieldwork
placement that enables the student to integrate the program’s
academic content with therapeutic recreation work experience in
a health care or social service agency. Information about the
students' practicum experiences are shared, discussed, and
analyzed in the classroom to integrate academic learning with
the realities of the therapeutic recreation work place.
Stream Options
This course will examine the practical skills needed to implement
addiction prevention programs. Students will become familiar
with the importance of needs assessment, program design,
Appendix 6.3.2 - Page 11
Program Development
TRC 806
Fund Raising
TRM 806
Addictive Behaviour and
Interventions
TRW 806
Health and Wellbeing in
Youth
with the importance of needs assessment, program design,
funding, models of prevention, program implementation, and
evaluation. Special care will be given to understanding
principals of adult education when working with addiction
populations including curriculum design and evaluation. Issues
around working in residential treatment centres will also be
explored.
This course explores the following topics: preparing an
organization for fundraising, fundraising ethics, legal
requirements, bookkeeping for fundraising, special events,
gaming, auctions, grants, bursaries, donation management, mail
solicitation, using the media, campaigns.
Addictions of all types are contributing factors to, and the results
of, many personal and social problems. This course will survey
a variety of the addictions impacting on Canadian society, the
incidence, pharmacological properties and etiology of chemical
dependence, the psychosocial and cultural aspects of addiction,
and the intervention models of use within the therapeutic
recreation field. It will make use of case studies and the current
empirical research on alcoholism, drug abuse (marijuana,
nicotine, caffeine, tranquilizers, cocaine/crack, heroin, ecstasy),
and gambling addiction. Issues such as family history,
codependence, eating disorders, sexual promiscuity, primary
and relapse prevention, the ethics of addiction, and
gender/culture/age issues, will also be explored. Students will
become familiar with addiction identification, states of
intoxication, the withdrawal process, relapse triggers, and role
that therapeutic recreation practitioners can play in addiction
intervention, needs assessment, planning, referral, and case
management. Skills such as record keeping, interviewing, and
relationship buildings will be learned and practiced. Students will
develop a critical understanding of the current self-help
programs, residential treatment, outpatient approaches,
counselling methods and intervention models and become
proficient in using these to help clients of diverse populations
embark on a recovery/treatment plan and wellness lifestyle.
The wellbeing of the younger population is of importance in
community health. This course will examine the health issues
typical of the child and adolescent within the framework of
various domains. Next, the education of this sector with respect
to health education will be explored in detail. In this respect, the
following areas will be covered: health education in an historical
context, the components of health literacy, learning styles, and
personal safety while working with children and adolescents. In
the broader context, the following subjects will also be explored:
Bullying, self-esteem, body awareness and eating disorders,
diet, obesity, fitness and exercise, stress and coping skills,
dental care, and a review of addictive disorders.
Appendix 6.3.2 - Page 12
6. PROGRAM CONTENT STANDARD
Appendix 6.3.3.1 Program Hour/Credit Conversion Justification
1.
Does the program include lab/field work components?
Yes
2.
If “yes”, will the calculation of program breadth be based on a conversion of all program
hours into program credits?
Yes
3.
No
No
If “yes”, complete Table 6.3.3.1. If “no”, proceed to Appendix 6.3.3.2.
Table 6.3.3.1
Field Placements
Contact Hours
each field placement consists
of 8 hours per week in the
field, for 14 weeks (total for
each placement: 112 hours)
Credit Equivalency
equivalent to 2 hours per
week in the classroom
(4:1 ratio)
Justification:
Similar credit weightings for courses and field practicum can be found at:
Institution: York University
Program comparison: Bachelor of Science in Nursing
Number of credits assigned to number of course hours:
3 credits for 1 semester course of 3 lecture hours per week
Number of credits assigned to number of clinical hours:
9 credits for integrated practicum degree requirement of 432 hours
(432 hours/12 weeks = 36 hours/4 = 9 credits)
Institution: University of Ottawa
Program comparison: Bachelor of Science in Nursing
Number of credits assigned to number of course hours:
3 credits for 1 semester course of 3 lecture hours per week
Number of credits assigned to number of clinical hours:
3 credits for practicum-related courses of 99 to 177 hours per practicum
(on avg 144 hours/12 weeks = 12 hours/4 = 3 credits)
Appendix 6.3.3.1 - Page 1
6. PROGRAM CONTENT STANDARD
Appendix 6.3.3.2 Academic Course Schedule - Full Time Studies
Year and
Semester
Course
Code
Course Title
Total DW
Course
Semester
Hours
Year 1
Semester 1
TRK 101
Introduction to Wellness and Health
Promotion
42
TRP 102
Anatomy and Physiology I
42
TRK 103
Professional Ethics
42
TRK 104
Survey of Canadian Health and Social
Programs
42
TRK 105
ENG 106
Recreation and Leisure Studies
Writing Strategies
42
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
42
Appendix 6.3.3.2 - Page 1
Course
Prerequisites
and Corequisites
Proposed Instructor
Highest Qualification
(or indicate if faculty to Earned
be recruited)
Sharon McCleave
Margaret Black
Thomas Raterman
Marcia Brown
Joe Gordon
John Andreucci
Merron Gottardi
Sharon McCleave
Thomas Raterman
Gus Lyn-Piluso
Timothy Ayerst
Thomas Raterman
Rory Crath
Beverly Brewer
To be hired
Abdollah Zahiri
Marino Tuzi
Jonathan Singer
Angus Cleghorn
Allison McNaught
M.Ed.
Ed.D
M.F.A., M.Div., M.A.
Ph.D.
Ph.D. (in progress)
Ph.D. (in progress)
M.Sc.
M.Ed.
M.F.A., M.Div., M.A.
Ph.D.
M.S.W.
M.F.A., M.Div., M.A.
Ph.D (in progress)
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Year and
Semester
Course
Code
Course Title
Total DW
Course
Semester
Hours
Year 1
Semester 2
TRP 201
42
TRK 202
Adaptive Recreation and Leisure
Activities
Lifespan Development
TRP 203
Anatomy and Physiology II
42
Total DO
Course
Semester
Hours
Clinical Biomechanics and Movement
LSO XXX Introduction to Psychology
Course
Prerequisites
and Corequisites
Proposed Instructor
Highest Qualification
(or indicate if faculty to Earned
be recruited)
TRK105
Thomas Raterman
M.F.A., M.Div., M.A.
Gus Lyn-Piluso
Geraldine Lyn-Piluso
Thomas Raterman
Joe Gordon
John Andreucci
Sharon McCleave
Marino Tuzi
Gus Lyn-Piluso
Patricia Reeves
Joe Gordon
John Andreucci
Sharon McCleave
Gus Lyn-Piluso
Beverly Brewer
Abdollah Zahiri
Naomi Kestenbaum
Ken Sproul
Christina WhyteEarnshaw
Ph.D.
Ed.D
M.F.A., M.Div., M.A.
Ph.D. (in progress)
Ph.D. (in progress)
M.Ed.
Ph.D.
Ph.D.
M.A.
Ph.D. (in progress)
Ph.D. (in progress)
M.Ed.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
M.A.Sc.
Ph.D. (in progress)
42
TRP102
LSO XXX Introduction to Sociology
TRP 205
Total DL
Course
Semester
Hours
42
42
TRP102
42
Appendix 6.3.3.2 - Page 2
Year and
Semester
Course
Code
Course Title
Year 2
Semester 3
TRP 301
Exercise Physiology
TRI 302
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
Proposed Instructor
Highest Qualification
(or indicate if faculty to Earned
be recruited)
42
TRP203,
TRP205
Program Planning and Evaluation for
Therapeutic Recreation
42
TRI204
TRI 303
Life Skills
42
TRA 304
Understanding Addiction
42
TRP 305
Disease Process
42
LSP 320
Interpersonal Communication
Joe Gordon
John Andreucci
Sharon McCleave
Thomas Raterman
Timothy Ayerst
David Sernick
Lorine Lam
Thomas Raterman
Beverly Brewer
Timothy Ayerst
Rory Crath
Gus Lyn-Piluso
David Sernick
Lorine Lam
Rory Crath
Joe Gordon
John Andreucci
Susan Kagan
Sharon McCleave
Geraldine Lyn-Piluso
Gus Lyn-Piluso
TRP203,
TRP205
42
Appendix 6.3.3.2 - Page 3
Ph.D. (in progress)
Ph.D. (in progress)
M.Ed.
M.F.A., M.Div., M.A.
M.S.W.
M.S.W.
M.S.W.
M.F.A., M.Div., M.A.
Ph.D.
M.S.W.
Ph.D. (in progress)
Ph.D
M.S.W.
M.S.W.
Ph.D. (in progress)
Ph.D. (in progress)
Ph.D. (in progress)
Ed.D
M.Ed.
Ed.D
Ph.D.
Year and
Semester
Course
Code
Course Title
Year 2
Semester 4
TRK 400
Theories of Counselling
TRI 402
Course
Prerequisites
and Corequisites
Proposed Instructor
Highest Qualification
(or indicate if faculty to Earned
be recruited)
42
TRK304,
BTC240,
LSL200
Ph.D.
M.S.W.
M.S.W.
Therapeutic Interventions I
42
TRP301,
TRI302
Gus Lyn-Piluso
David Sernick
Timothy Ayerst
To be hired
LSL 404
Abnormal Psychology
42
TRF 407
Preparing for Fieldwork and Co-op
14
28 BTC240
LSO 403
Group Dynamics
42
ENG106
Gus Lyn-Piluso
David Sernick
Rory Crath
Thomas Raterman
David Sernick
Lorine Lam
Gus Lyn-Piluso
Thomas Raterman
Beverly Brewer
Geraldine Lyn-Piluso
To be determined
Ph.D.
M.S.W.
Ph.D. (in progress)
M.F.A., M.Div., M.A.
M.S.W.
M.S.W.
Ph.D.
M.F.A., M.Div., M.A.
Ph.D.
Ed.D
LSO XXX Liberal Studies Option
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
42
Appendix 6.3.3.2 - Page 4
Year and
Semester
Course
Code
Course Title
Year 3
Semester 5
TRP 501
Cognitive and Developmental Disorders
42
TRI 502
Therapeutic Interventions II
42
TRI 503
Business Management for Therapeutic
Recreation Services
Consolidation Seminar/Fieldwork in a
Health or Social Setting
42
TRF 507
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
TRI302,
LSO403
LSO XXX
Liberal Studies Option
TRF 607
Consolidation Seminar/Fieldwork in a
Health or Social Setting
70
Stream Option
Stream Option
Stream Option
Liberal Studies Option0
Summer Co-op
42
42
42
Summer
STR XXX
STR XXX
STR XXX
LSO XXX
TRC 600
Proposed Instructor
Highest Qualification
(or indicate if faculty to Earned
be recruited)
Thomas Raterman
Gus Lyn-Piluso
Rory Crath
Sharon McCleave
Thomas Raterman
Gus Lyn-Piluso
M.F.A., M.Div., M.A.
Ph.D.
Ph.D. (in progress)
M.Ed.
M.F.A., M.Div., M.A.
Ph.D.
To be hired
70
Year 3
Semester 6
Course
Prerequisites
and Corequisites
TRF407
Thomas Raterman
David Sernick
Lorine Lam
Timothy Ayerst
Rory Crath
To be determined
TRF507
Thomas Raterman
M.F.A., M.Div., M.A.
David Sernick
M.S.W.
Lorine Lam
M.S.W.
Timothy Ayerst
M.S.W.
Rory Crath
Ph.D. (in progress)
Stream Faculty (see pg 7)
Stream Faculty (see pg 7)
Stream Faculty (see pg 7)
To be determined
Thomas Raterman
M.F.A, M.Div., M.A.
David Sernick
M.S.W.
Lorine Lam
M.S.W.
Gus Lyn-Piluso
Ph.D.
42
42
TRF407
Appendix 6.3.3.2 - Page 5
M.F.A., M.Div., M.A.
M.S.W.
M.S.W.
M.S.W.
Ph.D. (in progress)
Year and
Semester
Course
Code
Course Title
Total DW
Course
Semester
Hours
Year 4
Semester 7
TRT 701
Research Methods and Statistical
Analysis
TRC 700
Co-op Integration and Career Planning
14
TRF 707
Consolidation Seminar/Fieldwork in a
Health or Social Setting
70
STR XXX
STR XXX
LSO XXX
Stream Option
Stream Option
Liberal Studies Option
42
42
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
28
14
Course
Prerequisites
and Corequisites
TRF607
42
Appendix 6.3.3.2 - Page 6
Proposed Instructor
Highest Qualification
(or indicate if faculty to Earned
be recruited)
Gus Lyn-Piluso
Ph.D.
Geraldine Lyn-Piluso Ed.D
Margaret Black
Ph.D.
Marcia Brown
Ph.D.
Thomas Raterman
M.F.A., M.Div., M.A.
David Sernick
M.S.W.
Lorine Lam
M.S.W.
Gus Lyn Piluso
Ph.D.
Thomas Raterman
M.F.A., M.Div., M.A.
David Sernick
M.S.W.
Lorine Lam
M.S.W.
Timothy Ayerst
M.S.W.
Rory Crath
Ph.D. (in progress)
Stream Faculty (see pg 7)
Stream Faculty (see pg 7)
To be determined
Year and
Semester
Course
Code
Year 4
Semester 8 TRT 801
Course Title
Total DW
Course
Semester
Hours
Applied Research Paper
56
TRI 802
Introduction to Leadership Theories
42
TRF 807
Consolidation Seminar/Fieldwork in a
Health or Social Setting
70
STR XXX
LSO XXX
Stream Option
Liberal Studies Option
42
•
•
•
•
John Andreucci
Bev Brewer
Joe Gordon
Gus Lyn-Piluso
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
Proposed Instructor
Highest Qualification
(or indicate if faculty to Earned
be recruited)
TRT701
Gus Lyn-Piluso
Ph.D.
Geraldine Lyn-Piluso ED.D
Margaret Black
Ph.D.
Marica Brown
Ph.D.
Bev Brewer
Ph.D.
Michael Rock
Ed.D.
Thoman Raterman
M.F.A, M.Div., M.A.
David Sernick
M.S.W.
Lorine Lam
M.S.W.
Timothy Ayerst
M.S.W.
Rory Crath
Ph.D. (in progress)
Stream Faculty (see below)
To be determined
TRF707
42
Subtotal Course Hours
Total Program Hours
Calculate the percentage of program offered in DO and DL courses
Calculate the percentage of the breadth courses offered in DO courses
Calculate the percentage of the breadth courses offered in DL courses
Stream Faculty:
Total DO
Course
Semester
Hours
Ph.D. (in progress)
Ph.D.
Ph.D. (in progress)
Ph.D.
1540
•
•
•
•
364
1988
23%
81%
19%
Sharon McCleave
Thomas Raterman
Marino Tuzi
Merron Gottardi
84
Must be at least 20% of total program
Must be at least 75% of total DO and DL courses
Must not be greater than 25% of the total DO and DL course
M.Ed.
M.F.A, M.Div., M.A.
Ph.D.
M.Sc.
Appendix 6.3.3.2 - Page 7
6. PROGRAM CONTENT STANDARD
Appendix 6.3.3.3 Identification of Previously Assessed Subjects
Year 1 Semester 1
Course Title
TRK 101
Introduction to Wellness and Health
Promotion
TRP 102
Anatomy and Physiology I
TRK 103
Professional Ethics
TRK 104
Survey of Canadian Health and Social
Programs
TRK 105
Recreation and Leisure Studies
ENG 106
Writing Strategies
Type
Previously
Assessed
DW
No
DW
No
DW
No
DW
No
DW
No
DO
Yes
Type
Previously
Assessed
DW
No
DW
No
DW
No
DL
Yes
DW
No
DO
Yes
Type
Previously
Assessed
DW
No
DW
No
Consent Program
B.A.B. Municipal and
Corporate Administration
Year 1 Semester 2
Course Title
TRP 201
Adaptive Recreation and Leisure
Activities
TRK 202
Lifespan Development
TRP 203
Anatomy and Physiology II
LSO XXX
Introduction to Sociology
TRP 205
Clinical Biomechanics and Movement
LSO XXX
Introduction to Psychology
Consent Program
B.A.B. Human Resource
Strategy and Technology
B.A.T. Informatics and
Security
Year 2 Semester 3
Course Title
TRP 301
Exercise Physiology
TRI 302
Program Planning and Evaluation for
Therapeutic Recreation
Appendix 6.3.3.3 - Page 1
Consent Program
TRI 303
Life Skills
TRA 304
Understanding Addiction
TRP 305
Disease Processes
LSP 320
Interpersonal Communication
DW
No
DW
No
DW
No
DO
Yes
Type
Previously
Assessed
DW
No
DW
No
DW
No
DW/DL
Yes
DW
No
Type
Previously
Assessed
DW
No
DW
No
DW
No
DW
No
B.A.B. Human Resource
Strategy and Technology
Year 2 Semester 4
Course Title
TRK 400
Theories of Counselling
TRI 402
Therapeutic Interventions 1
LSL 404
Abnormal Psychology
TRF 407
Preparing for Fieldwork and Co-op
LSO 403
Group Dynamics
Consent Program
B.A.B. Municipal and
Corporate Administration
Year 3 Semester 5
Course Title
TRP 501
Cognitive and Developmental
Disorders
TRI 502
Therapeutic Interventions II
TRI 503
Business Management for Therapeutic
Recreation Services
TRF 507
Consolidation Seminar/ Fieldwork in a
Health or Social Setting
Appendix 6.3.3.3 - Page 2
Consent Program
Year 3 Semester 6
Course Title
TRF 607
Consolidation Seminar/ Fieldwork in a
Health or Social Setting
TRA 602
Addiction Counselling
TRA 603
Addiction Assessments and Case
Management
TRC 602
Social Psychology
TRM 601
Clinical Techniques in Counselling
TRM 602
Dementia: Classification and
Treatment Modalities
TRM 603
Psychosocial Assessment
TRR 601
Acute Muscular Skeletal Injuries
TRR 602
Exercise and Chronic Disease
TRR 603
Physical Assessment
TRC 601
Community Organizing
TRW 602
Wellness in Specific Communities and
Populations
TRW 603
Aspects and Influences in Community
Health
Type
Previously
Assessed
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
Type
Previously
Assessed
DO/DL
No
DW
Yes
DW
No
Consent Program
Year 4 Semester 7
Course Title
TRT 701
Research, Methods and Statistical
Analysis
TRC 700
Co-op Integration and Career Planning
TRF 707
Consolidation Seminar/ Fieldwork in a
Health or Social Setting
Appendix 6.3.3.3 - Page 3
Consent Program
B.A.B. Municipal and
Corporate Administration
TRA 704
Special Topics in Addiction
Counselling
TRA 705
Gambling Addiction Counselling
TRC 704
Public Relations
TRC 705
Volunteer Management
TRM 704
Crisis Intervention
TRM 705
Thanatology
TRR 704
Management of Soft Tissue Injury
TRR 705
Physical and Occupational
Rehabilitation Skills I
TRW 704
Applied Nutrition for Specific
Populations
TRW 705
Environmental Health Issues
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
DW
No
Type
Previously
Assessed
DW
No
DW
Yes
DW
No
DW
No
DW
No
DW
No
DW
No
Year 4 Semester 8
Course Title
TRT 801
Applied Research Paper
TRI 802
Introduction to Leadership Theory
TRF 807
Streams Consolidation
Seminar/Fieldwork in a Health or
Social Setting
TRA 806
Addiction Prevention: Program
Development
TRC 806
Fund Raising
TRM 806
Addictive Behaviour and Interventions
TRW 806
Health and Wellbeing in Youth
Appendix 6.3.3.3 - Page 4
Consent Program
B.A.B. Municipal and
Corporate Administration
6. PROGRAM CONTENT STANDARD
Appendix 6.5.1 Program Structure Requirements
September
January
May
Semester 1
Semester 2
Semester 3
Year One
On-Campus Studies
On-Campus Studies
Vacation
Year Two
On-Campus Studies
On-Campus Studies
Vacation
On-Campus Studies
On-Campus Studies
Fieldwork
Fieldwork
Paid Full-Time Coop Work
Term*
On-Campus Studies
On-Campus Studies
Fieldwork
Fieldwork
Year
Year Three
Year Four
GRADUATION
* Paid full-time work term = 14 consecutive weeks
Note:
Students on co-op placement are required to work a total of 490 hours. Students who have a
co-op placement that is 14 weeks in length, will reach 490 hours by working a 35 hour week
(14 wks x 35 hrs = 490 hrs).
We anticipate that some students will have co-op placements as counselors in summer camps.
Typically the camp contracts are for a 9 week period. Students working at the camps will
normally work six days a week and up to 10 hours a day, so they will reach and, in some cases,
surpass the required 490 hours (9 wks x 60 hrs = 540 hrs).
Appendix 6.5.1 - Page 1
6. PROGRAM CONTENT STANDARD
Appendix 6.5.2 Support for Work Experience
Types of Student Placements
Students in the proposed program in therapeutic recreation will seek co-op and field placements
in sectors such as:
§
Hospital based: acute care, rehabilitation, psychiatric
§
Gerontology: licensed long term care institutions, rest homes, day centres, elderly
person centres, social agencies serving seniors, parks and recreation programs for
seniors
§
Social Agencies: boys and girls clubs, children’s’ aid societies, mental health, addiction,
homeless shelters, immigrant and transition, neighbourhood settlement houses, ethnic
and religious based organizations, special projects sponsored by various levels of
government
§
Recreation and Leisure: municipal parks and recreation programs, seasonal camps,
adventure tourism, fitness clubs, sport organizations
Seneca College already has relationships in all the above mentioned sectors through graduate
and field placements from existing programs.
The ’job description’ for a student’s placement will reflect the learning outcomes of the semester
subjects that the student is currently involved in. There will be a ’letter of agreement’ signed
between the College, the student, and the placement organization regarding each partners’
obligations for the placement.
This letter of agreement will be maintained and monitored through the use of a learning contract
based on the semester based learning outcomes, the placement job description, and
individually negotiated personal objectives.
The College will support the student throughout the process by:
§
§
§
§
§
§
§
§
§
supplying a list of approved placements with attendant job descriptions
advising the student as to the appropriateness of particular placements for him/her
monitoring the selection and placement confirmation process
liaison with the student and the placement on an on-going basis
documenting progress
supplying the necessary forms and schedules
providing opportunities for individual advisement re placement issues
providing an integrative seminar for students to discuss issues relative to the placement,
and
evaluating the student’s progress and the agency’s ability to fulfill its obligations.
Appendix 6.5.2 - Page 1
6. PROGRAM CONTENT STANDARD
Appendix 6.5.3 Work Experience Outcomes
How work experience puts
into practice the program
outcomes
Work Experience Outcomes
After successfully completing the 4 field
placements and the coop work
experience students will demonstrate
the ability to:
1. Integrate the knowledge base,
theories, methodologies, and
approaches of therapeutic
recreation covered in the preceding
semesters, with professional
practice in the work place.
2. Using case studies gathered during
the practicum, evaluate situations
and apply problem solving skills to
determine, design and implement
the most appropriate solution,
therapy, or intervention.
3. Identify and record best practices
encountered during the practicum
and generalize about the characteristics common to best practices.
4. Function as a member of an
effective interdisciplinary team,
taking a leadership role when
appropriate.
5. Demonstrate adherence to, and an
integration of, the professional
standards of therapeutic recreation.
6. Utilize journaling as a selfdevelopment tool.
7. Develop and evaluate resources
relevant to issues encountered in
the practicum.
8. Work independently, take initiative,
multi-task, meet deadlines, utilize
appropriate stress reduction techniques, and be a self-directed
learner.
The proposed Seneca degree in
therapeutic recreation uses both
co-op and fieldwork practicums
to provide opportunities for the
student to integrate classroom
material with the realities of the
work place.
Method of
evaluating student
during placement
The student’s
performance at
their placements
will be evaluated
through the use of
a learning contract
that has been
designed according
Fieldwork takes place in the fifth, to the student's
sixth, seventh, and eight semes- level of training, a
ters in a social agency or health
mid-term and final
care setting. The co-op occurs in evaluation, reflecthe summer at the end of the
tive journal, a site
sixth semester.
visit by a Seneca
professor, and time
Before the first practicum, the
sheets that record
student takes a course (TRF
the students’
407) that addresses career
activity.
planning, and job skills related to
the therapeutic recreation
profession.
The fieldwork practicums are
held in conjunction with a
seminar course so that the
student has the opportunity to
share his/her experiences with
other students, further develop
analytical skills, professional
practices, and resolve any
issues that arise in the
practicums.
Following the co-op placement,
the student takes a co-op
integration course (TRC 700)
which provides the opportunity
for integration of the co-op
experience with the classroom
material to-date.
Appendix 6.5.3 - Page 1
7. PROGRAM DELIVERY STANDARD
Appendix 7.1.1 Quality Assurance Policies
Policy:
Approved:
Quality Assurance Policy
Senior Executive Committee, October 20, 2004
Board of Governors, November 24, 2004
POLICY STATEMENT
It is the policy of Seneca College to ensure that all of its program and services regularly undergo
Quality Assurance review. Quality Assurance “…relates to mechanisms and procedures used
to assure or measure the level or existence of quality in a system or property” (Quality
Assurance in Ontario’s Colleges of Applied Arts & Technology, MTCU/CCVPA Discussion
Paper November 30, 2003, p. 4). This includes but is not limited to the following in scope:
i)
Academic Program review at all levels, (i.e., certificate, diploma and degree
programs), both full time and part time and addresses vocational, general
education/liberal studies and essential employability skills outcomes at the program
level.
ii)
English, Liberal Studies and Essential Employability Skills curriculum content
mapped across the college programs.
iii)
The College’s capacity to deliver college-wide services, such as: infrastructure
and supporting services such as libraries, learning centers, computer labs,
appropriately equipped classrooms, cafeterias, student services and student work
areas, human resources policies and practices, donor accountabilities and
stewardship, financial practices, marketing, and institutional communications.
iv)
Seneca Residences which includes practices specific to that environment.
Quality assurance review is mandatory for all programs and services.
All programs and services will perform ongoing (formative) review. Subject to availability of
resources, a full, formal (summative) review will normally be conducted every 7 to 10 years, or
more frequently if indicated (i.e., consistent with evidence based practice).
Specific policies and procedures for implementing quality assurance in the areas identified in
the scope above will be developed by the faculty and administrative and support staff directly
responsible for those programs and services and approved by the responsible Senior Executive.
Where an appropriate external accreditation process is available, this may be used in lieu of the
College's review process.
The College will dedicate a reasonable amount of Quality Assurance funds in the budget for
each fiscal year. These funds are to be used for the implementation of recommendations arising
out of formal quality assurance processes, with distribution to be based on current college
priorities.
Appendix 7.1.1 - Page 1
ADMINISTRATIVE GUIDELINES
The appropriate Senior Executive is responsible (in collaboration with the deans/ directors as
appropriate) for identifying the programs/services to be reviewed each year as part of the local
operational plan, (including budget allocations specifically for the review process) and for
initiating the process.
For the purposes of the full summative review, each area will establish a Review Team that
reports to the appropriate chair/manager/supervisor. Membership in the Review Team must
include external representation as appropriate. External representation means knowledgeable
representatives external to the program/service from within the College, and/or external to the
College, as appropriate.
The appropriate Senior Executive in collaboration with the faculty and staff of the
program/service assessed, will be responsible to make the final decisions and resource
allocations (along with implementation timelines) in developing action plans as appropriate to
respond to the recommendations made by the Review Team.
The program/service chairs/managers will be responsible to report regularly to their immediate
supervisor and appropriate Senior Executive on the progress of the implementation of the
approved action plan(s).
Regular reports of Quality Assurance initiatives will be made to the appropriate sub-committee
of the Board of Governors by the Staff Resources person.
PROCEDURES
The Review Team shall be responsible for:
• collecting and analyzing the appropriate data
• communicating regularly with all relevant constituents
• developing and making recommendations for changes, including suggested
implementation timelines
• preparing a formal written report to be submitted in a timely manner to the
appropriate chair/dean/manager/director and Senior Executive.
All members of the Review Team will receive orientation/training in the QA process provided
collaboratively by the Centre for Professional Development (CPD), Institutional Research (IR),
and the Office of Research & Innovation (ORI) as required.
Throughout the review process, centralized support and guidance will be provided to
Review Team through CPD, IR, and ORI.
The findings of the Review Team shall be communicated to all
• stakeholders (e.g., faculty, staff, students, advisory committee members,
executive) and will include an opportunity for response/feedback provided.
In developing their final report, the Review Team will give due consideration to the feedback
received. The final report of the Review Team will clearly identify the input received from
external members of the Review Team.
Appendix 7.1.1 - Page 2
7. PROGRAM DELIVERY STANDARD
Appendix 7.1.2 Policy on Student Feedback
During the first 2 weeks in February each year, all students participate in the Key Performance
Indicator (KPI) Student Satisfaction Survey mandated for the colleges by the Ontario
government. In addition, individual professors and programs regularly invite students to provide
feedback through surveys or focus groups regarding their learning experience and the
course/program content. All graduating student are asked to complete a pre-graduation survey
to again provide feedback on their learning experience in the program they are graduating from.
An effort is also made to contact early leaving students to assess their reasons for leaving.
In addition, the College Policy on Student Feedback is part of the Faculty Performance
Review Policy (approved by the Board of Governors, March 1992; revised September 1997,
March 1998 and February 12, 2002; revisions approved by the Board of Governors June 26,
2003).
The full policy and working documents are available upon request.
1.
Purpose of Faculty Performance Review
Performance Review provides explicit and systematic feedback on all relevant aspects
of performance. It supports and actively encourages the development of the individual
professor and his/her teaching. Performance Review enhances and ensures teaching
excellence, program quality and student success.
2.
Components
Performance Review involves four components. Student feedback is an annual and
required component. Peer review and self-evaluation are optional elements but are
strongly encouraged to ensure that the review is based on multiple perspectives.
Performance evaluation is a required component and is conducted on a cyclical basis.
3.
Scope
Performance Review is not restricted to classroom teaching; it addresses the elements
in the Class Definition for Professor as stated in the Collective Agreement. These
include (a) design, revision and updating of subjects and programs; (b) teaching of
assigned subjects, and (c) academic leadership and ancillary responsibilities.
4.
The Performance Evaluation Cycle
In the probationary period, written Faculty Performance Evaluations are provided every
four months. After the probationary period, faculty are provided with Performance
Evaluation at least once every four years.
Appendix 7.1.2 - Page 1
Process
There are two phases in Faculty Performance Review. The first consists of the collection of
data and comments from a variety of sources. This feedback is helpful to faculty as they
prepare their individual professional development plans each year. The second is the periodic
formal Performance Evaluation with the chair, based on the data presented and reviewed. The
table below identifies the elements of the Performance Review cycle. Responsibility for
performance review and for relevant professional development rests with both the professor and
the College.
Student Feedback – Required every academic year. Normally done in November.
Results go to professor and chair in January.
•
•
•
•
•
•
Normally the students in three classes taught by each professor are asked to provide their
feedback.
Most surveys are done in the fall semester; selected surveys are done in other semesters as
needed.
With consultation, the chair selects classes to be surveyed to include first, second and third
year students and to minimize survey fatigue.
The Seneca College Student Feedback Form is used to maximize validity and reliability.
The professor and the chair receive a computer-generated analysis of the students’
responses following completion of the semester.
To ensure anonymity, students’ written comments are keyed into a computer file before
forwarding to the professor and chair.
Self-Evaluation - Optional
• Four processes are recommended for this activity
Peer Review - Optional
• The Alliances for Change process is recommended; further resources are available from the
Centre for Teaching and Learning
Performance Evaluation by the Chair – Required at least once every four years
• In addition to the formal evaluation cycle, the chair provides the professor with ongoing and
timely feedback related to student surveys, student concerns or any other matters relevant
to performance.
• At the beginning of the academic semester the chair notifies each professor to be evaluated.
• Performance evaluation begins with a meeting in which the professor and chair discuss the
context (previous evaluations and development plans), the current assignment and relevant
survey and other information.
• The process normally includes a classroom/lab visit by the chair or designate.
• At the second meeting, discussion focuses on the Faculty Performance Evaluation Form
and leads to the professor’s professional development plan.
• The chair forwards copies of the completed Faculty Performance Evaluation Form to the
professor and to the professor’s personnel file.
• In Applied Degree programs, the performance evaluation will include a review of faculty
participation in applied research where applicable
See Appendix 7.1.3 for the Student Feedback forms used.
Appendix 7.1.2 - Page 2
7. PROGRAM DELIVERY STANDARD
Appendix 7.1.3 Student Feedback: Criteria and Instruments
See Student Feedback Questionnaire attached
Student Feedback is a required component of the Faculty Performance Review Process. The
students of all faculties, full-time and part-time, are formally surveyed in November and/or
March of each year. Student responses are tabulated by an external consultant and means
reported for individual professors, by program, by faculty, and across the college and compared
to means generated in previous years.
Student Feedback Instruments
The computer-scored questionnaire (7 point scale ranging from very poor to outstanding) that is
used as part of the formal Faculty Performance Review process is an adaptation (with the
consent of the originator of the tool, Dr. Harry Murray) of a similar questionnaire used by
professors at Western University. This tool requests students’ feedback on the performance of
the professor, the subject and the physical environment:
Evaluation of the Professor
Students are asked to evaluate the professor on a 7 point scale ranging from very-poor to
outstanding:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Displays enthusiasm and energy in conducting class session …
Conducts class sessions in an organized, well planned manner …
Explains concepts clearly and understandably …
Encourages student participation and independent thinking through class activities …
Responds to student questions clearly and thoroughly …
Presents subject materials in an interesting way …
Shows concern for student progress and offers to help students with problems …
Is available for individual consultation with students …
Communicates subject outcomes and requirements clearly and explicitly …
Maintains close agreement between stated subject outcomes and what is actually taught
Makes it clear how each topic fits into the subject as a whole …
Uses methods of evaluation (e.g., quizzes, assignments, exams) that reflect important
aspects of the subject matter and provides a fair evaluation of student learning …
Grades student work promptly, and provides helpful comments and feedback where
appropriate …
Has motivated me to increase my knowledge and competence in the area of study of
this subject …
All things considered, is effective as a college teacher …
Appendix 7.1.3 - Page 1
Evaluation of Subject
Students are asked to evaluate the subject on a 7 point scale ranging from
very poor to outstanding:
•
Overall, how would you rate this subject as a learning experience?
Physical Environment
Students are asked to evaluate the learning environment on a 7 point scale ranging from
very-poor to outstanding:
•
My impression of the physical environment (e.g., class/lab) is that is… (very-poor to
outstanding)
An external consultant does the statistical analysis of the students’ responses and reports
individual professor’s means to the professor and to the chair, benchmarked against the
program, school, Faculty and college means.
In addition, faculty are strongly encouraged to request on an ongoing basis and annually, openended qualitative feedback using one or more of suggested formats such as: Supplementary
Comments sheets, One-Minute Papers, Start-Stop-Continue forms.
Appendix 7.1.3 - Page 2
7. PROGRAM DELIVERY STANDARD
Appendix 7.2.1 On-line Learning Policies and Practices
Seneca College has on file and available upon request, copies of current software, hardware,
and systems agreements that pertain to the delivery of electronic/on-line learning.
All diploma students are required to successfully complete an Introduction to Computer
Applications (ICA001) course.
Policy:
Approved by:
Orientation of Probationary Faculty
Executive Committee, 2003
As part of the professional development requirements of faculty during their 2 year probationary
period, they are expected to demonstrate the learning outcomes of a 40 hour course on
Technology Enhanced Learning.
Policy:
Approved by:
e-Learning Strategic Plan
College Executive, 2000-2001, currently under review
"Our mission is to contribute to Canadian society by being a transformational leader in providing
students with career-related education and training." (Strategic Plan)
The College will lead in learning by providing excellence in education and lead in innovation by
creating a dynamic state-of-art learning and working environment.
e-Learning Goals
Seneca College will use technology to enhance teaching and learning -- both in and beyond the
classroom. Our goals are to improve students' learning and to develop our graduates' abilities to
learn and work independently and collaboratively using electronic resources.
Seneca's focus on technology in education is also part of the College's commitment to be a
leader in innovation.
The Scope of e-Learning
e-learning involves three components:
1. technology-based learning resources that enhance teaching and learning in the classroom,
the laboratory and the Library and Computing Commons;
2. web-based resources that faculty and students use for reference, communication,
collaboration and research; and
3. on-line learning, either as a course component (i.e. "mixed mode") or for an entire course.
The College will make classroom and web-based resources available to support all full- and
part-time courses. Faculties will develop on-line learning for selected courses, permitting the
professor and his/her students to work in a non-traditional environment instead of solely in the
classroom.
Appendix 7.2.1 - Page 1
e-learning is customized to reflect the nature and objectives of individual programs.
Customization of programs and courses also responds to student background and
expectations and to faculty strengths.
Requirements
Academic
•
•
•
•
•
•
•
Sound pedagogy, including a progression of expectations from first to senior semesters
Realistic activity level targets and implementation plans
Faculty input at every stage from planning to development to delivery
Appropriate combination of College-developed and purchased or licensed learning
materials
Valid means for evaluating student performance in on-line learning courses
Fair means for dealing with intellectual property and workload
Means for students and faculty to provide feedback on e-learning resources and
materials
Service
•
•
•
•
•
•
•
•
•
•
•
•
Provision of high quality infrastructure, hardware and software
Comprehensive, readily-available and timely service and support for faculty and
students
Training to develop faculty and staff expertise
Appropriate combination of College-developed and purchased or licensed
services
Means for students and faculty to provide feedback on e-learning environments
and resources
Clear roles and responsibilities, incorporating a new leadership role through the
Technology Enhanced Learning Institute (TELi)
Collaborative decision-making on infrastructure, service, support and training involving
academic representatives and technical experts
Local project teams to provide technical support at each campus
In addition to the Academic and Service requirements listed above, a sound administrative
structure is needed. An Academic IT Council liaises with existing IT Councils.
Likewise, the College must regularly and consistently measure its e-learning systems
and products against demands for access, ease-of-use and effectiveness.
Current Status of e-Learning
The list below reflects an overview of some of the e-learning projects, creations,
developments and initiatives that are currently ongoing at the College. This has been
achieved through the participation within the College of constituents in several
committees and other collaborative mechanisms dedicated to the implementation and
creation of e-learning initiatives.
Appendix 7.2.1 - Page 2
Academic
•
•
•
•
•
•
•
•
Faculty use of a variety of e-learning options in course delivery, communication
and course management supported by the Blackboard system.
The development and offering of the award winning Designing Curriculum using
Instructional Technology (CTC) Program and the related e-Learning: Teaching
and Training with Technology (eLT800) Program.
"e-"training available to all faculty through the Centre for Professional Development
(CPD) and the Centre for Distributed Learning.
Almost one hundred Seneca courses available on-line, with thousands of
students enrolled annually.
Participation and leadership in provincial e-learning consortia such as Ontario Learn.
The creation of many well-designed on-line courses supported by the technical and
design expertise offered through the eLearning Centres @ Seneca (eLC)
Continued investigation and acquisition of high quality on-line materials.
The development and implementation of Introduction to Computer Applications
(ICA 001) for all diploma students.
Service
•
•
•
•
•
Direct ongoing technical, tutorial and general inquiry supports provided through
ITT, Help Centres, the Centre for Distributed Learning and various School-based
initiatives.
Continued development of infrastructure and ongoing support for e-learning
activities. Since the mid 1990's, all full-time students have had Seneca e-mail
and Internet access and as of the Fall 2001, the same service has been provided for
all Continuing Education students and faculty.
The Learning Resource Centres' development of ELVIS (Electronic Library
Virtual Information System) and the continued addition of general databases
research resources, as well as many databases dedicated to specific program
areas.
Seneca has provided e-learning expertise to various organizations not only in
Ontario, but globally through eLC and CPD projects.
Actions to Implement e-Learning
The College has identified the following steps toward the achievement of these requirements.
These steps are not listed in order of priority.
1.
2.
3.
4.
5.
6.
Resolve outstanding issues re: current and future responsibilities to support e-learning.
Develop and introduce an annual training plan so that by 2003 all newly hired full-time
faculty have completed an introductory-level training program and 15% of faculty will have
had training re the design and delivery of on-line courses.
Support all Seneca courses, full-time and part-time by making Blackboard available as a
teaching/learning support tool.
Implement an intellectual property (IP) policy (approved in November 2003) relevant to elearning.
Implement costing analysis and review of cost and benefits of on-line learning for the
Faculty of Continuing Education and Training.
Assess issues and resources with respect to timetabling, SIRIS and on-line learning.
Appendix 7.2.1 - Page 3
7.
8.
Update program review guidelines to include e-learning.
Develop e-learning operational plans for 2002/2003, so that an average of 10% of all
students' learning will be on-line learning by 2003/2004.
9.
Establish updated guidelines for recognition of e-learning responsibilities on the standard
workload form.
10. Develop and adopt service standards for the support of e-learning.
11. Implement instruments for student & faculty evaluation of e-learning, and related services,
particularly for on-line learning.
12. Publish guidelines and provide support systems to ensure the validity of evaluation and
student performance in on-line courses.
13. Review full-time programs to ensure that graduates have e-learning skills consistent with
the College goal.
14. Provide electronic resources in 80% of classrooms and laboratories at each campus.
15. Open the TEL Institute, providing expanded capability in the design, development and
evaluation of technology enhanced learning environments, resources and processes.
16. Review part-time programs to ensure that graduates have e-learning skills consistent with
the College goal.
Information Technology Acceptable Use Policy (ITAUP)
http://www.senecac.on.ca/equity/itaup.html
Revised January 2002
(i) Policy Statement
"It is the Policy of Seneca College that all members of the Seneca Community are responsible
for obeying Provincial and Federal laws/regulations and College Policy concerning the use of
information technology services, facilities and equipment. The College's Information Technology
resources remain the sole property of Seneca College. Seneca College grants students, clients
and employees the privilege to use its information technology services, facilities and equipment
to further learning, teaching and working.
Further, any materials which may violate a person's right to work and study in an environment
free from discrimination/ harassment are not to be stored, displayed, transmitted or otherwise
linked to Seneca College information technology services, facilities and equipment.
However, Seneca College recognizes the individual right to access information. As a user of the
College information technology services, facilities and equipment, you are responsible for
abiding by the Information Technology Acceptable Use Policy and the Protocol for Dealing with
Information Technology Abuse."
(ii) Prevention, Education and Enforcement
Seneca College is committed to preventing behaviour which results in the inappropriate use of
the College's Information Technology Services and Facilities. The College is responsible for
communicating to all employees, students, clients, the public, and/or contractors that the
inappropriate use of the College's IT services, facilities and equipment is prohibited. This
includes ongoing proactive education/prevention campaigns such as staff and student training,
regular communication of the ITAUP through internal media, and the articulation of the ITAUP
Appendix 7.2.1 - Page 4
into the ICA 001 curriculum. The College maintains its responsibility for communicating,
monitoring, implementing and enforcing, where necessary, all aspects of the ITAUP.
Official College E-Mail is available to all employees and students. Faculty, staff and students are
reminded that College correspondence should only be disseminated electronically through
official College-provided e-mail. Alternate e-mail addresses, such as Yahoo mail or Hotmail
mail, are not authenticable through Seneca.
(iii) Policy Regulations and Responsibilities
Seneca College Provides Information Technology services, facilities and equipment to meet
your learning, teaching or working needs.
However, it is a violation of College Policy to:
1. enter, without authorization, into equipment, facilities, networks or accounts to use, read,
transfer or change the contents, or for any other purpose;
2. use another individual's information technology account;
3. grant another individual access to your information technology account;
4. use any College information technology facilities to interfere with the work of other
students, faculty members or college officials;
5. use information technology facilities to send obscene, abusive, derogatory or harassing
messages;
6. display, transmit, distribute or make available information that expresses or implies
discrimination or an intention to discriminate;
7. use information technology facilities to interfere with the normal operation of College
information technology systems and connecting networks; this list would include such
things as flooding the network with messages or sending chain letters or pyramid
solicitations. Unauthorized use of information technology facilities and accounts and
removing or altering data is a criminal offense in Canada;
8. use Seneca College's computer facilities for profit or commercial gain;
9. create and/or use world-wide web information pages or links to point to offending
materials that do not comply with the Ontario Human Rights Code or the Criminal
Code of Canada;
10. use Seneca College's computer facilities for any purpose that could be seen as a
violation of the Criminal Code of Canada.
(iv) Consequences of Policy violations
Employees, students and clients are responsible for reporting all real, or perceived infractions of
the Information Technology Acceptable Use Policy to the Information Technology Security
Officer (CSO). The CSO can be reached electronically at cso@senecac.on.ca. Documented
and substantiated complaints shall be handled through the Protocol for Dealing with Information
Technology Abuse.
Overall, the Information Technology Acceptable Use Policy asks that you obey the law and be
considerate of others' needs.
Failure to adhere to the Information Technology Acceptable Use Policy could result in
suspension of usage privileges or other discipline as appropriate.
Appendix 7.2.1 - Page 5
When there is a suspected violation of the Policy, the College has the authority to conduct
appropriate search and seizure procedures of all College owned and operated Information
Technology services, facilities and equipment. The College also reserves the right to review
and/or restrict services and programs that are deemed potential violations of College Policy.
ALLEGED VIOLATIONS OF THE ABOVE POLICY ARE HANDLED BY THE RESOLUTION,
EQUITY AND DIVERSITY CENTRE (REDC), IN CONJUNCTION WITH INFORMATION
TECHNOLOGY AND TELECOMMUNICATION SERVICES.
FOR FURTHER INFORMATION CONTACT THE CSO at cso@senecac.on.ca, the Resolution,
Equity and Diversity Centre at Human.Rights@senecac.on.ca, or visit our Website at
www.senecac.on.ca/equity
Information Technology Acceptable Use Policy
(Source: http://www.senecac.on.ca/equity/itaup.html)
Revised January 2002
Protocol
All employees, students and clients are expected to abide by the Information Technology
Acceptable Use Policy and accompanying Protocols. All employees and students are also
expected to comply with the directions given to them by staff when they are performing their
regular or delegated duties regarding this Policy.
(i) Preamble
Seneca College has developed standards of behaviour when using information technology
services, facilities and equipment. All members of the Seneca Community are responsible for
obeying the law and College policy with regards to the use of information technology services,
facilities and equipment. Legislation and College policy which affects the use of information
technology services, facilities and equipment include, but are not limited to:
•
•
•
•
•
•
•
the Ontario Human Rights Code
the Criminal Code of Canada
Internet Service Provider Acceptable Use Policy
Seneca's Information Technology Acceptable Use Policy
Seneca's Discrimination & Harassment Policy
Seneca's Student Rights and Responsibilities Policy
Seneca's Personal Safety/Security Threats Policy
It is the policy of Seneca College that any materials which may violate a person's right to work
and study in an environment free from discrimination/harassment are not to be stored,
displayed, transmitted or otherwise linked to Seneca College information technology services,
facilities and/or equipment. However, Seneca College recognizes the individual right of access
to information. As such, it is not considered an offense to seek out information that may be
considered offensive or sexually explicit, providing it is done for specific academic purposes.
This Policy follows the College's Discrimination and Harassment Policy and as such is intended
to foster a balance between academic freedom and the freedom from Discrimination and/or
Harassment. The College strives for a learning, teaching and work environment which promotes
Appendix 7.2.1 - Page 6
inclusion, understanding and respect for all students and employees. It is the College's objective
to ensure that curriculum, teaching and promotional materials reflect our college community.
Where teaching and/or promotional materials are being developed and/or utilized, every effort
shall be made to portray and acknowledge the diversity of Canadian society. Materials that may
contain discriminatory bias and stereotypes must be used exclusively for the purpose of
ensuring that members of the College community become open-minded, discerning, critical and
analytical thinkers, aware of historical and current values, attitudes and behaviours.
(ii) Process
Seneca College has a process in place for filing individual complaints of Discrimination and/or
Harassment. In addition, where the College does not receive an individual complaint but is
aware of activity which violates the law or College policy and impairs the objectives of the
College, a College complaint will be initiated. In these instances, the College is obliged to take
action.
Violations of the Information Technology Acceptable Use Policy will be processed using the
following procedures.
A. Reporting of Alleged Violations
1) Employees, students and clients are responsible for reporting all believed to be or perceived
infractions of the Information Technology Acceptable Use Policy to the CSO or the Resolution,
Equity and Diversity Centre. The CSO can be reached electronically at cso@senecac.on.ca
2) Reports can be made to a local technician or administrator who is then responsible to report
to the CSO.
B. Local Technician/Administrator Responsibilities - Immediate Response
1) The Local Technician/Administrator is responsible for ensuring that login logs, login failures
and usage logs are preserved wherever possible.
2) All non-required services and daemons should be turned off (i.e., mail turned off on servers
where it is not required for learning or teaching purposes).
3) Warnings may be issued for minor infractions of the Information Technology Acceptable Use
Policy or local policies. Discretion must be used when issuing a warning. A sample wording has
been developed and should be used. All warnings will be copied to the Resolution, Equity and
Diversity Centre and the CSO for central record keeping.
4) No actions will be taken resulting in severe discipline for an infraction without a proper
investigation and the involvement of the Resolution, Equity and Diversity Centre unless
notification to the individual and/or group would cause the College to violate specific legal
obligations with regards to the dignity, safety or security of its constituent(s).
C. Security Officer - Technical Investigation
1) Upon receipt of a report, the CSO or College designate will conduct a preliminary
investigation to collect information about the report and determine if the incident could
possibly be a breach of any applicable College policy, provincial code or federal law.
2) Where the CSO and/or College designate has sufficient information that the incident could
be a breach, he/she will report it immediately to the Resolution, Equity and Diversity Centre.
The College may also assign the responsibility of collecting pre-investigation material to a
local technician.
Appendix 7.2.1 - Page 7
3) If the material in question resides on College computer equipment, facilities or networks (for
example a web page on Seneca's server), the material may be removed pending an
investigation. If the incident involves abuse of e-mail or other information technology
activities, account privileges for the alleged offender may be suspended pending an
investigation. This decision will be made by either the CSO or Resolution, Equity and
Diversity Centre, depending upon circumstances.
D. Resolution, Equity and Diversity Centre Responsibilities - Formal Investigation and
Resolution
1) Upon receipt of the CSO's report, Resolution, Equity and Diversity Centre will conduct an
investigation which will include, but is not limited to, the following: review of the CSO's
report, inspection of any materials or evidence presented, and interviews with any parties
who were involved or may have knowledge of the incident.
2) Where the incident breaches the College's Policy on Discrimination and Harassment or the
Ontario Human Rights Code, Resolution, Equity and Diversity Centre will initiate
proceedings under the College's Procedures on Discrimination and Harassment.
3) Where the incident breaches the Criminal Code of Canada or Provincial laws/regulations,
the Resolution, Equity and Diversity Centre will notify the appropriate Police Force.
4) Where the incident breaches the Information Technology Acceptable Use Policy,
Resolution, Equity and Diversity Centre will discuss the investigative findings with the CSO
and appropriate disciplinary action will be initiated.
(iii) Disciplinary Action
Where incidents are found to be in violation of College policy, the College will exercise its rights
to take appropriate disciplinary action, including, but not limited to, verbal/written warnings,
rescinding of e-mail or Internet accounts, removal of materials from College computer
equipment facilities and networks, disciplinary directives, behavioural contracts, suspension
and/or expulsion/dismissal from the College. In addition to internal College sanctions that can
impact on a student's academic performance or employee's employment, the College will
cooperate with all local, national and international law agencies whenever necessary. The
College will not be responsible for sanctions taken by these agencies for violations of the
College's ITAUP that are against local and international laws and/or criminal codes.
Appendix 7.2.1 - Page 8
7. PROGRAM DELIVERY STANDARD
Appendix 7.2.2 Academic Community Policies
"Our mission is to contribute to Canadian society by being a transformational leader in providing
students with career-related education and training." (Strategic Plan)
The College will lead in learning by providing excellence in education and lead in innovation by
creating a dynamic state-of-art learning and working environment.
e-Learning Goals
Seneca College will use technology to enhance teaching and learning -- both in and beyond the
classroom. Our goals are to improve students' learning and to develop our graduates' abilities to
learn and work independently and collaboratively using electronic resources.
Seneca's focus on technology in education is also part of the College's commitment to be a
leader in innovation.
The Scope of e-Learning
e-Learning involves three components:
1. technology-based learning resources that enhance teaching and learning in the classroom,
the laboratory and the Library and Computing Commons;
2. web-based resources that faculty and students use for reference, communication,
collaboration and research; and
3. on-line learning, either as a course component (i.e. "mixed mode") or for an entire course.
The College will make classroom and web-based resources available to support all full- and
part-time courses. Faculties will develop on-line learning for selected courses, permitting the
professor and his/her students to work in a non-traditional environment instead of solely in the
classroom.
e-Learning is customized to reflect the nature and objectives of individual programs.
Customization of programs and courses also responds to student background and
expectations and to faculty strengths.
On-line learning methods that contribute to and enhance the creation of academic
community among students and between students and faculty
•
The synchronous and asynchronous discussion tools promote enhanced discussion among
learners and between the teachers and the learners. Before students respond to an
instructor's discussion question or to classmates' posted comments, they can refer to their
course materials and think through their answers. As a result, students have the opportunity
to post well-considered comments without the demands of the immediate, anxiety-producing
face to face (F2F) discussion. Shy students are also more likely to participate in a
discussion in an online environment. Discussion boards/forums provide opportunity for
Appendix 7.2.2 - Page 1
teachers/learners tackle topics in more depth at a higher level (i.e., Bloom's); students with
physical disabilities say they feel they are participating more as equals in the on-line
environment than in face to face discussions.
•
Blackboard (CMS) tools allow the creation of sub-groupings of learners who have their own
online space for small group learning activities and group project collaboration.
•
The MySeneca portal facilitates personalized access to relevant on-line tools for teaching,
learning, collaborative projects and ongoing discussions
•
The collaboration tools used for live “chat” help to build community and extend learning by
creating a structure whereby learners can learn from formal as well as "informal" interactions.
•
Synchronous chat/conferencing provides access for a wide range of learners (local, national,
international) to interact and build community.
•
In asynchronous class discussions, students can attend class from anywhere and they can
do so at anytime that fits their schedule, which is ideal for a geographically dispersed group.
•
Email provides a means for enhanced and timely feedback.
•
Course Management Systems (CMS) localizes and organizes course material creating a
virtual learning environment (safe and invitational). The “Classroom” is open 24/7.
•
Learners can share ideas with one another through listserves, newsgroups, email and
document exchange.
•
Web quests and online research assignments promote interactive, active, creative and
independent learning as well as collaboration among students.
Appendix 7.2.2 - Page 2
8. CAPACITY TO DELIVER
Appendix 8.1 Demonstrated Strength
Relevance of the Proposed Program to the College’s Mission and Goals
Seneca’s strategic plan for 2004 to 2009 was developed over a two-year period through
extensive consultation with employees, the community and partners. Seneca’s mission is “to
contribute to Canadian society by being a transformational leader in providing students with
career-related education and training.” Seneca’s vision statement is below:
OUR VISION IS TO LEAD
In Student Success…by preparing today’s learners for tomorrow’s communities
and workplaces
In Access to Higher Education…by developing comprehensive programming,
multiple pathways and supports for students to achieve their educational goals
In Learning…by providing excellence in education and skills development, and
by encouraging all Senecans and others in the community to be lifelong learners
In Applied Research...by contributing economically and socially with solutionfocused research activities in collaboration with business, industry, social
agencies, other institutions of higher learning, and government
In Innovation...by developing a culture that encourages risk-taking,
entrepreneurship, flexibility, and by embracing change in the interest of
organizational effectiveness
In Our Commitment to People…by creating dynamic working and learning
communities that value people and support inclusion, initiative, personal
development and mutual well-being
In Our Commitment to Diversity and Equity in Employment…by enhancing a
diverse workforce that promotes, reflects, and supports our diverse college
community
Working from the mission and vision statements, Seneca established a number of goals.
The complete list of goals with explanations can be found at:
http://www.senecac.on.ca/cms/about/strategic.jsp
The Therapeutic Recreation program will, in particular, support the following three goals:
College Goal #1: Superior Quality Educational Experience
Students are the central focus of Seneca’s purpose and mission. Student success and
satisfaction at Seneca will be ensured through expert faculty and staff, relevant curricula,
increased access opportunities to lifelong quality learning experiences, informed course
Appendix 8.1 - Page 1
and program choices, varied delivery options, and appropriate supports that are timely
and targeted to individual student needs.
One of the strengths of Seneca is that we work and learn in an atmosphere of
cooperation and mutual respect. Employees model the values and behaviours we expect
of our students and graduates.
The proposed Therapeutic Recreation Program will provide curriculum that is highly relevant to
present and future needs of the workplace. The learning experience of students will include a
strong multidisciplinary foundation, which is developed in semesters one to five and is
strengthened in semesters six, seven, and eight through the employment enhancement
streams.
College Goal # 5: National Status
Seneca will achieve national status through the quality of its faculty, staff and programs,
as well as through the success of its alumni and students. The development of
innovative projects, Centres of Excellence and the pursuit of applied research will allow
Seneca to address issues of national interest. Recognition of its programs, academic
linkages, expanded learning/accreditation opportunities, showcasing achievements, and
its pan-Canadian partnerships will contribute to Seneca’s national profile and appeal.
The guidelines from the National Council for Therapeutic Recreation Certification (as well as
Ontario and Canadian guidelines) were followed when developing the proposed degree in
Therapeutic Recreation. The National Council for Therapeutic Recreation Certification
guidelines are the standard for the field in the United States, and are also accepted
internationally and in all Canadian provinces. A degree program rooted in a standard that is
recognized both nationally and internationally will help Seneca achieve the goal of national
recognition.
College Goal #6: Expansion of International Education and Services
Seneca will enhance its leadership in the international arena by (a) developing
educational and strategic links with additional countries, (b) engaging in effective
marketing, and (c) pursuing initiatives that support/align with Seneca’s goals.
Since the Therapeutic Recreation program reflects the recognized international accreditation
standard (NCTRC), the program will be recognized outside of Canada. This will help to
strengthen Seneca’s position in the international arena.
Demonstrated Strength in Related Program Areas
The study of therapeutic recreation is based on three main disciplines, namely, recreation and
leisure, health sciences, and social work. Seneca College has a long history of delivering
successful programs in each of these disciplines.
-
The recreation programs began at Seneca in the early seventies. In the 2006/07
academic year, there are approximately 50 full-time students in the Recreation Leisure
Services Program and 50 full-time students in the Recreation Facilities Management
program.
-
The health sciences programs began at Seneca in the late sixties. In the 2006-07
academic year, there are approximately 230 full-time students in the Bachelor of
Appendix 8.1 - Page 2
Sciences in Nursing Program (a joint program with York University) and 170 full-time
students in the Practical Nursing Program.
-
The social work programs began at Seneca in the late sixties. In the 2006-07 academic
year, there are approximately 265 full-time students in the Social Service Worker
Program and 60 full-time students in the Social Service Worker Gerontology Program.
The staff, curriculum, material resources, and networks, which have been developed over
several decades to support these programs, will also be available to the degree program. The
faculty who will teach in the Therapeutic Recreation Program have appropriate credentials and
extensive years of teaching experience.
The diploma programs in the program areas above provide exceptional practicum experiences
for students. The recreation programs provide co-op summer placement, and the social work
and health science programs provide unpaid field placement (also called “clinical placement” in
health science programs) during academic semesters. Each program area employs a number
of strategies to link the practical experience from co-op and field placement with theory in the
classroom.
King Campus
The Seneca King Campus is located on more than 700 acres of land and is a centre for outdoor
recreation, environmental initiatives, and academic studies. The campus is ideal for educating
students in the field of Therapeutic Recreation, which relies on both outdoor and indoor activitybased interventions.
The Greater Toronto Area has the largest number of health and social agencies in Canada, as
well as one of the most culturally diverse populations in the world. The diversity of populations
and large number of agencies serving their needs provides the Seneca student with the largest
choice of co-op and field placements of any other such program in Canada.
The proposed degree will be an integral component of the Seneca King Institute for Research
and Development of Healthy Communities. Seneca King adopted the “Healthy Cities/Healthy
Communities” approach several years ago and has participated in many community coalitions to
develop solutions for issues affecting the ‘health’ of York Region and beyond. These coalitions
have included The York Region Health Alliance, The Human Services Coalition of York Region,
The National Family Caregiver Alliance, The Central East Coalition on Developmental Disability
and Aging, The Oak Ridge Moraine Foundation, The Oak Ridge Moraine Land Trust, The Oak
Ridge Moraine Trail Association, and several other organizations. The role of the Seneca King
Institute in these coalitions has been twofold. First, Seneca has provided up-to-date information
on the issues at hand, student involvement through placements, training programs for identified
needs, and applied research (where required). Secondly, the physical environment of the
campus is an asset that has attracted groups, some of whom maintain a presence on the
campus.
Students in the proposed program will benefit from opportunities provided by the Seneca King
Institute, such as prospects for applied research, as well as co-op placements, field placements,
and other forms of hands-on experience.
Appendix 8.1 - Page 3
8. CAPACITY TO DELIVER STANDARD
Appendix 8.2.1 Library Resources
Number of Holdings
Number of holdings
(print) relevant to the field (electronic) (include
of study
program specific
databases)
On-Site Library Resources
relevant to Degree Program
Area (for students/faculty)
Other Library Access (e.g.
Web-based, inter-library
arrangements)
Core curriculum: 706
Liberal Studies options:
3292
• CAAT Interlibrary Loan
agreement with 24
Ontario Community
Colleges
• Universities Interlibrary
Loan Agreements
• Online Intercampus
Loan with other
Seneca Libraries
Core curriculum: 4
Liberal Studies options: 16
(of 66 available databases)
• Learning Commons
Online
• Research by Subject
pages
• Research by Course
pages
• Ask Us Now live chat
reference service
Currently, 70% of the relevant core curriculum print collection has been added since
1990.
PROGRAM SPECIFIC DATABASES:
Academic Search Premier
Canadian Reference
Centre
International Encyclopedia
of the Social & Behavioral
Sciences
Research Library
ADDITIONAL DATABASES (to support Liberal Studies options)
Britannica Online
Current Biography
Magill on Literature
Canadian Encyclopedia
Online
Dictionary of Canadian
Biography
netLibrary
Canadian Newstand
GaleNet Literary Database
Oxford Reference Centre
CBCA Current Events
Globe & Mail – Canada’s
Heritage from 1844
CBCA Reference
CPI.Q (Canadian Periodical
Index
Toronto Star – Pages of the
Past
Lexis Nexis
Health Source – Consumer
Edition
It is the policy of the Seneca College Learning Commons to collect current,
curriculum- supported resources.
Appendix 8.2.1 - Page 1
Therapeutic Recreation Books at King Campus
The King Campus currently has 706 titles in its collection that support Therapeutic
Recreation. Students have access to another 1069 titles via intercampus loans from
other Seneca Library locations
Therapeutic Recreation Journal Titles in Print at King Campus
Canadian Journal on Aging
Canadian Social Work
Holdings: 1992-1995; 1997 to
present
Holdings: 2000 to Present
Geriatric Nursing
Holdings: Current 10 years
Gerontologist
Holdings: Current 10 years
Journal of Experiential Education
Holdings: 1987 - Present
Journal of Gerontological Nursing
Holdings: Current 10 years
Journal of Psychosocial Nursing and
Mental Health Services
Holdings: Current 10 years
Journal of the Canadian
Association for Leisure Studies
Holdings: 2001 – Present
Outdoor Canada
Holdings: Current 5 years
Pathways: Ontario Journal of
Outdoor Education
Holdings: 1997 – 2003
Parks & Recreation
Holdings: Current 5 years
Parks & Recreation Canada
Holdings: 2000 – 2003
Related Journal Titles in Print at Newnham Campus
CrossCurrents: The Journal of Addiction and
Mental Health
Journal of Abnormal Psychology
Holdings: Winter 2002 to Autumn
2003. Continues Journal of
Addiction and Mental Health
Holdings: Current 3 years
Merrill-Palmer Quarterly
Holdings: 2002 – July 2004
Related Journal Titles in Print at Seneca@York Campus
Group Dynamics: Theory, Research, and
Practice: The Official Journal of Division 49,
Holdings: 1999 to Present
Appendix 8.2.1 - Page 2
Group Psychology and Group
Psychotherapy of the American
Psychological Association.
Journal Titles Available Full text in Seneca’s Databases
International Encyclopedia of the Social & Behavioral Sciences
The largest encyclopedic work ever published for the social and behavioral sciences, with
4500 articles, full-text, including articles on:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Adult Development, Psychology of
Aging and Health in Old Age
Biopsychology and Health
Compression of Morbidity
Coping across the Lifespan
Counselling Psychology
Death and Dying, Psychology of
Drug Addiction
Drug Use and Abuse: Psychosocial Aspects
Illness Behaviour and Care Seeking
Lifespan Theories of Cognitive Development
Neuromuscular System
Physical Activity and Health
Physical Activity and Health Promotion
Social Cognitive Theory and Clinical Psychology
Academic Search Premier
Includes 4,650 full text publications, 3,600 being peer reviewed, including:
•
JOPERD: The Journal of Physical Education, Recreation & Dance
•
Journal of Leisure Research
•
Palaestra
Related Journals found in Academic Search Premier
Addiction
Addiction Research
Age & Ageing
Ardell Wellness Report
Better Nutrition
British Journal of Addiction (to Alcohol &
Other Drugs)
Educational Gerontology
Family & Community Health
International Journal of Geriatric
Psychiatry
Journal of Abnormal Psychology
Journal of Aging Studies
Journal of Autism & Developmental
Disorders
Journal of Electromyography &
Kinesiology
Journal of Intellectual & Developmental
Disability
Journal of Occupational & Organizational
Psychology
Journal of Social Behavior & Personality
Appendix 8.2.1 - Page 3
Gerontology
Leisure Sciences
Canadian Reference Centre
Combines Canadian magazines, newspapers & newswires and reference books.
Includes over 150 Full text Canadian periodicals and over 400 international
periodicals, including:
•
•
•
Camping Magazine
Canadian Medical Association Journal
Prevention
Related Journals found in Canadian Reference Centre
•
•
•
•
•
•
Alive: Canadian Journal of Health & Nutrition
Health Reports
Healthy Weight Journal
Harvard Health Letter
Psychology Today
Science News
Research Library
Includes 2600 indexed journals with 1700 full text, including:
•
•
•
Palaestra
Parks & Recreation
Journal of Physical Education, Recreation & Dance
Related Journals found in Research Library
Administration in Social Work
Aging & Elder Health Week
Alternative Therapies in Health and
Medicine
American Journal of Public Health
Better Nutrition
British Journal of Sports Medicine
Counselling Psychologist
Death Studies
International Journal of Social Psychiatry
Journals of Gerontology
Journal of Rehabilitation Research and
Development
Journal of the American Geriatrics
Society
Journal of the American Medical
Association (JAMA)
Journal of Youth and Adolescence
New England Journal of Medicine
Physical Therapy
Research Quarterly for Exercise and
Sport
Social Science & Medicine
Social Work Research
Tufts University Health & Nutrition Letter
Appendix 8.2.1 - Page 4
Audio Visual
Video recordings supporting Therapeutic Recreation available at Seneca College
•
•
•
•
•
•
Body Mechanics, Exercise and Activity, by Samuel Merit College, Studio Three
Productions.
Social Work: an extraordinary profession, Ontario Association of Social
Workers
Professional Choices: ethics at work, National Association of Social Workers
Father Martin’s Guide for Helping Alcoholics, FMS Productions Inc.
Behavioral Problems Associated With Dementia, Intercollegiate Center for
Nursing Education, 1988
Alzheimer’s 101, Magic Lantern Communications, 1992
Video recordings on related topics available at Seneca College
•
•
•
•
Eating for Life, the Nutrition Pyramid, produced by Learning Seed.
Nutrition and Your Baby, H.J. Heinz Company of Canada; produced by IMS
University of Toronto.
Food for Thought, Nutrition and Children, Presented by Indiana’s Public
Broadcasting Stations in Cooperation with the Bureau of Child Development.
Aging, CRM Productions.
Library of Congress Classification
Therapeutic Recreation
LC Range
BF 637
BF 713
BF
721.P4153
BF721.P4813
GV 14
GV 53
GV55
GV 56
GV 181
GV 182.9 -186
GV 1201
HM 131 .H285
HM 131 .J615
HM 251
HM 258
HN 10.5
HN 103 – 107
HN 110
HQ 1059.5 – 1064
HQ 1073
–
Subject Area
Interpersonal Communication
Lifespan Development
Psychosocial Development
Leisure History, Evolution, Psychology
Recreation Leisure Planning
Leisure & Government Responsibility
Planning Recreation
Management of Recreation Leisure
Services
Recreation & Inclusion
Experiential Learning
Socialization
Group Relations
Social Psychology
Communication
Social Service/Social Work Ethics
Canada – Social Conditions / Social
Problems
Canadian Class Structure
Aging
Thanatology (Death, Dying, Grief)
Appendix 8.2.1 - Page 5
HV 1450 – 1475
HV 4998 – 5840
LC 4019 -4065
QP
RA 776
RA 777
RA 781
RB 113
RC 454
RC 521 – 524
RC 564 - 568
RJ 206
RM 216
RM 736
TX 354 – 356
Aged – Services for
Drugs, Tobacco, Alcohol Abuse
Children with Special Needs
Anatomy, Physiology
Health – General
Health & Exercise
Exercise
Pathophysiology (Disease)
Abnormal Psychology
Dementia
Addictions – Drugs, Alcohol
Children & Nutrition
Diet & Nutrition
Therapeutic Recreation
Nutrition
Learning Tools and services
There are 33 computers available in the library, 14 of which have word processing
and office programs. All computers have access to the internet and the library
research databases. These are available to all students on a first come basis. A
scanner is also available for student use.
The library has the following equipment available for student use: digital cameras,
data projectors, laptops, slide projectors, video cameras, CD/tape players, and tape
recorders.
There are 40 study carrels and 6 study rooms, (each study room has a computer
with internet and research database access).
Acquisition and funding
The total King Campus Library Budget is $132,637.00. The total budget for the
existing Recreation program is $3,546.00, the budget for Nursing is $37,804.00,
and the budget for Social service Worker is $4,174.00.
The library has created a collection development profile procedure. The profile
involves an in-depth study of the collection by subject and creates a collection
development plan. The profile covers books, journals, audio-visual materials, and
online resources. The profile is created with the help of a faculty liaison. Each year
of the plan, the profile is updated and studied. The Recreation profile at the King
Campus (which combines the Recreation Leisure Services and Recreation Facility
Management programs) is currently in its second year. The Nursing profile is in
year seven, and the Social Service/Gerontology profile is in year five.
Student/faculty assistance
There are always three staff members available to assist students (reference desk,
circulation desk, and audio-visual desk). The Learning Centre, located within the
Library, provides peer tutoring for all students free of charge.
Appendix 8.2.1 - Page 6
Ask Us Now is a virtual reference service in which students and faculty can consult
via computer with knowledgeable reference staff. Accessible from home or on
campus, research help is a click away with this chat style service.
Library instruction classes are available upon request.
The Learning Commons Online (LCO) provides 24 hours, seven days a week
access to all online databases, the library catalogue and a host of other resources.
The Research by Subject pages on LCO include pages dedicated to Recreation &
Leisure, Nursing, Social Work and Gerontology. These pages includes online
databases, online journals, and web sites of interest. Course research pages,
specifically designed for individual courses can also be found on LCO.
The King Campus library has access to the following Interlibrary loan agreements:
Online Intercampus Loan with other Seneca Libraries, CAAT Interlibrary Loan
agreement with 24 Ontario Community Colleges, and Universities Interlibrary Loan
Agreements.
Appendix 8.2.1 - Page 7
8. CAPACITY TO DELIVER STANDARD
Appendix 8.2.2 Computer Access
KING CAMPUS:
Year
Number of
Students
(cumulative)
Number of
Computers
Available
to
Students in
Proposed
Program
Number of
Computers
with Internet
Access
Available to
Students in
Proposed
Program
On Site
(v)
Location of Computers
1
35
200
200
v
2
3
4
63
88
111
Upgrades +
Upgrades +
Upgrades +
Upgrades +
Upgrades +
Upgrades +
v
v
v
Other (specify)
Learning
Commons
facilities are also
available at
Newnham,
Markham and
S@York
campuses.
** See note below
As above
As above
As above
+ indicates “maintenance, replacement, and increase numbers as required”
In each of the Computing Commons and Open areas, there are two colour laser printers plus
scanning stations and networked black & white laser printing (numbers vary, but approximately
20 stations to one printer).
Student Help Desk services are available in Open Areas and Learning Commons.
** Note: Seneca students, staff, and faculty have complete 24/7 ISP service.
Appendix 8.2.2 - Page 1
8. CAPACITY TO DELIVER STANDARD
Appendix 8.2.3 Classroom Space
KING CAMPUS
Year
Number of
students
(cumulative)
Number of Classrooms
(include seating capacity)
Location of Classrooms
On Site (v)
1
35
28
*1
v
2
63
28
*1
v
3
88
28
*1
v
4
111
28
*1
v
Other
(specify)
*1
Most classrooms are able to seat 40 students. Several classrooms are capable of seating
100 students for large lecture presentations.
Therapeutic recreation often uses material techniques to remediate a patient’s condition.
Consequently, classrooms must be able to support the learning of both theory and practice. The
classrooms that will be used for therapeutic recreation have large flat tables suitable for
demonstrations and learning the rudiments of a craft.
Appendix 8.2.3 - Page 1
8. CAPACITY TO DELIVER STANDARD
Appendix 8.2.4 Laboratories/ Equipment
The proposed degree in therapeutic recreation will be located on Seneca’s King Campus.
This campus is situated on 700 acres of land that includes a large lake, woodland trails,
camping sites, wall climbing facilities and many other features. The Lady Eaton greenhouse
which is located on King Campus has been renovated to include teaching facilities and will be
used for horticultural therapy. The campus property itself is an outdoor recreation/leisure studies
laboratory and has been used in that capacity for several decades.
Appendix 8.2.4 - Page 1
8. CAPACITY TO DELIVER STANDARD
Appendix 8.3 Resource Renewal and Upgrading
Plans
Library
Library
Resources
The Seneca College Library and Computing Commons, which incorporates the
Library, the Learning Centre, Audio Visual Services, and the Computing
Commons, is vital to the success of our students. The acquisition of up-to-date
print and multi-media resources, supplemented by an extensive collection of
electronic books, electronic journals and electronic databases has been the focus
of our collection development policies. Electronic resources can be accessed on
site or remotely from home. The Virtual Library is always open 24x7 at our web
site: http://senecac.on.ca/library
Library Collections and Collections Budget
The Library has a unique plan for the acquisition and renewal of library print and
audio visual resources. The development of what is called “Collection Profiles”
is a five-year plan of collection renewal. Over the course of five years we develop
up-to-date, relevant, curriculum driven collections. The number of items collected
is proportionate to the number of students in the program and is based on library
standards. We are systematically working our way through the entire collection,
targeting subject areas coinciding with curriculum, reviewing the materials in these
areas in concert with faculty, and with faculty input, removing old material and
replacing and adding new material. The College has committed fiscally to this
initiative, now in its fourth year, by providing additional required funds
($400,000.00) to the Library annually to renew and grow the collections.
The College has also made a commitment to the Library to provide annual funding
for electronic resources through its Academic IT Plan fund.
Research by Subject
The library is committed to supporting Applied Degree Programs by ensuring that
registered students have adequate, relevant and current resources available to
them. We insure that they know how to find all relevant resources by providing a
starting point, a “Research by Subject” page on our website. This page directs
students to all our electronic resources, our book, periodical and AV catalogue,
and to valued and reviewed sites on the Internet. There is a Research by Subject
page for every program in the curriculum. The subject index is located at:
http://senecac.on.ca/library/Research_by_Subject/index.html
Appendix 8.3 - Page 1
Computers Computers – Research Access Stations for Students
and
Computer Seneca College makes available a large number of computers with access to the
Access
library’s resources for student use. The Newnham Campus Computing Commons
has over 280 open access student computers.
Seneca@York’s Computing Commons has over 300 student computers.
The Computing Commons at King Campus has 30 student computers and an
additional 80 computers are located in the King Campus Open Computing Lab.
Computer access is available to students in our newly opened Markham Campus
as well.
Seneca College Academic IT Plan
Seneca College introduced a College-wide Academic IT Plan in 1995. This plan
was based on the principle that all students should have access to computing and
information technology resources and the cost of these resources should not
become a barrier to a Seneca College education. As well, the College considered
that a high level of technological literacy should be a requirement of college
graduates. Accordingly, Seneca's plan supports use of information technology by
students in all programs as well as supporting resource requirement in programs
requiring a high level of computing.
In general, the College developed the following goals :
•
•
•
•
•
•
•
•
•
•
Provide consistent improvements in computing hardware (with annual
upgrades to follow according to a long-term plan)
Provide a generic hardware "platform" common to every laboratory
Ensure full familiarity with the Windows environment; easy learning
of new applications in that environment and up-to-date operating
systems
Provide site-licenses for industry-leading software
Use industry-leading software, with opportunities for students to learn
additional applications beyond those used in their programs
Provide centralized e-mail services enabling all students to communicate
within Seneca and around the world
Provide internet access in all labs
Use and develop Internet based learning resources
Provide increased technical support
Provide increased access from home
From these general goals, the College developed a set of strategies to ensure that
an entire range of support was made available. These areas include:
•
OPERATING SYSTEMS Upgrades
o Current Standard is Windows XP, but ranges because of program
Requirements (e.g. 2003, Linux, MAC OS 10 [Panther], etc.)
Appendix 8.3 - Page 2
•
INFRASTRUCTURE
o Backbone and lab upgrades
o 100mbps in all labs
•
FACULTY SUPPORT
o Project development
o Centre for New Technologies in Teaching and Learning
o Centre for Professional Development
•
DIAL-UP FACILITIES
o 250 dial-in lines
•
HARDWARE UPGRADES
•
ELECTRONIC CLASSROOMS
•
STUDENT HELPDESK & COMPUTING COMMONS
o Technical Support (in-person) at King, Newnham and
Seneca@York campuses
o Telephone, Web, E-mail support to all students
o Visit: http://StudentHelpdesk@senecac.on.ca
•
OPERATIONAL COSTS
o Equipment repairs and maintenance
o Internet costs
•
LIBRARY AND LEARNING CENTRES
o Electronic Resources
•
STRATEGIC INVESTMENTS
o Servers and special purpose Equipment
Start
2002/2003 2003/2004 2004/2005 2005/2006
7%
increase
1541
330
1472
Superbuild
Increase
1716
365
2252
7%
increase
1900
404
2493
Newnham
1392
2103
King
298
448
S@York & TEL
1330
2760
Markham
200
Satellite
406
449
482
534
591
Campuses
Totals
3426
3792
4815
5331
6102
Notes:
- Figures are based on the current IT Plan (2000-2005)
- All workstations are networked
- A 7% increase estimate was used for the years where fewer workstation
purchases are scheduled
Appendix 8.3 - Page 3
Classroom
Classroom Renewal and Upgrading
Seneca and York University received $46.99 million to create the new
Technology Enhanced Learning (TEL) Building. This project enabled Seneca
College and York University to create space for 4,000 additional students.
Technology Enhanced Learning (TEL) Building
The Technology Enhanced Learning (TEL) Building pairs the strengths of
York's theoretical teachings with Seneca's hands-on approach to applied
Education and is home to over 4000 Seneca and York students.
The government granted Seneca and York $46.99 million (the largest single
allocation provided to educational institutions) to build TEL, a facility that
provides opportunities for enhanced partnerships and the use of technology in
education. The TEL Building has all the networking ability people have come to
expect of modern educational institutions including the latest in wireless
network connections. Even the phone system is Internet-based. The ground
floor of the building is the home of the TEL Institute, a research and learning
centre, devoted to finding new ways of blending educational needs with the
technological advances of the 21st century.
Newnham SuperBuild Project
Originally planned as a $16.5 million expansion/renovation of a more than 30year-old campus, the Newnham SuperBuild Project has grown in scope. At an
estimated cost of $36 million, the project has now been completed and has
increased the capacity for the College to accept at least 2,000 additional
students at the Newnham Campus .
The Newnham SuperBuild project has made the campus a better
place to learn and to work. The $10.4 million provided by the provincial
government was used in conjunction with financing arranged by Seneca to
construct a new building, a new Library and Computing Commons, specialized
business education centres, and the revitalization of existing teaching and
learning space.
In order to accommodate more students, more space was required. This has
been accomplished through the construction of a new building, and the reconfiguration and reallocation of space in phases one and two and by using
space currently occupied by the Minkler Auditorium.
SuperBuild funding has created classrooms and labs that are wired and
designed with technology that is flexible and can easily meet the demands of
tomorrow. They are learner-focused and provide greater opportunities for
collaborative learning (computer-based projection systems, Internet hookups,
chat room discussions). The additional classrooms and labs will allow for the
anticipated growth expected in our existing programs, as well as new postdiploma programs that are being planned.
Appendix 8.3 - Page 4
These new teaching spaces help drive our stated goal of being a leader in
advanced applied education. The new building houses a showcase centre
for Financial Services as well as specialized business education training
centres. The Library and Computing Commons, based on the successful model
at Seneca@York, includes study rooms, a Learning Centre and a Computing
Commons with access to over 300 microcomputers. It boasts the strengths of a
traditional library combined with a computing facility in a totally wired
environment.
When not in the classroom or studying, students now have additional lounges
located throughout the campus, as well, a larger cafeteria space will be created
for an increased student population.
Appendix 8.3 - Page 5
8. CAPACITY TO DELIVER STANDARD
Appendix 8.4 Support Services
Seneca’s size and diversity means that students have an unparalleled selection of services and
resources to support them in their chosen field of study.
Support Service
Academic Advising
Brief Description of Service
Academic advisement is routinely provided by co-ordinators
and advisement staff in each school. In addition, the Learning
Commons provides both academic and technical services and
resources at each of the campuses. The academic support
includes one-on-one tutoring, skills development workshops,
computer help desks, and special needs services. The
information and technical resources include microcomputer
stations, e-mail access, books, magazines and periodicals,
audio-visual materials and equipment, online reference
service, and online access to research databases
Career Counselling
Career Services are responsive to student needs by providing
co-operative education opportunities, career and vocational
counselling, and job placement advice and resources
Personal Counselling
Personal, Academic and Vocational counseling is provided by
Counseling, Disability and Health Services. Personal
concerns, relationship and gender issues as well as support in
clarifying interests, aptitudes, needs and values as one makes
vocational and academic decisions are addressed by
professional counselors. Psycho educational and Vocational
Assessments are also provided.
Counseling and Special Needs Services available and how to
access these is articulated on page 22 of the 2007-2008
Seneca Full-time Calendar.
Placement/Career Services
Assistance is provided to students through classes,
workshops, special events, resources and individual
consultation. Student advisement includes clarification of
interests and skills, job search strategies, resume and
interview preparation. Students can access resources in the
Career Centre at each campus or on-line through the career
services website - http://careerservices.senecac.on.ca/
CareerLink - http://www.senecacareerlink.com/
is Seneca 's exclusive job posting web site, providing students
and recent grads access to on-campus, part-time, summer
and full-time job openings. See also 2007-2008 Full-time
Calendar p.22.
Appendix 8.4 - Page 1
Services for Students with
Disabilities
Students with disabilities are accommodated through a variety
of services and resources provided by the Counselling and
Disability Services Department at Seneca.
Tutoring
The Learning Centres provide tutoring to all Seneca
students. Faculty provide the academic leadership and
direction that have made the Learning Centres key resources
that enhance student success and retention. The Centres
offer both one-on-one and small group tutoring in English,
Math and specific subject areas. The Centres also offer
workshops and individual sessions in Time Management,
Study Skills and Oral Fluency. Although most tutors are from
Seneca, students from other post-secondary institutions
complement the academic support the Centres deliver.
The Seneca Learning Centres provide one on one and
small group tutoring for Applied Degree, Diploma and
Certificate programs. We assist students with their English,
Math, General Education and program specific
subjects. Students can analyze their learning styles, get
specific help in their specific field of study or other related
subjects, and learn how to get the most out of their Seneca
Applied Degree.
See also http://www.senecac.on.ca/tlc
Other(s):
Financial Aid services
Residence
Financial Aid services assist students to manage the financial
aspects of their education through government loans,
scholarships, bursaries and a work-study program.
In addition to the residences at the Newnham and King
Campuses that accommodate over 1,300 Seneca students,
there is an Internet-based off-campus housing registry to
assist students who are commuting to Seneca.
See 2007-2008 Full-time Calendar p. 24.
Student Government
Services
Students have the opportunity to develop leadership and
teambuilding skills by participating in the Seneca Student
Federation Inc. and the Seneca Student Athletics Association.
The athletic, social and cultural programming organized by the
student organizations provide students with a holistic
educational experience. The cultural diversity at Seneca
provides rich experiences for students to learn about many
different cultures and to develop awareness and tolerance of
differences.
Appendix 8.4 - Page 2
Student Life Services
The Student Life Centre at each campus provides a full range
of services and resources, including advocacy and
advisement, student insurance, legal aid clinic, student
success initiatives, etc.
University Transfer Office
Numerous opportunities exist for Seneca grads to transfer
credits to Canadian and international universities. The
services of the University Transfer Office include coordination
of the university transfer guide http://www.senecac.on.ca/fulltime/stuserv/tran-01.html
student advisement, and on-campus university fairs.
Health and Safety
Seneca has a comprehensive set of policies and procedures
to ensure the safety and security of its students and staff.
Given the size and complexity of the organization, the potential
for serious incidents is significant, but in reality there are few
incidents because of the proactive and highly effective manner
in which issues are addressed.
Child Care
Professional and dedicated staff provide high quality child care
to infants, toddlers, preschool and kindergarten aged children
of students and graduates. Child care Centres are located on
the Newnham and King Campuses.
See 2007-2008 Full-time Calendar p. 23.
Appendix 8.4 - Page 3
8. CAPACITY TO DELIVER STANDARD
Appendix 8.5 Policies on Faculty
A. Academic/professional credentials required of present and future faculty teaching
courses in the program
__________________________________________________________________________
Seneca College Recruitment, Selection and Hiring Policy
Policy approved by:
Date:
Updated:
Executive Committee and Board of Governors
May 26, 1999, Item 33 (1) BOG Minutes
February 6, 2002, approved May 14, 2003 – College Executive
Committee and May 28, 2003 by the Board of Governors
Seneca College's mission is to provide career-related education and training that enable our
students to succeed in the global economy. In order to achieve this objective, Seneca College's
Strategic Plan acknowledges that, "The ability of the College to respond to a diverse student
population and changing learner needs depends upon the capacity of its employees to continue
to learn and to adapt."
The College is committed to creating a quality and equitable work environment for all employees.
This includes establishing effective procedures for assessing appropriate candidates during the
recruitment, selection and hiring process.
Seneca College's recruitment, selection and hiring procedures are designed to attract, place
and promote the best-qualified candidates to complement the College's mission and vision
statements. The procedures shall ensure that consistent steps are taken to eliminate, redress
and prevent disadvantages in employment for under represented groups and establish a
workforce that is representative of the College's diverse community.
The full Recruitment, Selection and Hiring Policy and Procedures are available upon
request.
As required by MTCU (7.3.5 PEQAB Handbook April 2004, p. 21), faculty teaching in a degree
program must hold the appropriate academic qualifications and expertise, and where relevant,
have the required professional credentials and related work experience.
Furthermore, the minimum requirement of MTCU for faculty teaching in a degree program is at
least one degree higher than a baccalaureate in a field of study related or closely related to the
subject to be taught and at least 50% of the faculty hold the terminal academic credential in the
related field or in a closely related field/discipline. All exceptions must be (a) justified in writing,
(b) based on the absence of a related program credential in a university or other extraordinary
circumstances, and (c) approved by the President.
__________________________________________________________________________
Appendix 8.5 - Page 1
__________________________________________________________________________
B. Academic/professional credential required of faculty acting as research /clinical/
exhibition supervisors
Academic and professional as well as expertise and relevant work experience requirements for
faculty participating in research in the degree programs are the same as the requirements for
teaching in these programs. ( See A above)
__________________________________________________________________________
C. Requirement to have on file evidence supplied direct to the organization from the
granting agency of the highest academic credential and any required professional
credential claimed by faculty members
Seneca College Recruitment, Selection and Hiring Policy
Policy approved by: Executive Committee and Board of Governors
Date:
May 26, 1999, Item 33 (1) BOG Minutes
Updated:
February 6, 2002
May 14, 2003 – College Executive Committee; approved May 28,
2003 by the Board of Governors
Faculty hired to teach in Applied Degree Programs are required to provide an official transcript
of their academic and professional credentials directly to the College from the granting
University or Agency (including any Equivalency Assessments, if required) prior to any
confirmation of employment.
It is the consistent practice of the Employee Relations Department to require that a confirmed
copy of the academic and professional credentials of any faculty member being hired has been
received and is on file. The chair of the selection committee is required to sign a confirmation
that he/she has seen the original credential(s) and that the copies placed on file are exact
duplicates of those credentials.
__________________________________________________________________________
D. Regular review of faculty performance, including student evaluation of teaching and
supervision
Policy:
Faculty Performance Review Policy
Policy Approved by: Board of Governors
Date:
March 1992;
Revised:
September 1997, March 1998 and February 12, 2002
Approved by :
Board of Governors June 26, 2003
1.
Purpose of Faculty Performance Review
Performance Review provides explicit and systematic feedback on all relevant aspects
of performance. It supports and actively encourages the development of the individual
professor and his/her teaching. Performance Review enhances and ensures teaching
excellence, program quality and student success.
Appendix 8.5 - Page 2
2.
Components
Performance Review involves four components. Student feedback is an annual and
required component. Peer review and self-evaluation are optional elements but are
strongly encouraged to ensure that the review is based on multiple perspectives.
Performance evaluation is a required component and is conducted on a cyclical basis.
3.
Scope
Performance Review is not restricted to classroom teaching; it addresses the elements
in the Class Definition for Professor as stated in the Collective Agreement. These
include (a) design, revision and updating of subjects and programs; (b) teaching of
assigned subjects, and (c) academic leadership and ancillary responsibilities.
4.
The Performance Evaluation Cycle
In the probationary period, written Faculty Performance Evaluations are provided every
four months. After the probationary period, faculty are provided with Performance
Evaluation at least once every four years. (This is also reflected under the provisions of
the Academic Employees Collective Agreement, Sept. 1, 2003 to Aug. 31, 2005)
Process
There are two phases in Faculty Performance Review. The first consists of the collection of
data and comments from a variety of sources. This feedback is helpful to faculty as they
prepare their individual professional development plans each year. The second is the periodic
formal Performance Evaluation with the chair, based on the data presented and reviewed. The
table below identifies the elements of the Performance Review cycle. Responsibility for
performance review and for relevant professional development rests with both the professor and
the College.
Student Feedback – Required every academic year. Normally done in November.
Results go to professor and chair in January.
•
•
•
•
•
•
Normally the students in three classes taught by each professor are asked to provide their
feedback.
Most surveys are done in the fall semester; selected surveys are done in other semesters as
needed.
With consultation, the chair selects classes to be surveyed to include first, second and third
year students and to minimize survey fatigue.
The Seneca College Student Feedback Form is used to maximize validity and reliability.
The professor and the chair receive a computer-generated analysis of the students’
responses following completion of the semester.
To ensure anonymity, students’ written comments are keyed into a computer file before
forwarding to the professor and chair.
Self-Evaluation - Optional
• Four processes are recommended for this activity
Appendix 8.5 - Page 3
Peer Review - Optional
• The Alliances for Change process is recommended; further resources are available from the
Centre for Professional Development.
Performance Evaluation by the Chair – Required at least once every four years
• In addition to the formal evaluation cycle, the chair provides the professor with ongoing and
timely feedback related to student surveys, student concerns or any other matters relevant
to performance.
• At the beginning of the academic semester the chair notifies each professor to be evaluated.
• Performance evaluation begins with a meeting in which the professor and chair discuss the
context (previous evaluations and development plans), the current assignment and relevant
survey and other information.
• The process normally includes a classroom/lab visit by the chair or designate.
• At the second meeting, discussion focuses on the Faculty Performance Evaluation Form
and leads to the professor’s professional development plan.
• The chair forwards copies of the completed Faculty Performance Evaluation Form to the
professor and to the professor’s personnel file.
• In Applied Degree programs, the performance evaluation will include a review of faculty
participation in applied research where applicable
See Appendix 7.1.2 for Policy on Student Feedback and Appendix 7.1.3 for Student
Feedback Instruments
Definition of Professor (Source: Academic Employees Collective Agreement, September 1,
2003 to August 31, 2005, p. 117).
Under the direction of the senior academic officer of the College or Designate, a Professor is
responsible for providing academic leadership and for developing an effective learning
environment for students. This includes:
a) The design/revision/updating of courses, including:
- consulting with program and course directors and other
faculty members, advisory committees, accrediting
agencies, potential employers and students;
- defining course objectives and evaluating and validating
these objectives;
- specifying or approving learning approaches, necessary
resources, etc.;
- developing individualized instruction and multi-media
presentations where applicable;
- selecting or approving textbooks and learning materials.
b) The teaching of assigned courses, including:
- ensuring student awareness of course objectives,
approach and evaluation techniques;
- carrying out regularly scheduled instruction;
- tutoring and academic counselling of students;
- providing a learning environment which makes effective
use of available resources, work experience and field
trips;
- evaluating student progress/achievement and assuming
Appendix 8.5 - Page 4
responsibility for the overall assessment of the student’s
work within assigned courses.
c) The provision of academic leadership, including:
- providing guidance to Instructors relative to the
Instructors’ teaching assignments;
- participating in the work of curriculum and other consultative
committees as requested.
In addition, the Professor may, from time to time, be called upon to contribute to other areas
ancillary to the role of Professor, such as student recruitment and selection, time-tabling, facility
design, professional development, student employment, and control of supplies and
equipment.
* The Full Faculty Performance Review Policy including assessment options and forms are
available upon request
__________________________________________________________________________
E. Means for ensuring the currency of faculty knowledge in the field
AND
Professional development of faculty including the promotion of curricular and
instructional innovation as well as technological skills, where appropriate
(i) Professional Development
Policy:
Approved by:
Date:
Strategic Plan 2004-2009
Board of Governors
December 9, 2003
Seneca’s Strategic Plan 2004-2009 states as Goal #3:
At Seneca we will continue to demonstrate our valuing of and respect for employees by
adopting practices that support employee development and satisfaction. Seneca’s ability to
anticipate and respond to the changing learner needs of our diverse student body depends on
the capacity of our employees to learn and adapt and support each other in moving towards the
Seneca vision. To the extent that Seneca offers applied degrees, engages in applied research,
develops Centres of Excellence, and plans for growth, we create more opportunities for all
employees. That is, we increase their opportunity to work and learn in a culture that rewards
collaboration, innovation and risk-taking. And, to maximize their effectiveness, we will help them
to continuously upgrade their skills to meet changing learner needs.
The college provides significant institutional resources and support, such as the Centre for
Professional Development and the e-Learning Centres @ Seneca dedicated to enabling our
faculty to stay current in their fields and enhancing their teaching skills.
Seneca College formally began committing college resources for professional development for
faculty and staff in July of 1974 by establishing a funded professional development initiative
under the direction of Dr. Klaus Schwartzkopf and Dr. Doug Campbell. In subsequent years this
commitment has only increased as is evident in the current Strategic Plan (2004-2009), which
identifies the focus on Human Resources Development as one of three Strategic Directions for
the College.
Appendix 8.5 - Page 5
The Centre for Professional Development (CPD) is mandated to facilitate lifelong learning
and provide training and professional development to Seneca College's faculty, support and
administrative staff.
To fulfill its mandate, the Centre develops, designs and implements policies and programs
which contribute to our employees' individual growth, initial and ongoing training, development
and renewal. The Centre is responsible for developing training and development programs
which respond to educational objectives, the College's Strategic Plan and College priorities. The
Centre provides a broad range of educational programs, workshops and resources;
reference materials relevant to post-secondary education; equipment and expertise needed to
produce creative teaching materials; funding support to enable faculty and staff to participate in
professional development conferences and workshops, and opportunities for informal or
interest-focused discussions.
Through the Centre for Professional Development, the College provides a variety of services,
including confidential consultation by highly qualified academic staff in CPD, on a broad range
of academic issues such as: curriculum design and development (for both traditional and
electronic environments), teaching/learning strategies (e.g., problem based learning,
cooperative groups, enhancing critical thinking, experiential learning), authentic assessment of
learning outcomes, and technology enhanced learning. Several faculty in the e-Learning
Centres @ Seneca also assist faculty in integrating on-line curriculum delivery and learning
activities into their course development/delivery.
In collaboration with Brock University CPD has been offering a jointly developed B.Ed. in Adult
Education (ADED) program as well as M.Ed. courses on our main campus since 1993. As an
Adjunct Professor for Brock University, The Associate Director Research & Innovation acts as
advisor and thesis chair to many of the faculty who engage in graduate studies. In addition M.Ed.
courses are offered on the King Campus by Nipissing University.
Workshops and seminars related to a broad range of educational topics and computer skills
training are offered regularly. In the year 2003, there were:
• 412 faculty registrations in these workshops
• 81 admin staff registrations, and
• 455 support staff registrations
Ref. CPD Website for specific details regarding Professional Development Opportunities for
faculty, particularly “This Semester” and “Resources” http://www.senecac.on.ca/cpd
Professional Staff in the Centre for Professional Development (CPD)
The staff of CPD are well qualified to assist faculty on an individual basis or in groups/schools in
all areas related to andragogy.
Dominique Giguère, B.Sc., M.Ed., Ph.D. (Andragogy) in progress
Dominique is the Director, Centre for Professional Development and as such is responsible for
all the programming and services provided by CPD. She also provides ongoing consultation and
assistance to faculty and staff in the areas of program and personal development. She
coordinates the three courses for probationary faculty.
Recruitment for several staff positions is currently in progress.
Appendix 8.5 - Page 6
(ii) Financial support for ongoing faculty development is provided through the following:
a. The Centre for Professional Development provides funding support to enable faculty and
staff to attend and present workshops and conferences.
b. Professional Development (Sabbatical) Leave Program
Policy: OPSEU Agreement (Academic Employees. Local 560) Article 20 April 2004.
Each year 2% (approximately 14) of the faculty are granted a paid Professional Development
(Sabbatical) leave.
In 2003 45 faculty applied for the leave – 14 were granted
In 2004 47 faculty applied for the leave – 14 were granted
In 2005 34 faculty applied for the leave - 14 were granted
Frequently faculty requesting a PD Leave are seeking to continue their studies at the
undergraduate, graduate and post graduate level in their field or in education. Some seek
current work experience in the professional field.
In addition, the college grants unpaid Leaves of Absences – some of which are taken for the
purpose of upgrading education and/or experience.
c. Ten Days of Paid Professional Development Time each academic year
The college allows each teacher at least ten working days of professional development in each
academic year with at least 5 of these days consecutively.
Policy: Academic Employees Collective Agreement, Sept.1, 2003 to Aug. 31, 2005, Article
11.01 H 2 and H 3, p. 12
d. Tuition Assistance:
Policy:
Tuition Assistance
Approved by:
Board of Governors
Updated:
April 2004
All full time faculty and staff are eligible to receive Tuition Assistance in the amount of 50% of
tuition fees and 50% of the costs of required texts and instructional materials, reimbursed upon
successful completion of an evaluated and transcripted course taken from a fully recognized
educational institution.
e. Tuition Subsidy for Ministry approved programs or courses
Faculty and staff may take any Ministry approved programs or courses which the college offers
for a tuition fee of not more than $20.00 per course. (as per OPSEU Agreement - Academic
Faculty - 2003-2005 Article 12.)
f. Interest-free Payroll Deduction Plans
i. Tuition Payment
Appendix 8.5 - Page 7
Policy:
Approved by:
Date:
Interest Free Tuition Loan Plan
College Executive
October 2000
Faculty and staff are eligible for an interest free loan for payment of tuition, which is then
re-paid over the semester under a payroll deduction plan.
ii. Computer and Software Purchase Plan
Policy:
Approved by:
Date:
Employee Computer Purchase Assistance Plan
College Executive
December 1, 1993; revised June 15, 1995.
An interest free loan of up to the amount of $2,500.00 repayable through payroll deductions
over a period of up to 24 months (52 pay periods) is available to faculty and staff for the
purchase of computer hardware or software, which enables faculty to be current in the use of
technology in education.
g. Faculty Exchanges, secondments and International Programs and opportunities
•
•
•
•
•
Seneca has over 1,300 visa students supported actively by International Student
Development/Seneca International
CPD facilitates international exchange opportunities for faculty and staff.
Seneca faculty and students have participated in exchanges in China, Mexico and
Singapore
Contract Training programs have been delivered to clients from China, Cuba,
Czechoslovakia, El Salvador, Estonia, Hungary, Jamaica, Latvia, Malaysia, Mexico, Russia,
Singapore, Thailand and Korea
Seneca currently has active partnerships with institutions in Singapore, Thailand, China,
Taiwan, Chile and Mexico
Over the years a number of faculty have engaged in industry based secondments within the
Greater Toronto Area as well.
h. Promotion of curricular innovation and instructional innovation
•
our Designing Curriculum Using Instructional Technology (CTC) program developed by
Centre for Professional Development and launched in 1997, was one of the earliest Internet
based teacher training initiatives to help teachers learn how to develop academically sound
learning objects and courses for use in an electronic environment. The program won 2
excellence and innovation awards: the McGraw-Hill Ryerson Excellence in Innovation Award
- May 29, 1998, and The CONNY Award for exemplary approaches to Continuing Education
also awarded in May, 1998 by the Ontario Colleges’ Continuing Education Faculties
Committee.
•
In collaboration with Brock University our Centre for Professional Development has offered
since 1993 a jointly developed B.Ed. in Adult Education (ADED) program as well as M.Ed.
courses on our main campus (Newnham) since 1993. Since 2003, M.Ed. courses are also
offered at our King Campus through Nipissing University.
Appendix 8.5 - Page 8
The college has been innovative and a leader in post-secondary education in the
development of courses and programs for the electronic environment. There are currently
one hundred Seneca courses available on-line, with thousands of students enrolled annually.
Seneca is providing leadership in e-learning consortia such as Ontario Learn.
i. Promotion of technological skills
Within their 2 year probationary period newly hired faculty are expected to demonstrate the
learning outcomes of a 40 hour course on Technology Enhanced Learning.
The College’s e-Learning Strategic plan commits the College to develop and introduce an
annual training plan to assist faculty to facilitate technologically enhanced learning
THE SCOPE OF e-LEARNING
e-learning at Seneca involves three components:
1. technology-based learning resources that enhance teaching and
learning in the classroom, the laboratory and the Learning Commons;
2. web-based resources that faculty and students use for reference,
communication, collaboration and research; and
3. on-line learning, either as a course component (i.e., "blended learning") or
for an entire course.
The College makes classroom and web-based resources available to support all full and parttime courses. Faculties are developing on-line learning for selected courses, permitting the
professor and his/her students to work in a non-traditional environment instead of solely in the
classroom. e-learning is customized to reflect the nature and objectives of individual programs.
Customization of programs and courses also responds to the students’ backgrounds and
expectations and to faculty strengths.
Ref: e-Learning Strategic Plan https://college.senecac.on.ca/news/elearning
j. The Technology Enhanced Learning Institute
The Institute for Technology Enhanced Learning (TEL) is a unique partnership of York
University and Seneca College. The York and Seneca staff of the TEL Institute facilitate joint
projects of York and Seneca faculty teams to research, develop and help to implement a new
generation of technologies and applications that enable faculty and staff to create, teach and
learn in new and more effective ways. These teams explore non-traditional teaching methods
and broaden their scope to embrace technology enhanced instruction.
k. Applied Research - a professional development strategy
Policy:
Goal #3 Strategic Plan 2004-2009
Approved by: Board of Governors
Date:
December 9, 2003.
To the extent that Seneca offers applied degrees, engages in applied research, develops
Centres of Excellence, and plans for growth, we create more opportunities for all employees.
That is, we increase their opportunity to work and learn in a culture that rewards collaboration,
innovation and risk-taking. And, to maximize their effectiveness, we will help them to
continuously upgrade their skills to meet changing learner needs.
Appendix 8.5 - Page 9
Seneca demonstrated its strong commitment to facilitating faculty participation in applied
research by the establishment in January 2003 of the Office of Research & Innovation under the
director of an Associate Vice President Research and Innovation. Faculty are involved in
several ongoing research projects (e.g., Open Source Project, Banking and Financial Services
Project) and a number of proposals are currently being developed in response to funding
opportunities.
Seneca College was among the first of the colleges in Canada to receive funding for applied
research from Industry Canada under the Canada Foundation for Innovation (CFI) Fund.
Matching grants were provided by the Ontario Innovation Trust (OIT) Fund. Two 4 year projects
were funded in 1999: (Project #1739 Applications in Bioinformatics – The Research and
Development of Human Disease Markers for Diagnostic Assays and Project #1784 Interactive,
Internet-based secondary school teacher Training in Broad Based Technology Curricula).
Since the establishment of the Office of Research and Innovation in January 2003, a growing
number of research projects have been launched by faculty and applications for external
funding are increasing steadily.
Policy
Approved by:
Date:
Employee Initiated Research Fund
Senior Executive Committee
June 16, 2005
It is the policy of Seneca College to support research initiated by full time Seneca employees
from all employee groups (Support Staff, Administration and Faculty) that will enable them to
complete the research component of graduate studies, to conduct research for publication or
conference presentations, and/or to explore best practices.
1.
Purpose
•
2.
Consistent with the goals of Seneca’s Strategic Plan (2004-2009) the purpose of this
policy is to build organizational capacity, to contribute to its national status and to
support the applied degree programs by assisting current employees to achieve the
required degree program academic qualifications, to develop the skills needed to
conduct applied research, and to conduct, publish and present original research.
Commitment
•
The College is making a significant commitment of resources to develop
baccalaureate degree programs in applied studies and to foster applied research –
this includes developing an infrastructure and capacity for sustaining applied
research and attracting and developing highly qualified personnel who have the
knowledge and skills needed to conduct and foster worthwhile applied research.
3.
Funding Criteria
a)
The research conducted by the faculty or staff and supported with resources by the
College, must be consistent with the College's current strategic goals and directions and
must have the support of the chair/dean/director.
Appendix 8.5 - Page 10
b)
The amount of funding available will be determined through the budget planning
exercise each year but would normally provide an amount of up to $6,000 per semester
per approved candidate.
c)
Funding for all projects will be granted solely on the merits of the proposal and priority
will be given to applicants whose projects meet the funding criteria and who are not
currently and have not previously received any College funding for the identified
research project.
Support will be provided for participation in only one research project at a time which is
subject to renewal annually based on deliverables, for up to three years.
d)
The funding will support the research process in all its forms including, but not limited to,
release time, survey development, and data analysis.
e)
There will be a sharing of resources needed (i.e. faculty to contribute some of their time
and college to support some release time).
f)
The process for allocating funds must be transparent and fair.
g)
Researchers need to stay part of their current work team during the project and will NOT
be released totally from all responsibilities while they are conducting the research.
Release time is to be mutually agreed upon, (e.g., to do research on days when the
students are in the clinical area). Supervisors will make every effort to time table in a
manner that will facilitate the needs of the students and/or the department, as well as the
research needs of the applicant.
Written agreements will specify agreed upon release time, expectations of each party
and deliverables for the research.
h)
Research is not necessarily tied to an applied degree.
i)
Collaborative projects are welcome.
For collaborative projects involving external partners, a letter of understanding about
responsibilities, deliverables, and intellectual property rights must accompany application
for research funds.
j)
This Policy is meant to support both large and smaller research projects.
k)
The College's Intellectual Property policy will apply
l)
All research involving the College's name, resources, students or employees are subject
to review and approval by Seneca's Research Ethics Board.
ADMINISTRATIVE GUIDELINES
The Office of Research & Innovation will issue the call for proposals to the college community
as appropriate.
Appendix 8.5 - Page 11
The required application forms, progress reports and final reports must be submitted to the
Associate Vice President Research & Innovation.
The Research & Ethics Review Council will review all applications and make recommendations
to the Associate Vice President Research & Innovation based on the funding criteria identified
above.
Applicants and their immediate supervisor will be notified simultaneously of the outcome and
funding available for their proposals.
__________________________________________________________________________
F. Faculty teaching and supervision loads
Policy: Workload
Source: Academic Employees Collective Agreement, Sept. 1, 2003 to Aug. 31, 2005,
Class Definition - Professor, p.141 and Article 11, pp. 11-24
Class Definition of Professor (p. 117)
Under the direction of the senior academic officer of the College of designate, a Professor is
responsible for providing academic leadership and for developing an effective learning
environment for students. This includes:
a) The design/revision/updating of courses, including:
- consulting with program and course directors and other faculty members, advisory
committees, accrediting agencies, potential employers and students:
- defining course objectives and evaluating and validating these objectives:
- specifying or approving learning approaches, necessary resources, etc.;
- developing individualized instruction and multi-media presentations where applicable;
- selecting or approving textbooks and learning materials.
b) The teaching of assigned courses, including:
- ensuring student awareness of course objectives, approach and evaluation techniques;
- carrying out regularly scheduled instruction;
- tutoring and academic counseling of students;
- providing a learning environment which makes effective use of available resources, work
experiences and field trips;
- evaluating student progress/achievement and assuming responsibility for the overall
assessment of the student’s work within assigned courses.
c) The provision of academic leadership, including:
- providing guidance to Instructors relative to the Instructors’ teaching assignments;
- participating in the work of curriculum and other consultative committees as requested.
In addition, the Professor may, from time to time, be called upon to contribute to other areas
ancillary to the role of Professor, such as student recruitment and selection, time-tabling, facility
design, professional development, student employment and control of supplies and equipment.
Appendix 8.5 - Page 12
Workload – Article 11
Article 11.01 A (p. 11)
Each teacher shall have a workload that adheres to the provisions of this Article.
Article 11.01 B 1 (pp. 11-12)
Total workload assigned and attributed by the College to a teacher shall not exceed 44 hours in
any week for up to 36 weeks in which there are teaching contact hours for teachers in postsecondary programs and for up to 38 weeks in which there are teaching contact hours in the
case of teachers not in post-secondary programs.
The balance of the academic year shall be reserved for complementary functions and
professional development.
Workload factors to be considered are:
i)
teaching contact hours
ii)
attributed hours for preparation
iii)
attributed hours for evaluation and feedback
iv)
attributed hours for complementary functions
Article 11.01 D 2 (p. 13)
No more than four different course preparations of six different sections shall be assigned to a
teacher in a given week except by voluntary agreement which shall not be unreasonably
withheld.
Article 11.01 F (p.16)
Complementary functions appropriate to the professional role of the teacher may be assigned to
a teacher by the College. Hours for such functions shall be attributed on an hour for hour basis.
Article 11.01 I (p.16 )
Teaching contact hours for teachers in post-secondary programs shall not exceed 18 in any
week. Teaching contact hours for a teacher not in post-secondary programs shall not exceed
20 in any week.
Faculty assigned to teach in the degree programs have a reduced teaching workload of 12 TCH
per week on average, as compared to 18 TCH/wk for faculty teaching in non-degree programs
Under the terms of the Academic Employees collective Agreement, faculty do not supervise
any other faculty or staff but they do provide “guidance to Instructors/s relative to the Instructors’
teaching assignments” (Class Definition (c), p. 141)
___________________________________________________________________________
G. Faculty availability to students
Policy: Academic Employees Collective Agreement
Date: : September 1, 2003 to August 31, 2005
Article 11.01F (p.16) provides for 3 hours per week of complementary functions attributed for
“out-of class assistance to individual students”
Appendix 8.5 - Page 13
The Definition of Professor (Source: Academic Employees Collective Agreement, September 1,
2003 to August 31, 2005, p. 141) includes:
- ensuring student awareness of course objects, approach and evaluation techniques;
- carrying out regularly scheduled instruction;
- tutoring and academic counselling of students;
- providing a learning environment which makes effective use of available resources, work
experience and field trips;
- evaluating student progress/achievement and assuming responsibility for the overall
assessment of the student’s work within assigned courses.
Appendix 8.5 - Page 14
8. CAPACITY TO DELIVER STANDARD
Appendix 8.7 Enrolment Projections and Staffing Implications
Year
1
2
3
4
Semester
Cumulative
Enrolment
Full-time
Cumulative
Enrolment
Part-time
Cumulative
Full-time
Faculty
Equivalents
(F.T.E.)
Cumulative
Part-time
Faculty
Equivalents
(F.T.E.)
Ratio of
FT
Students
to FT
Faculty
Fall
35
0
1.5
0
23:1
Winter
30
0
1.5
0
20:1
Summer
0
0
0
0
0
Fall
63
0
3.0
0
21:1
Winter
57
0
3.0
0
19:1
Summer
0
0
0
0
0
Fall
88
0
4.4
0
20:1
Winter
81
0
4.4
0
18:1
Summer
24
0
1
0
24:1
Fall
111
0
5.9
0
19:1
Winter
104
0
5.9
0
18:1
Summer
24
0
1
0
24:1
Note: See worksheet for enrolment projections on next page
Appendix 8.7 - Page 1
Worksheet for Enrolment Projections:
Bachelor of Applied Arts (Therapeutic Recreation)
Enrolment Plan
Year 1
Year 2
Year 3
Year 4
Sem
F
W
S
Total
F
W
S
Total
F
W
S
Total
F
W
S
Total
1
35
0
0
35
35
0
0
35
35
0
0
35
35
0
0
35
2
0
30
0
30
0
30
0
30
0
30
0
30
0
30
0
30
3
0
0
0
0
28
0
0
28
28
0
0
28
28
0
0
28
4
0
0
0
0
0
27
0
27
0
27
0
27
0
27
0
27
5
0
0
0
0
0
0
0
0
25
0
0
25
25
0
0
25
6
0
0
0
0
0
0
0
0
0
24
0
24
0
24
0
24
Coop
0
0
0
0
0
0
0
0
0
0
24
24
0
0
24
24
7
0
0
0
0
0
0
0
0
0
0
0
0
23
0
0
23
8
0
0
0
0
0
0
0
0
0
0
0
0
0
23
0
23
35 30
0
65
63
57
0
120
88
81
24
193
111 104
24
239
Cumulative enrolment assumes the following attrition for the roll-through:
Semester
Attrition
1 to 2
14%
2 to 3
7%
3 to 4
4%
4 to 5
7%
5 to 6
4%
6 to 7
4%
7 to 8
0
Appendix 8.7 - Page 2
9. CREDENTIAL RECOGNITION STANDARD
Appendix 9.1 Program Design and Credential Recognition
Although degree programs in Therapeutic Recreation have been offered for many years in the
United States, the discipline is relatively new in Canada. Development of national standards
and credentialing for therapeutic recreation is still in progress in Canada, whereas the United
States has already accomplished these tasks. The internationally accepted credentialing body
for therapeutic recreation is the National Centre for Therapeutic Recreation Certification
(NCTRC), which is located in the U.S.A. There are more than 100 American colleges and
universities offering a form of therapeutic recreation as an undergraduate degree. Typically, the
accepted international credential for practice as a therapeutic recreationist is a Bachelor degree.
The proposed degree was designed using information from the following four Canadian and
international sources:
1.
2.
3.
4.
Employers of therapeutic recreationists,
Occupational groups that are allied to the scope of practice of therapeutic recreation,
The requirements for Canadian and international certification, and
Existing therapeutic recreation degrees/diplomas from Canada and other countries,
notably in the U.S.A.
1. Employers of Therapeutic Recreationists
In recent years it has become clear there is a need for advanced training for those who provide
activities to people who have diminished physical and/or psycho-social abilities. Traditionally,
these services have been supplied by adjuvants, activationists, activity directors, or
recreationists. Their workplaces have included long-term care centres, rehabilitation
departments in hospitals, dementia programs, stroke recovery centres, social agencies, and
parks and recreation programs. Originally these professions provided generic activities to fill in
the time for participants in various programs. But since the inception of these programs the
severity and complexity of problems that clients face has increased. Along with this, a deeper
understanding of the therapeutic potential of activities has evolved. Many employers are now
demanding that activities be specifically tailored to individual clients and be designed to achieve
set physical or psychosocial outcomes. These new professional demands exceed the range of
the traditional activity professions, and students, faculty, employers, and clients have become
frustrated with the limitations of traditional training.
In response to this need, faculty from the Seneca College Social Service Worker-Gerontology
program met with employers, students, and clients to develop an in-depth understanding of the
extensive and complex services that are needed. It was found that the most appropriate
education for professionals who use activities to achieve therapeutic outcomes is a Bachelor
degree in Therapeutic Recreation.
There are two types of therapeutic recreation education. In the first type, therapeutic recreation
is treated as a sub-category of traditional recreation and leisure studies, and the emphasis is on
providing people who have diminished physical abilities with opportunities to participate through
modified (or adapted) activities. Conversations with employers who have hired graduates from
this type of therapeutic recreation program revealed that graduates have knowledge gaps in the
areas of physical and psychosocial care. This was particularly evident in health care settings
and social service agencies. This first type of therapeutic recreation education is better suited
Appendix 9.1 - Page 1
to traditional parks and recreation programs than health care or social services. The main
additional subject areas that need to be addressed are anatomy, physiology, disease,
counseling, dementia, case management, business management, death and dying.
The second (and newer) type of therapeutic recreation has been developed to meet the
demands of outcomes-based health care and social services. It is not treated as a sub-category
of traditional recreation and leisure services but as a major discipline. Although this newer type
of therapeutic recreation program is offered by some universities in the U.S.A, few, if any, are
offered by Canada institutions.
The proposed BAA in Therapeutic Recreation was developed to meet the specific needs of the
health care and social service industries, while also allowing the graduates of the program to
enter the more traditional recreation and leisure service areas.
2. Occupational Groups that are Closely Allied to the Scope of Practice of Therapeutic
Recreation
To this point, many academic programs that deal with one or more of the physical or psychosocial aspects of human life have been taught in isolation from one another. This approach has
a tendency to develop professionals who treat distinct areas of an individual without due regard
to connections to the other physical and psychosocial aspects of a person's life. The proposed
program in Therapeutic Recreation focuses on the ‘whole’ person. Graduates are taught to
work within the context of interdisciplinary teams, which reflects contemporary practice in the
field. University programs in the following areas share subject matter with therapeutic
recreation, and were used in constructing the proposed degree:
§
§
§
§
§
§
recreation and leisure services
nursing
gerontology
social work
occupational therapy
physiotherapy
§
§
§
§
§
§
counseling
kinesiology
physiology
community development
business management
fine arts and crafts
Professionals from the above disciplines were consulted formally and informally about the
development of the proposed curriculum. Several of these professionals have become members
of the advisory committee for the proposed program.
3. The Requirements for Canadian and International Certification
There is currently no nationally accepted certification program for therapeutic recreation in
Canada. Several of the provinces have developed their own certification programs, which have
various degrees of acceptance by other health professional bodies (depending on the province).
In a survey of job postings, it was found that provincial certification in therapeutic recreation is
mentioned most frequently in postings from British Columbia.
Therapeutic Recreation Ontario (TRO) has recently (in 2005) developed a set of standards of
practice and is beginning a registration process. The Canadian Therapeutic Recreation
Association (CTRA) does not have a certification process but accepts the certifications of its
provincial member organizations (for provinces that have certification in place).
The only certification process accepted in all of the Canadian provinces (and internationally) is
that given by the NCTRC. The NCTRC requires a minimum of a Bachelor degree in Therapeutic
Appendix 9.1 - Page 2
Recreation as the basic academic entry point for the certification process. The proposed
Seneca degree has been modeled in accordance with the requirements for NCTRC certification.
When Seneca College contacted the NCTRC for feedback on the proposed curriculum, the
NCTRC responded that they do not review programs in advance, but will review the graduates
from the program when they apply for certification.
4. Existing Therapeutic Recreation Academic Programs from Canada and the United
States
Some Canadian Colleges (Georgian in Ontario, Douglas in B.C.) and Universities (Brock,
Waterloo, Dalhousie) offer programs that include therapeutic recreation as an area of
specialization. The curriculum of these programs was reviewed in April, 2005 to assist in
developing the proposed program. The proposed degree does not duplicate any currently
existing Canadian programs. It is a unique program that adds much new content and
reinterprets traditional content areas found in existing Canadian programs.
In addition, therapeutic recreation programs and allied programs from the following American
colleges and universities were reviewed in preparing the proposed degree:
•
•
•
•
•
•
•
•
•
•
City University of New York, Gerontological Studies
University of Wisconsin-La Crosse, Therapeutic Recreation
Adelphi University, Department of Human Performance Science
Arizona State University, Exercise and Wellness
Lincoln University, Wellness
Ball State University, Wellness Management
University of Pittsburgh, Department of Physical Health and Recreation Education
Graceland University, Wellness
University of Iowa, Department of Rehabilitation Therapies
University of Hawke's Bay, New Zealand, Therapeutic Recreation
Articulation Agreements
Seneca College currently has 117 University Transfer Arrangements (both formal and informal)
with 36 Universities from across Ontario, Canada, the United States, and internationally.
Currently Seneca is the only Ontario College with a dedicated University Transfer Office
(located in Student Services) acting as a central resource of college and system wide
information, and offering advisement and assistance for current and prospective students
wishing to examine further education pathways. Please see the transfer guide online at:
http://www.senecac.on.ca/fulltime/stuserv/tran-01.html
Currently, there are 18 articulation agreements with programs in Seneca’s Faculty of Applied
Arts and Health Sciences. These include:
•
•
•
•
•
•
Algoma University College
Athabasca University, Alberta
Carleton University
King’s University at UWO
Nipissing University
Ryerson University
Appendix 9.1 - Page 3
•
•
•
•
Tyndale Unversity
University of Victoria
University of Windsor
York University
Career Progression and Life-Long Learning
The importance of life-long learning for career advancement and professional designation
maintenance will be stressed in this undergraduate degree. As the students progress towards
graduation, the competitive workplace will be highlighted, career development discussed and
many alternative educational delivery tools will be used throughout to demonstrate the myriad
of on-going learning opportunities for the students. Graduates will be prepared to take
responsibility for their continued professional development so important for advancement and
on-going success in their careers.
Graduate Study
The proposed program will offer even more opportunities to graduates, as the program learning
outcomes reflect a breadth of knowledge and skills. The balance of theoretical, laboratory and
practical experience provides a number of opportunities, including additional postsecondary
education (full-time or part-time, undergraduate, or graduate studies), and professional
development courses and seminars.
A statement on access to advanced studies at provincially assisted Ontario Universities has
been approved by the Council of Ontario Universities (COU). An excerpt from the statement
posted on the COU website (www.cou.on.ca) is shown below:
“Applicants to provincially assisted universities in Ontario are considered
for admission on an individual basis in a process whereby the appropriate
range of academic and other relevant evidence is weighed.
Each applicant is considered on his or her own merits, according to standards set by
each institution, program by program.”
Letters of support from the following universities are included at the end of this section:
•
•
•
•
•
University of Buffalo
University of New Brunswick
D’Youville College
Dalhousie University
University of Toledo
EndNotes
1. " Therapeutic Recreation: Profession at a Crossroads". By Marty Thomas and Lisa Ostiguy
Journal Of Leisurability, Vol. 25, #2, Spring 1998.
Appendix 9.1 - Page 4
9. CREDENTIAL RECOGNITION STANDARD
Appendix 9.1 Program Design and Credential Recognition
University Letters of Support
Appendix 9.1 - Page 5
Appendix 9.1 - Page 6
Appendix 9.1 - Page 7
Appendix 9.1 - Page 8
Appendix 9.1 - Page 9
Appendix 9.1 - Page 10
Appendix 9.1 - Page 11
10. REGULATION AND ACCREDITATION STANDARD
Appendix 10.1.1 Current Regulatory or Licensing Requirements
Not applicable to this proposed program.
Appendix 10.1.1 - Page 1
10. REGULATION AND ACCREDITATION STANDARD
Appendix 10.1.2
Letters of Support from Regulatory / Licensing Bodies
Not applicable to this proposed program.
Appendix 10.1.2 - Page 1
11. PROGRAM EVALUATION STANDARD
Appendix 11.1 Periodic Review Policy and Schedule
Policy:
Approved:
Program Review Policy and Procedures
Revised and approved by the Senior Executive Committee, October 20, 2004
Board of Governors, November 24, 2004
POLICY STATEMENT
Subject to availability of resources, all academic programs will be reviewed formally at least
once every 7 to 10 years or more frequently if indicated in the ongoing formative review process.
The comprehensiveness of program review for certificate, diploma and degree programs may
vary to be aligned with relevant standards (such as, the Post Secondary Education Quality
Assessment Board (PEQAB) requirements for applied degree programs and provincial
standards for diploma programs).
Where an appropriate external accreditation or program recognition process is available, this
may be used in lieu of the College's program review process.
ADMINISTRATIVE GUIDELINES
The review will consist of self-assessment overseen by an internal review team that includes at
least one external member as appropriate. The review will consist of both quantitative and
qualitative data collected from all stakeholders, including the program advisory committee.
In addition and as appropriate (e.g., for degree programs), the program review process will
include an external review panel (i.e., peers external to the college and free of conflict of
interest) and site visit.
To facilitate ongoing formal monitoring of program performance (formative review), Institutional
Research staff will regularly provide to the chair and dean, program specific and college based
data. If areas of concern arise in the ongoing formative review, corrective action or more formal
review procedures will be initiated as appropriate, and before the normal 7 years to 10 years are
up.
The review team will ensure that the review achieves the purpose and intent of the College’s
Quality Assurance policies.
The review team is responsible for preparing a final report of the findings, including
recommendations and timelines for implementation.
The VP Academic will present regular reports of program review results to the Academic
Planning and Student Affairs sub-committee of the Board of Governors (BOG).
The VP Academic in collaboration with the faculty and staff of the program assessed, will be
responsible to make the final decisions and resource allocations (along with implementation
timelines) in developing action plans as appropriate to respond to the recommendations made
by the Review Team.
Appendix 11.1 - Page 1
The program chair is responsible for providing to the dean, the VP Academic, and the
advisory committee regular reports on the progress of the implementation of the approved local
operational/action plan(s)
Members of the review team will receive orientation/training in the Quality Assurance process to
be provided collaboratively with the Centre for Professional Development (CPD), Institutional
Research (IR), and the Office of Research & Innovation (ORI) as required.
Throughout the review process, centralized support, and guidance will be provided to the review
team through CPD, IR and ORI.
The program review team will report regularly on their progress to their faculty and staff, to the
appropriate chair(s), and to the program advisory committee.
PROCEDURES
The program review process will include the following 3 Tier process of ongoing formative
assessment and intervention as appropriate:
Tier 1 – Early Identification System – this includes ongoing and at least annually,
reports on performance indicators (primarily quantitative data) provided by the staff of
Institutional Research to the program chair
Tier 2 – Probing of indicators identified at Tier 1 - this includes:
i)
exploration of factors influencing the drop in performance indicators
ii)
examination of both quantitative and qualitative data as appropriate
iii)
appropriate and timely response to address the issue(s) identified
Tier 3 - Full Program Review:
i) Program Review Teams
a)
Every academic program will establish a review team(s) responsible for
overseeing the program review and writing the final report of their findings and
recommendations.
b)
The membership and committee size will vary according to program nature,
needs, locations and delivery modes.
c)
The review team will ensure that the review achieves the purpose and intent of
the College’s Quality Assurance policies.
Appendix 11.1 - Page 2
Academic Program Review Procedures
(Approved by the Senior Executive, October 20, 2004)
1.
DEFINITIONS
Program Review
Regular review and evaluation of academic programs to evaluate the quality of the
curriculum and learning experience against established MTCU program and quality
assurance standards, and make recommendations for future program modifications.
2.
Scope
Subject to availability of resources, each program will normally be reviewed fully and
formally every 7 to 10 years as outlined below.
The comprehensiveness of program review for certificate, diploma and degree programs
may vary to be consistent with relevant standards (such as, the Post Secondary
Education Quality Assessment Board (PEQAB) requirements for applied degree
programs and diploma program standards).
3.
PROCESS
The program review process will include ongoing formative assessment and intervention
as appropriate and as described in the 3 Tier process below (see Chart 1, on page 8 of
Appendix 11.1).
Tier 1 – Early Identification System – this includes:
i)
ongoing and at least annually, reports on performance indicators (primarily
quantitative data) provided by the staff of Institutional Research to the program
chair
ii)
if the performance indicators remain above or at acceptable levels, no further
action is taken until the next Tier 1 review
iii)
any performance indicators that drop below acceptable ranges will be flagged by
the chair and the review process will be moved to Tier 2 or Tier 3 review as
appropriate
iv)
the chair will report a summary of the findings of the Tier 1 review to the dean and
faculty (each Fall)
Tier 2 – Probing of indicators identified at Tier 1 - this includes:
i)
exploration of factors influencing the drop in performance indicators
ii) examination of both quantitative and qualitative data as appropriate
iii) appropriate and timely response to address the issue(s) identified
Appendix 11.1 - Page 3
iv) if the performance indicators in subsequent Tier 1 reviews remain at or above
acceptable levels, no further action is required
v) the chair will report a summary of the findings of the Tier 2 review to the dean and
faculty (each Fall)
vi) if the program appears sustainable and it is deemed appropriate by the chair and
dean in collaboration with faculty, the review process may be moved immediately
to a Tier 3 full program review (i.e., not wait until the normal 7 year review)
Tier 3 - Full Program Review:
i) Program Review Teams
a)
Every academic program will establish a review team(s) responsible for
overseeing the program review and writing the final report of their findings
and recommendations.
b)
The membership and committee size will vary according to program
nature, needs, locations and delivery modes.
c)
The review team will ensure that the review achieves the purpose and
intent of the College’s Quality Assurance policies.
d)
Internal Review Team for Program Self-Assessment
The internal review team will typically include:
§ the School's chair or designate
§ one or two professors from the program under review
§ one professor from the School of English and Liberal Studies
§ at least one member external to the program or the college as appropriate
• (e.g., a professor or chair from another school or a relevant expert
from outside the college who has no conflict of interest)
§ one graduated student ,if feasible
§ one representative of Professional Development (CPD), Institutional
Research (IR), and the Office of Research & Innovation (ORI) if feasible
• one member of the team will be chosen to be the team leader
In addition, a Learning Resources Subcommittee will review and assess the
quality of program specific learning resources available through the Library and
Learning Commons and provide feedback to the Internal Review Committee:
Membership consists of:
•
•
e)
One faculty librarian from the Library and Learning Commons
One professor who is a member of the internal review team
All members of the review team will receive training in the Quality Assurance
process to be provided collaboratively with the Centre for Professional
Development (CPD), Institutional Research (IR), and the Office of Research &
Innovation (ORI).
Appendix 11.1 - Page 4
f)
Throughout the review process, centralized support, guidance collection tools will
be provided to the review team through CPD, IR and ORI.
The program review team will report regularly on their progress to their
faculty and staff, to the appropriate chair(s), and to the program advisory
committee.
g)
h)
The program review team will establish a communication plan and ensure that all
stakeholders, including the program advisory committee are informed on an
ongoing basis
i)
External Review Team
In addition and as appropriate (e.g., for degree programs) the program review
process will include an external review panel consisting of at least
• 3 external academic peers with relevant expertise and free of any conflict
of interest. Academic peers may be peers from similar programs outside
the College or representatives from relevant accrediting associations and
related industries.
The external review will include a site visit.
j)
ii)
Where an appropriate external accreditation or program recognition process is
available, this may be used in lieu of the College's program review process.
Data Collection
The Data Collection Template/Worksheet (Appendix A) lists the Elements and Key
Questions to be addressed by the data collected. The program review will include, but will
not be limited to the following sources of data collected by the review team:
Note:
Appendix A
is available
upon
request.
a)
comments and recommendations from faculty teaching in the program,
from relevant staff, and from advisory committee members
b)
annual performance indicators
c)
focus group sessions, interviews or other means as identified by the
review team to ensure effective input from students and graduates.
d)
consultations with library services staff and others as appropriate
e)
as appropriate:
• comments solicited from employers in addition to input from the
program advisory committee
• professional organizations
• partners such as universities or colleges participating in collaborative
programs with Seneca
• and/or other groups or individuals able to provide perspective and
valued advice on program reputation and direction
Appendix 11.1 - Page 5
iii)
f)
data collected using tools to be provided by Institutional Research and the
Office of Research & Innovation
g)
with the written approval of the students involved, blinded samples of
student work that are representative of the various levels of quality of
student work. For summative courses, these samples are particularly
important.
Program Review Report
The Project Team is responsible for authoring the final public report. The report will
include
•
Title Page – including:
o the name of the program and school
o the names of review team
o identification of external review panel member(s) if appropriate
o the date of the report
•
An Executive Summary - one to two pages, providing an overview of the
program's key strengths and areas for improvement
•
Responses to Key Questions - this is the main body of the report and includes:
o the main body of the report should be a summary of the findings related to
the Key Questions
o Appendix A is a template is to be completed and attached to the report
o perspectives of employers, partners, graduates, students, faculty and staff
•
The Program Profile - each element identified in Appendix A rated according to
strengths and areas for improvement as follows:
A - significant strength
B - strength
C - needs some improvement
D - needs significant improvement
N/A – not applicable
•
Recommended Action Plan – summarizes:
§ 5-10 specific recommended actions ordered by priority
§ supporting narrative (if required)
§ proposed timelines for implementation of the recommendations
§ budget implications
•
Appendices: - available upon request
§ Appendix A – Completed Data Collection Template/Worksheet
§ Appendix B – Samples of additional survey tools used
§ Appendix C – Supporting data
§ Appendix D – Other material as appropriate
Appendix 11.1 - Page 6
i)
The Program Review team shall present to the chair/dean and VP Academic (within
a reasonable time as negotiated with the program chair), the final written Program
Review Report (described above). This may include a verbal presentation.
ii)
The VP Academic will present the review team’s public report to the Academic
Planning and Student Affairs sub-committee of the Board of Governors (BOG).
iv)
Follow-up to the review and the report
i)
The Vice President Academic (in collaboration with the faculty and administrative
and support staff of the program assessed), will make the decisions and resource
allocations (along with implementation timelines) in developing local
operational/action plans to respond to the recommendations made by the review
team.
ii)
The program chair is responsible for providing to the dean and the VP Academic,
regular reports on the progress of the implementation of the approved local
operational/action plan(s)
iii)
Suggested Timeframe – (may be adapted as appropriate to the specific program)
a)
September to May – focus is building a portfolio of relevant data
using data and tools provided and collected centrally through
Institutional Research
b)
January to May – Review Team is formed and trained
c)
May-June (8 weeks) – Review Team reviews the cumulative data,
completes Appendix A (web based so that the team can work on this
collaboratively), assesses the findings and make recommendations.
Some reassignment of May-June/July-Aug vacations may need to be
negotiated to free faculty for participation in the review team
d)
September – presentation of the report to the VP Academic and BOG
Appendix 11.1 - Page 7
Chart # 1
Program Review Flowchart
Start
Has it been 7 years
since the last formal
review (Tier 3)?
No
No
Yes
Tier 1 Review
(Annual)
Tier 3 Review
(Every 7 years or
more frequently as
required)
Obtain Performance
Indicators Report
from IR
Assemble program
review team
Receive training and
support from CPD, IR
and ORI
Have performance
indicators passed
acceptable range ?
No
Yes
No
Tier 2 Review
Collect data - refer to
Data Collection/
Template Worksheet
Evaluate issues
Submit Program
Review Report to
Chair/Dean & VPA
Address issues
Yes
Submit Summary
Report to Dean &
Faculty
Can issues be
Immediately
addressed?
Has program been
terminated ?
Implement
Recommendation Plan
Follow up on
Recommendation Plan
Yes
End
Appendix 11.1 - Page 8
12. ACADEMIC FREEDOM AND INTEGRITY STAN DARD
Appendix 12.1.1 Academic Freedom Policy
Policy:
Approved:
Policy on Academic Freedom
Board of Governors, March 30, 2005
POLICY STATEMENT
Seneca College is committed to providing a learning, teaching and service environment that
nurtures mutual respect, diversity and inclusiveness for all.
The College recognizes the right of faculty and staff to carry out their teaching/learning
activities; to pursue research and publish the results within areas of one's expertise, and to
criticize policies and actions of the College and society at large within the parameters
established by the Colleges of Applied Arts and Technology Act (2002), College policies, ethical
guidelines and human rights legislation.
Academic freedom incorporates the evaluation, development, and delivery of teaching and
learning materials that are consistent with approved learning outcomes and curricula.
Seneca College recognizes that faculty and staff are free to examine, question, and express
their views on scholarly issues. Academic freedom carries with it the duty to use that freedom in
a manner consistent with the scholarly obligation to base research on an honest search for
knowledge while adhering to college policies, ethical guidelines and the law. The rights and
responsibilities included in this policy include the right to express, distribute or publish one's
views, free from censorship or reprisal, except where the exercise of such rights contravene the
Canadian Charter of Rights and Freedoms.
ADMINISTRATIVE GUIDELINES
All members of the Seneca community are individually accountable for compliance with this
policy.
Appendix 12.1.1 - Page 1
12. ACADEMIC FREEDOM AND INTEGRITY STANDARD
Appendix 12.1.2 Academic Honesty Policy
Policy:
Source:
Cheating and Plagiarism
Academic Policy 2006-2007, 9-9.3, pp 7-8, and Appendix E pp 15-16.
POLICY STATEMENT
To continue to graduate high quality students and to sustain our reputation as a leading
institution, Seneca must have the highest standards of academic honesty. Academic honesty
means that all Seneca College persons will conduct themselves in an honest and trustworthy
manner in all aspects of their academic career. Cheating and Plagiarism are offences that will
not be tolerated by the College.
9.1 Cheating
Cheating is a form of academic dishonesty that involves using deception or dishonest methods
to complete any form of evaluation. For specific examples of activities viewed as cheating see
Appendix E in Academic Policy (see excerpt on next page).
9.2 Plagiarism
Plagiarism is another form of cheating: intellectual theft. Plagiarism is using someone else? s
work (words, images, ideas, phrases, signatures, or computations) and presenting it as one? s
own, instead of properly documenting every source. For specific examples of plagiarism see
Appendix E (see excerpt on next page).
To support Academic Honesty at Seneca College, all work submitted by students may be
reviewed for authenticity and originality utilizing software tools and third party services, such as
Turnitin.com.
In submitting their own work to a third party service, students consent to their submissions
undergoing such review and being retained in a database for comparison with other work
submitted by students. The terms that apply to the College? s use of such services can be found
under 'Turnitin.Com at Seneca College - Overview & Guidelines for Use' located on the Learning
Commons website at http://library.senecacollege.ca/Academic_Honesty/index.html
9.3 Penalties
The penalty for a first offence of cheating or plagiarism is a grade of "0" on the work in which the
offence occurred, and will result in a comment being placed on the transcript by the Academic
Honesty Committee.
The penalty for the second offence of cheating or plagiarism is an "F" in the course where the
offence occurred, a second comment on the transcript and suspension from the College for a
time period determined by the Academic Honesty Committee, normally for a minimum of three
(3) semesters. When a student returns to the College, he/she will be placed on Academic
Honesty Probation. Any further violation of the Academic Honesty policy will result in College
initiated mandatory withdrawal for academic purposes.
Appendix 12.1.2 - Page 1
The student has the right to appeal the decision of the Academic Honesty Committee,
consistent with Academic Policy. Evidence will be kept on file.
The procedure for dealing with both Cheating and Plagiarism is found in Appendix E.
It is every student’s responsibility to familiarize him/herself with the proper procedure for
avoiding cheating and plagiarism through the various resources beyond the Academic Policy
such as the Student Handbook, and the Learning Commons website at
http://library.senecacollege.ca/Academic_Honesty/index.html. Students may seek assistance
from Student Services in understanding the policy and procedures for Academic Honesty.
Appendix E (extracted from 2006/2007 Academic Policy)
Cheating can be further defined as, but not limited to:
1. Taking a test or examination for another student, or having a student take a test or
examination for you.
2. Giving students answers to exam questions during the exam or while leaving the
examination room, or telling other students in a later sitting, of the questions that appear
on the exam.
3. Possessing unauthorized material or electronic devices during a test or exam.
4. Knowingly helping another student to commit an act of cheating by letting him/her view
your answers, by lending your work, or by working together on a project not specifically
deemed a group effort. All students involved will receive the same penalties under the
Academic Honesty policy.
5. Obtaining an exam or test, in whole or in part, in advance of its administration, without
the permission of the professor.
6. Changing grades or answers on an assignment for the purpose of regrading.
7. Forging a signature or altering an assessment or report.
8. Deliberately damaging an academic work of another student.
9. Submitting course work from another course, even if the student was the original author,
without the prior permission of the professor.
Plagiarism can be further defined as, but not limited to:
1. Submitting as your own any material done, in whole or in part, by someone else.
2. Submitting any work copied, in whole or in part, from another source, such as the
Internet, journal articles or textbooks, without reference to the original author or source.
3. Allowing your essay, report, assignment or computer files to be copied by another
student.
4. Allowing another student to do your laboratory or field work for you.
5. Submitting as your own, in whole or in part, any work that is currently or has been
previously graded in another course, without the prior permission of the professor.
6. Submitting work with misleading references that do not reflect the sources you actually
used.
7. In group work, failing to take responsibility to ensure all members of the group avoid
plagiarism.
Appendix 12.1.2 - Page 2
Cheating/Plagiarism
Each School/Faculty will maintain a standing Academic Honesty Committee which will hear all
allegations of Cheating and Plagiarism.
When cheating or plagiarism is suspected, the professor/coordinator will meet with the student
or students. If it is concluded that no occurrence of cheating or plagiarism took place, no further
action is required and no record is kept. If the professor is not satisfied with the student's(s')
explanation, the professor/coordinator will record the incident, with evidence attached, on an
"Academic Honesty Report". The student will also have the opportunity to record his or her
version of the incident. For this purpose, students may choose to use the "Student Response to
the Academic Honesty Report". Both forms are available on the website of the Office of the
Registrar under Academic Policy, at http://www.senecac.on.ca/home/academic_policy/index.html.
Completed forms will be forwarded to the chair of the Academic Honesty Committee, who will
convene a meeting of the Committee to review the circumstances of the incident. The Academic
Honesty Committee will provide its decision in writing to the student, with copies to the professor,
Program Co-ordinator/Student Advisor and to the student's(s') file(s). In order to track the number of
offences, the offence will be recorded as a comment on the student's academic record.
Cheating in Tests/Examinations
If a student is observed by one or more invigilators to be attempting to copy from another
student, the invigilator will take the student aside, and inform the student that he/she cannot be
permitted to continue writing the exam. The incomplete exam is then kept by the invigilator, who
escorts the student from the room, once he/she has signed out. An "Academic Honesty Report"
outlining the offence, and a "Student Response to the Academic Honesty Report", outlining the
student’s account of the incident, should he/she choose to complete it, is forwarded to the
Academic Honesty Committee.
If a student is observed by one or more invigilators to be in possession of materials not listed as
permissible aids, then an invigilator will take the student aside, explain what has been observed,
and request to see the materials. If there is any suspicion in the invigilator's mind that these
materials are not permissible, or if the student refuses to allow the invigilator to examine the
materials, then the student will be told that these materials are not in conformance with the
permissible aids established for that examination.
The invigilator will then inform the student that he/she cannot be permitted to continue writing
the exam. The evidence of alleged cheating and the student's incomplete exam are then kept by
the invigilator who escorts the student from the room, once he/she has signed out.
An "Academic Honesty Report" will then be completed and the process outlined above will be
followed. The "Student Response to the Academic Honesty Report" may also be completed.
Note: Both forms are available at http://senecac.on.ca/home/academic_policy/index.html
Appendix 12.1.2 - Page 3
12. ACADEMIC FREEDOM AND INTEGRITY STANDARD
Appendix 12.1.3 Academic Honesty Procedure
The College’s policy related to cheating and plagiarism, as well as procedures and penalties, are
included in the Academic Policies handbook which all faculty and students receive at the beginning
of the academic year. Guidelines for Academic Honesty Committees were approved at Academic
Council in May 2004. The guidelines are printed on the back of the Academic Honesty Report (at
http://senecac.on.ca/home/academic_policy/) and are included below.
Policy:
Approved:
Guidelines for Academic Honesty Committees
Academic Council, May 17, 2004
Mandate
The role of the Academic Honesty Committee is to hear and make decisions on allegations of
cheating and plagiarism, and to ensure documentation of each offence is kept (including letters
and appropriate transcript comments).
Membership
Each School/Faculty will maintain a roster of committee members who can be called upon to
serve for a specific hearing. One member is selected to act as the Chair of the Committee. The
Chair is responsible for receiving the documents, organizing the meetings, and doing the followup documentation (including letters to the student and appropriate transcript comments).
Procedures
(revised from Seneca Academic Policy Appendix E)
For definitions of cheating and plagiarism see Seneca's online Academic Policy (Appendix E)
at: http://www.senecac.on.ca/home/academic_policy/appe.html
When cheating or plagiarism is suspected, the professor (or designate) will communicate with
the student(s). If it is concluded that no occurrence of cheating or plagiarism took place, no
further action is required and no record is kept.
If it is concluded that a violation of academic policy has occurred, the professor (or designate)
will document the incident on an "Academic Honesty Report". It is recommended that the
student be given an opportunity to respond to the allegations. The professor (or designate) may
elect to fill out the "Student Response to the Academic Honesty Report" based on the student's
input. This report includes:
•
•
•
•
space for a description of the incident in the student's own words,
a signature area where the student can confirm that they have had an opportunity to give
their account of the incident (if applicable)
a signature area where the student can acknowledge violating academic policy (if
applicable)
a description of college penalties for first, second and third offences
The report is then forwarded to the Academic Honesty Committee, along with all supporting
documentation (see documentation checklist below). The Academic Honesty Committee will
determine in each case whether it is necessary to hear from the faculty/invigilator and/or the student
Appendix 12.1.3 - Page 1
(in some cases a determination may be made from the documentation alone). The Chair will
convene a meeting of the Academic Honesty Committee to review the circumstances of the incident.
Documentation Checklist
q
q
q
q
q
q
q
Academic Honesty Report (and Supplement to the Academic Honesty Report when used)
Copy of the work submitted
Copy of the assignment description or test paper
Copy of unauthorized aids (if applicable)
Copy of (or links to) materials used without proper references (if applicable)
Copy of Student Honesty Declaration (if applicable)
Copy of student transcript
Note: The members of the Academic Honesty Committee selected to review an alleged instance
of cheating and plagiarism should not have had any direct involvement in the incident.
The Academic Honesty Committee will provide its decision in writing to the student, with copies
to the Professor, Program Co-ordinator/Student Advisor, and to the student's file. In order to
track the number of offences, the offence will be recorded as a comment on the student's
transcript (see canned comment codes and descriptions below). Minutes and notes from the
meetings should be collected and stored in a central location. Faculties/Schools may wish to
establish an email distribution list (or designate a person) to handle questions and issues
relating to cheating and plagiarism.
Canned Comments (as of August 2004)
CODE
#440
COMMENTS TO APPEAR ON TRANSCRIPT
STUDENT HAS RECEIVED ADVISEMENT
REGARDING ACADEMIC POLICY.
#441
VIOLATION OF ACADEMIC POLICY,
SECTION 9, CHEATING AND PLAGIARISM.
#442
VIOLATION OF ACADEMIC POLICY,
SECTION 9, CHEATING AND PLAGIARISM,
RESULTING IN SUSPENSION FROM THE
COLLEGE UNTIL (INSERT ONE OF SEPT;
JAN; OR MAY, FOLLOWED BY THE
APPROPRIATE YEAR, I.E. 2005). MUST
SEE A COORDINATOR/STUDENT ADVISOR
FOR REINSTATEMENT.
APPLICATION
The penalty for a first offence of cheating or
plagiarism is a grade of "0" on the work.
Based on the facts, the Academic Honesty
Committee will determine whether comment
#440 or comment #441 will be added to the
student's transcript.
The penalty for a first offence of cheating or
plagiarism is a grade of "0" on the work.
Based on the facts, the Academic Honesty
Committee will determine whether comment
#440 or comment #441 will be added to the
student's transcript.
The penalty for committing a second offence
of cheating and plagiarism is a grade of "F" in
the subject and a minimum suspension period
of three (3) semesters. Comment #422 follows
comment #440 or #441 on the student’s
transcript.
Appendix 12.1.3 - Page 2
#443
STUDENT HAS BEEN PLACED ON
ACADEMIC HONESTY PROBATION.
#525
COLLEGE INITIATED MANDATORY
WITHDRAWAL FOR ACADEMIC REASONS.
Follows comment #442, when the student
returns to the college after suspension for a
second cheating or plagiarism offence. Note
that any further violation of the Academic
Honesty policy (i.e. a third offence) will result in
a #525 comment, which states “College Initiated
Mandatory Withdrawal for Academic Reasons.
To be used for academic reasons, including
cheating. The comment requires Dean
approval.
Appendix 12.1.3 - Page 3
12. ACADEMIC FREEDOM AND INTEGRITY STANDARD
Appendix 12.2 Policy on Intellectual Products
Policy:
Approved:
Intellectual Property Policy
Academic Council, April 7, 2003
College Executive Committe, April 18, 2003
Board of Governors, November 26, 2003
POLICY STATEMENT
1.
Purpose
The purpose of this Intellectual Property Policy is to outline the College's position on the
creation and development of works within the College system, and the ownership of
intellectual property rights in those works. Specific relationships will be clearly identified
in any detailed agreements and supplementary documents that are developed within this
policy framework.
2.
Commitment
One of the primary goals of the College is to encourage, promote and foster innovation
and discovery, in all fields of endeavour in which the College is engaged, by its
employees, associates and students. In situations where it is the College’s position that
it is the owner of the intellectual property rights in a work that is worthy of commercial
exploitation, the College will promote a revenue sharing relationship with the creator or
creators of that work.
3.
Definitions
(i)
Copyright
Copyright means the right to copy. In Canada, all original creative works are protected
by copyright. Only the copyright owner has the right to decide when and how the work is
copied. Under Canada's Copyright Act, the person who owns the copyright is most often
the creator of the work. If the work is created in the course of employment, the employer
holds the copyright. Copyright protection is automatic upon the creation of a work, and
applies whether or not a copyright statement appears on the material. In general
copyright expires 50 years after the death of the author.
For the purposes of this policy, copyright means, in relation to a work, the sole right to
produce or reproduce the work or any substantial part of the work in any material form,
including without limitation, in electronic form and to communicate electronic copies of
the work.
(ii) Intellectual Property
For the purposes of this policy, intellectual property includes all of the interests and
rights to all Canadian and foreign registered, pending and common law, trade names
Appendix 12.2 - Page 1
and trade marks; all Canadian and foreign issued patents and pending applications
therefore; all Canadian and foreign copyrights, whether or not registered; rights of
publicity; franchises and all technology rights and licences, 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 or in conjunction or in partnership with the
College, and any
improvements, updates, enhancements or modifications related to any of the foregoing.
(iii) Licensing Agreements
Licensing Agreements relate to written agreements between the College and third
parties, in which the College grants the third parties the right to use materials proprietary
to the College (or proprietary to others, and in which the College has licensing rights)
upon terms and conditions set out in the written agreements.
(iv) Moral Rights
Whether or not the College owns the intellectual property rights of a work, and in
particular the copyright therein (pursuant to the Copyright Act, 1985), it will take steps to
respect the moral rights of the authors or creators of the work. Specifically, it is
understood that the author or creator has the right to request, where reasonable in the
circumstances, 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 author or creator’s moral right to the integrity of the work is infringed only if the work
is distorted, modified or mutilated, or used in association with a product service, cause or
institution, to the prejudice of the author or creator’s honour or reputation.
Moral rights may be waived in whole or in part, but they cannot be transferred to others.
(v)
Product Licences
Product licences relate to licensing agreements between suppliers of proprietary
products and materials, and the College, in which the College is granted the right to use
those proprietary products and materials upon the terms and conditions set out in the
product licences.
4.
Employee Work
(a)
In the absence of any written agreement to the contrary between the College and
an employee, the College shall be the owner of all intellectual property rights in a
work created by the employee in the course of employment with the College.
(b)
In determining whether a work has been created by an employee in the course of
employment, the College may have regard to the following factors (which are not
exhaustive):
Appendix 12.2 - Page 2
(c)
(i)
whether the employee created the work during prescribed working hours
at the College;
(ii)
whether the employee created the work on College premises, or
using College resources and property to do so;
(iii)
whether the College has remunerated or compensated the employee
for the work
Where the College owns the intellectual property rights in a work, either by
agreement with its author or creator, or pursuant to paragraphs 3(a) and 3(b),
the creator or author, as the case may be, shall have a non-exclusive right to
use the work, provided the creator or author exploits the work only in the
course of employment with the College, where the creator or author is an
employee, and only in the course of contractual relationship with the College,
where the creator or author is an associate of the College and not an
employee.
(d)
Where an employee creates a work outside the course of employment
with the College, without using the College’s resources in doing so, the
employee shall be the owner of the intellectual property rights in the work.
(e)
Where an employee creates a work during the leave year of a prepaid leave
program, without using the College's resources in doing so, the work shall belong
to the employee unless otherwise agreed by the parties.
(f)
Where an employee wishes to use College resources to create a work outside
the course of employment, the employee shall first be required to
inform the College of the creation of the work, so that a mutually satisfactory
written agreement covering, among other things, ownership, use and revenue
sharing, can be negotiated before the work is developed. In the absence of such
a written agreement, the College shall own the intellectual property rights in the
work created.
(g)
Every application by an employee for a professional development leave shall
contain a full description of the proposed professional development activity. It
is the College’s intention to encourage employees to create works of
innovation and discovery. Accordingly the application for professional
development leave shall also contain a statement, signed by the employee
and their supervisor, which sets out how any net profit from revenue generated
by the commercial exploitation of such professional development activity, shall
be shared between the College and the employee.
Where a professional development leave is approved, the College shall own
the intellectual property rights in any work created and for which work the
leave was granted.
Any application or request for a professional development leave shall be
accompanied with, or contain, a statement in the following form:
Appendix 12.2 - Page 3
"In compliance with the College Intellectual Property policy, the College shall be
the sole owner of the intellectual property in any work described in this document
and created by the applicant. If the work is exploited and generates revenue, the
applicant and the College shall share the net profit on revenue generated as
follows: (insert agreed-upon formula)”
5.
Non-Employee Work
Any agreement between the College and a person who is not an employee of the
College, to develop or create a work, shall be in writing and be executed by the
parties. The agreement shall provide that the College shall be the owner of the
intellectual property in any work developed or created by the person. This policy may
be adapted by written contract between the parties.
6.
Joint Initiatives with Outside Parties
Where the College enters into an agreement with a person or persons, that provides
for or contemplates the development of a work in which intellectual property subsists,
the parties will ensure that a written agreement sets out their respective rights in the
intellectual property in the work, and any terms relating to the sharing of risk and
revenue from the exploitation of the work.
7. Licensing Arrangements
(a) Product Licenses
Where the College acquires a licence to use a supplier’s product, ownership of the
intellectual property in the product being licensed shall be determined according to the
provisions of the licence. Where the licence does not contain any provisions relating to
intellectual property ownership, it shall be presumed that the supplier is the owner
thereof. Any variations to the licence shall be made in writing.
(b) Licensing Agreements
Where the College enters into a licence agreement with a third party to permit that third
party to use materials or property developed or acquired by the College, the licence
agreement shall be in a form approved by the Associate Vice President Research &
Innovation and a copy shall be deposited with the Office of Research & Innovation.
8.
Student Work
Students shall be the owners of the intellectual property rights in works they create,
except in the following situations:
(a)
where the College pays the students for the works they create, in which case the
College shall own the intellectual property rights therein;
(b)
where the students use College resources and facilities to create the works,
outside of their course requirements, in which case the students shall be required
to obtain the College’s consent to the use of its resources and facilities. It shall
be a condition to the giving of such consent, that the College and the students
enter into an agreement for
Appendix 12.2 - Page 4
the creation of the works, which agreement shall provide for, among other
things, the ownership of any intellectual property rights in the works to be
created, the exploitation of the works by the students and the College, and the
sharing of any revenue by the students and the College from such exploitation.
9.
Classroom Recordings
Permission to make audio or video recordings of academic related activities for
educational purposes should be sought from the appropriate professor(s) and students
as a matter of courtesy before making such recordings, and permission shall not be
unreasonably withheld. Such recordings shall only be used for defined educational
purpose(s) pursuant to the Freedom of Information and the Protection of Privacy Act, or
where required to accommodate persons pursuant to the Ontario Human Rights Code. If
the College wishes to use such recordings for any other purpose, it will obtain written
consent from all persons who are seen or heard in the recording.
The College shall own the content of the intellectual property recorded on audio or video
tapes/discs developed or created in classroom activities by College employees, except
material obtained for approved research projects that are part of a program of academic
studies.
The College acknowledges and respects the performing rights of all performers and
participants in classroom activities, and agrees to obtain their consent to the recording of
their performances and activities. The College will use such audio and video recordings
solely for educational purposes.
10.
Research Materials
A person wishing to gather research materials other than those specified in section 9,
must first obtain the prior approval of the College. Where the person
has obtained the College’s approval, that person shall be the owner of any
intellectual property rights in the research materials. Otherwise, the College shall be
the owner of the intellectual property rights.
11.
Copyright Notice
Where the College is the owner of copyright in any works created pursuant to this policy,
or otherwise, it shall place the following copyright notice in a conspicuous place in the
works:
© [year of publication] Seneca College of Applied Arts and Technology
Notwithstanding the above, consistent with the provisions of the Copyright Act (1985),
the College shall remain the owner of the copyright in all works created in the course of
employment with the College pursuant to this policy, or otherwise, whether or not the
work is marked with the copyright notice as described above.
Appendix 12.2 - Page 5
12.
Employee-Owned Work
The adoption and inclusion of employee-owned works in College course materials will be
made only with the prior approval of the appropriate College administrator in accordance
with the College Conflict of Interest Policy.
13.
Commercialization of Intellectual Property
Where the College owns intellectual property rights in a work which it wishes to
commercialize, it may consult with the creator(s) on the best means for
commercialization.
The author or creator of a work in which the College owns the intellectual property rights
may, with the College’s prior approval, pursue opportunities to exploit the work, and
negotiate with third parties on behalf of the College. The College shall always be a party
to any agreement resulting there from. The agreement may provide that the author or
creator of the exploited work is entitled to share in the revenues contemplated under the
agreement, upon the terms set out therein.
14.
The Office of Research & Innovation
The Office of Research & Innovation is established to assist staff to deal effectively and
efficiently with intellectual property issues and to ensure that there is consistency in the
manner in which such issues are approached, and decisions resulting there from are
made. To maximize the benefits to the College from the creation of works in which
intellectual property rights may subsist, the Office of Research & Innovation will also
serve as a resource centre for intellectual property precedents, including license
agreements, technology development agreements, and revenue sharing agreements.
The College shall ensure that a copy of any agreements to which it is a party shall be
deposited with the Office of Research & Innovation.
15.
Use of Seneca name on Created Works
The College has the right to be recognized or acknowledged in, or in association with,
any work created in the course of employment/studies, by a Seneca employee, student,
or person with whom the College is otherwise dealing, or to be disassociated from the
work, and for work not created in the course of employment/studies as mutually agreed
upon.
Appendix 12.2 - Page 6
12. ACADEMIC FREEDOM AND INTEGRITY STANDARD
Appendix 12.3 Policy on Ethical Research Practices
Policy:
Approved:
Ethical Conduct for Research involving Human Subjects
Board of Governors, March 30, 2005
Context
Consistent with the Mission of Seneca College, research conducted by the College is primarily
applied research (Strategic Plan 2004-2009).
Seneca College has a responsibility to safeguard the rights and well-being of students, faculty
and staff, and other members of the Seneca community and ensure that research projects
associated with the College adhere to accepted ethical, legal and integrity standards, consistent
with the Tri-Council Guidelines.
The College assumes responsibility for professional development opportunities specifically
related to ethical conduct for research involving human subjects for all Seneca faculty and staff.
The primary responsibility for ensuring that the rights and interests of all human subjects
involved in research are respected rests with the individuals involved in these research activities.
Seneca faculty and staff and all other persons conducting research associated with the College
are responsible for the integrity of their work and upholding the principles and responsibilities as
stated in the Tri-Council Policy Statement: Ethical Conduct for Research Involving
Humans http://www.pre.ethics.gc.ca/english/pdf/TCPS%20June2003_E.pdf
Definition
Research involving human subjects in this context refers to research conducted within the
Seneca College community or associated with Seneca College, where human beings participate
in research studies, or where databases of information about them will be used as part of a
research study. Data collection that is part of the core mandate and normal operations of the
college is normally not considered to be research studies.
Underlying Principles
The College is committed to ensuring that the rights of all participants in research involving
individuals associated with Seneca College are safeguarded. In general, this includes but is not
limited to employees, students, parents/guardians of minors, alumni and clients etc.
This includes, but is not limited to, the following rights:
Respect for Human Dignity – is the cardinal principle of research ethics. This includes
protection of the “multiple and interdependent interest of the person” (Tri-Council Policy
Statement, p. 1.5), protecting their integrity and safeguarding them from physical,
psychological or cultural harm .
Appendix 12.3 - Page 1
Respect for Free and Informed Consent. This includes a clear disclosure of the nature of
the research study, its potential impact on the participant, voluntary participation, and the
right to withdraw from participation or refrain from answering any question(s) that are
deemed by the participant to be intrusive, without explanation or penalty.
Respect for Vulnerable Persons. This refers to a high ethical obligation towards vulnerable
persons, (such as children and persons who are developmentally challenged) that is, those
whose capacity to make informed decisions is diminished makes them vulnerable. This may
require special procedures to protect these individuals’ interests.
Respect for Privacy and Confidentiality. This includes the protection of access to, control
of and dissemination of personal information. It means that participants are assured of
confidentiality, anonymity and/or non-identifiability, unless they consent to disclosure in an
informed, written authorization.
Respect of Justice and Inclusiveness. This means the ethics review process has fair
methods, standards and procedures for reviewing research proposals, and that “no segment
of the population should be unfairly burdened with the harms of research” (Tri-Council Policy
p. 1.5)
Balancing Harms and Benefits. This means that the “foreseeable harms should not
outweigh anticipated benefits” (Tri-Council Policy, p. 1.6)
Minimizing Harm. This involves the duty to avoid, prevent or minimize harm to research
subjects. Participants should not be subjected to unnecessary risks of harm.
Maximizing Benefit. This involved maximizing the benefit to the study participants and
others or society. It includes providing access to the findings of the research.
Policies
1. Any individual(s) wishing to conduct research within the context of, or associated with,
Seneca College is required to submit to the Office of Research and Innovation, the fully
completed Application for Ethics Review form.
2. All applications for approval to conduct research involving human subjects must be reviewed
by the Research Ethics Board (REB) whose membership consists of:
• minimum of 5 members per REB, 2 of whom have broad expertise in research, at least
one knowledgeable in ethics and at least one external member and none of whom are
administrators
• selected for their expertise in the research process and in ethics
• some members of the Research and Ethics Review Committee (RERC) and others as
needed, based on expertise needed
3. The Research Ethics Board will review the research application to ensure that all of the rights
of human subjects identified above have been fully safeguarded.
4. No research activities are to begin until the applicant receives written approval from the
Research Ethics Board.
Appendix 12.3 - Page 2
5. The applicant will be notified (normally within 2 weeks) of any issues that need to be
addressed, deny or grant approval to proceed.
6. The decision of the REB may be appealed by the principal investigator(s) through the
standing Research Ethics Appeals Committee (REAPC), whose membership consists of:
• minimum of 5 members who are NOT members of the REB; 2 of whom have broad
expertise in research, at least one knowledgeable in ethics, and at least one external
member and none of whom are administrators
• selected for their expertise in the research process and in ethics
• some members of the RERC and others as needed, based on expertise needed
7. The principal investigator is responsible for notifying the REB immediately if any major
changes in the research methodology and procedures are anticipated and explanation of how
the rights of human subjects will be safeguarded. The research many not continue until
approval to do so is again granted by the REB.
8. Where the research is supported financially from external sources (e.g., CIF, OIT, Tri-Council
granting agencies), the principal investigator is responsible for the approved use of these funds
and for meeting all the reporting requirements of the granting agency.
Note: the College is not engaged in any research involving animals.
Appendix 12.3 - Page 3
Policy:
Approved:
Integrity in Research & Scholarship
Board of Governors, March 30, 2005
It is the responsibility of Seneca College to ensure that all scholarly and research activities
associated with the College adhere to accepted ethical, legal and integrity standards.
All individuals conducting research associated with Seneca College are responsible for
upholding the following principles as stated in the Tri-Council Policy statement (August 8, 2004).
a. recognizing the substantive contributions of collaborators and students; using
unpublished work of other researchers and scholars only with permission and
with due acknowledgement; and using archival material in accordance with the
rules of the archival source;
b. obtaining the permission of the author before using new information, concepts or
data originally obtained through access to confidential manuscripts or
applications for funds for research or training that may have been seen as a
result of processes such as peer review;
c. using scholarly and scientific rigour and integrity in obtaining, recording and
analysing data, and in reporting and publishing results;
d. ensuring that authorship of published work includes all those who have materially
contributed to, and share responsibility for, the contents of the publication, and
only those people; and
e. revealing to sponsors, universities, colleges, funding agencies, any material
conflict of interest, financial or other, that might influence their decisions on
whether the individual should be asked to review manuscripts or applications,
test products or be permitted to undertake work sponsored from outside sources.
Administrative Guidelines
The primary responsibility for ensuring the integrity of scholarly and research work rests with the
individuals involved in these activities. Seneca faculty and staff and all other persons conducting
research associated with the College are responsible for the integrity of their work and
upholding the principles and responsibilities as stated in the Tri-Council Policy Statement:
Integrity in Research and Scholarship. The College will provide and/or promote professional
development opportunities specifically related to integrity in scholarly and research work for
Seneca faculty and staff.
Allegations of failure to demonstrate integrity in research and scholarly work will be
investigated by the Associate Vice President Research & Innovation in consultation with
an academic integrity investigation committee.
Appendix 12.3 - Page 4
13. STUDENT PROTECTION STANDARD
Appendix 13.1 Academic Calendar Information
View the Seneca College Calendar book included at the end of the binder, or online at:
http://senecac.on.ca/fulltime/
Mission Statement:
Strategic Plan 2004-2009– pg 2
Student Handbook – pg 3
Goals: Strategic Plan 2004-2009 – pg 4
2007/2008 Academic Calendar is accessible on
college Web site: http://senecac.on.ca/fulltime
Full-time Calendar – pg 28
Information
The organization’s mission and goal
A history of the organization and its
governance and academic structure
A general description (e.g. purpose,
outcomes, length) of each degree program
Financial Services Management – pg 31
http://senecac.on.ca/cfs/
Flight Program – pg 33
http://aviation.senecac.on.ca/
Integrated Environmental Site Remediation – pg 38
http://www.senecac.on.ca/cbe/iesr/
Software Development – pg 42
http://cs.senecac.on.ca/bsd
International Accounting and Finance – pg 40
http://www.senecac.on.ca/fulltime/IAF.html
Human Resources Strategies & Technology–pg 35
http://www.senecac.on.ca/fulltime/HST.html
Informatics and Security – pg 37
http://cs.senecac.on.ca/ifs
Municipal and Corporate Administration – pg 41
publication on website in progress
Control Systems Technology – pg 29
publication on website in progress
If the organization does not currently offer
degree programs, a general description
(e.g. purpose, outcomes, length) of each
diploma program
The academic credentials of faculty and
senior administrators (Dean and above)
Not applicable
Academic Credential of the Board of Governors in
2007-2008 Full-time Calendar, page 329.
Academic credential of all Seneca faculty and
administrators are documented and on file with
Seneca’s Employee Relations Department.
Qualifications of faculty teaching in the degree
programs (and the academic chairs) is listed in
2007-2008 Full-time Calendar on pp 329-336.
Subjects descriptions are listed in alphabetical
order on pp 213-324 of the 2007-2008 Full-Time
Calendar.
Individual descriptions of all subjects in
these programs, and their credit value.
Appendix 13.1 - Page 1
13. STUDENT PROTECTION STANDARD
Appendix 13.2.1 Dispute Resolution
Source: Academic Policy 2006-2007 12.1, p. 9 and Appendix C, p. 13
A student enrolled in a Seneca College program may appeal any final grade in a subject or any
decision by the College, following the recommendation of a Promotion Committee, with respect
to the student's academic standing, continuation or status in a program, School, Faculty or the
College.
It is the policy of the College that a student who invokes this appeal process will be given a fair
hearing.
•
Informal Appeal
It is best for both students and the College to resolve differences of opinion quickly and
informally. Therefore, a student who is dissatisfied with his/her final grade(s), program
status or College status, should discuss the matter with the faculty member(s) who
recommended the grade(s) and/or his/her faculty advisor, program coordinator or Chair
as soon as possible to see if a mutually satisfactory solution can be reached.
•
Formal Appeal
If the student has been unable to resolve the matter under appeal to his/her satisfaction
through the informal appeal process, he/she may file a formal appeal with the College.
Assistance may be sought from Counselling or from the Student Services Office. The
procedure for appeals is found in Appendix C.
•
Procedure for Making Formal Academic Appeals (Academic Policy: Appendix C
12.2, 12.3, 12.4 )
This procedure is to be followed when making a formal academic appeal and should be
used only if you have been unable to resolve the problem informally. If you have not yet
discussed the matter with your Professor, faculty advisor, program coordinator, or Chair,
please do this first.
At all stages of the formal appeal procedure, you have the right to address the
Committee to present your reasons for making the appeal. You should be prepared to
address the contents of your letter of appeal as well as any other information you believe
is relevant. The Chair of the Appeal Committee will also call the faculty member(s) who
recommended the grade(s) under appeal where applicable, and anyone else with
information relevant to the appeal.
First Level Appeal
1. Complete a First Level Academic Appeal Request Form and submit it to the Chair of
your School or Dean of your Faculty. Under "Details of the Request For Academic
Appeal" include the nature of your appeal, the reasons formaking the appeal, and
any factors which you believe would be helpful in considering your appeal. You may,
if you wish, contact Counselling/Disability Services or the Student Services Office for
assistance. In accordance with the Freedom of Information and Protection of Privacy
Act, you must fill out the section of the Form authorizing the use of your academic
records and any relevant documentation, assignments, tests or examinations. Your
records and other documents to be referenced in the appeal will be distributed to the
Appendix 13.2.1 - Page 1
Appeal Committee members, the faculty member(s) who assigned the grade, and to
yourself.
You must attach an appeal fee of $25.00 in cash or a receipt from the Cash Office.
This fee is a non-refundable administrative fee and covers all matters under appeal.
2. You must submit the First Level Academic Appeal Request Form within one month
after final grades are made available.
3. Your appeal will be considered as soon as possible by a committee made up of the
Chair/Dean, or designate, and three faculty members who were not involved in the
original decision. At least one member of the Committee will be from another school.
You will be notified of the date, time, and place of the meeting and invited to confirm
your participation at the meeting. Please notify the Chair of the Appeal Committee if
you intend to address the Committee.
The Chair of the Committee will ask the faculty member(s) who recommended the
grade(s) under appeal to participate in the meeting. As well, the chair may ask
anyone else with information or expertise relevant to the appeal, to participate in the
meeting. You may, if you wish, have one person present, who will attend as an
observer only. The same opportunity is extended to the faculty member(s) who
assigned the grade(s).
4. The First Level Appeal Committee will issue a written decision with reasons within
two weeks of the appeal meeting. You have the option of discussing the decision
with the Chair of the Committee within a period of one week following the
communication of the decision.
Second Level Appeal
1. Normally, second level appeals are based on new information that has not been
considered by the first level appeal committee. If you decide to move forward to a
second level appeal, complete a Second Level Academic Appeal Request Form and
submit it to the Vice President, Academic, along with a copy of your First Level
Academic Appeal Request Form and a copy of the letter with the decision, which you
received from the Appeal Committee Chair. You may, if you wish, contact
Counselling/Disability Services or the Student Services Office for assistance. You
should be prepared to discuss the written reasons given by the First Level Appeal
Committee. In accordance with the Freedom of Information and Protection of Privacy
Act, you must fill out the section of the form authorizing the use of your academic
record and any relevant documentation, assignments, tests or examinations. Your
records and other documents to be referenced in the appeal will be distributed to the
Appeal Committee members, the faculty member(s) who assigned the grade(s), and
to yourself.
2. The Second Level Appeal Request Form must be submitted within one month after
you have received the decision of the First Level Appeal Committee.
3. You must attach an additional $25.00 fee or receipt from the Cash Office. Again, this
fee is non-refundable.
Appendix 13.2.1 - Page 2
4. Your appeal will be considered by a Committee made up of the Vice-President or
designate and three faculty members selected from a roster from other
Schools/Departments, none of whom was involved in the Promotion Committee or
first level appeal decision.
You will be notified of the date, time and place of this meeting. Please advise the
Committee Chair if you intend to address the group. The Committee Chair will ask
the faculty member(s) who recommended the grade(s) under appeal as applicable to
participate in the meeting. As well, the Chair may ask anyone else with information
relevant to the appeal to participate in the meeting.
5. The decision of the Second Level Appeals Committee will be final and will be
communicated to you in writing, with reasons, within two weeks of the meeting.
Appendix 13.2.1 - Page 3
13. STUDENT PROTECTION STANDARD
Appendix 13.2.2 Fees and Charges
Source: Tuition Fee Policy, Academic Policy 2006-2007, 3.1-3.2, p.3; Tuition Schedule,
Academic Calendar 2007-2008, pp. 11-14.
Fees must be paid according to the schedule set by the Registrar’s Office in order to reserve the
space in class and to avoid payment of late fees. The due dates for 2007/08 academic year
fees are:
Fall Semester (new students) on June 15, 2007
Fall semester (returning students) on July 9, 2007
Winter semester (new students) on October 10, 2007
Winter semester (returning students) on October 26, 2007
Summer semester (new students) on March 7, 2008
Summer semester (returning students) on March 19, 2008
New students who do not pay fees will have their place in class cancelled automatically and
without further notice. Students whose fees are received by the College after the specified date
will be placed on a Waiting List, pending availability of space in the program.
Returning students who do not pay full fees by the date specified will be charged the applicable
late fees. Timetables will not be released to students who have not paid or made arrangements
to pay fees.
Full fees should be paid before the semester begins. For students with financial difficulty, a
partial payment will be accepted in certain circumstances. Those students must sign a
Promissory Note contract for the balance of fees. A $50 late payment fee will be assessed for
each infraction.
The fees must be paid in full not later than six weeks from the semester start date.
Appendix 13.2.2 - Page 1
13. STUDENT PROTECTION STANDARD
Appendix 13.2.3
Sudent Dismissal
Mandatory Withdrawal from the College (Academic Policy, 2006-2007 Section 13.2)
A Promotion Meeting, regularly or specially convened, may recommend to the Dean, or
designate, that a student be required to withdraw from the College. Such a College-initiated
requirement may be made before the normal completion date of a subject or program. The
basis of mandatory withdrawal may be a student’s behaviour; and/or attendance; and/or
performance; where one or all of these is detrimental to the learning process, or disruptive to the
aims and objectives of the College. The unexpended portion of fees may be rebated.
Minimum Acceptable Performance (Academic Policy, 2006-2007 Section 8.10)
Students who are not successful in two or more semester subjects during a regular day
semester may be required, on the recommendation of a Promotion Committee, to withdraw from
full-time and/or part-time studies for at least one semester. Part-time or partial load students will
be assessed in terms of minimum acceptable performance relative to the number of subjects
carried.
For applied degree programs, the minimum requirement for graduation is an average of C+
(2.5) in subjects in the main field of study, and an average of C (2.0) in all other subjects.
Cheating and Plagiarism Penalties (Academic Policy, 2005-2006 Section 9.3)
The penalty for a first offence of cheating or plagiarism is a grade of "0" on the work in which the
offence occurred, and will result in a comment being placed on the transcript by the Academic
Honesty Committee.
The penalty for the second offence of cheating or plagiarism is an "F" in the course where the
offence occurred, a second comment on the transcript and suspension from the College for a
time period determined by the Academic Honesty Committee, normally for a minimum of three
(3) semesters. When a student returns to the College, he/she will be placed on Academic
Honesty Probation. Any further violation of the Academic Honesty policy will result in College
initiated mandatory withdrawal for academic purposes.
The student has the right to appeal the decision of the Academic Honesty Committee,
consistent with Academic Policy. Evidence will be kept on file.
The procedure for dealing with both Cheating and Plagiarism is found in Appendix E.
It is every student’s responsibility to familiarize him/herself with the proper procedure for
avoiding cheating and plagiarism through the various resources beyond the Academic Policy
such as the Student Handbook, and the Learning Commons website at
http://library.senecacollege.ca/Academic_Honesty/index.html. Students may seek assistance
from Student Services in understanding the policy and procedures for Academic Honesty.
Appendix 13.2.3 - Page 1
Violation of Student Rights and Responsibilities (Student Handbook, Student Rights and
Responsibilities, 2006-2007, pp 150-151)
Upon the determination that a violation of the Student Rights and Responsibilities has occurred,
the College shall take disciplinary action. This does not preclude the initiation of criminal or
other legal charges. The disciplinary actions include, but are not limited to: warning, restitution,
behavioural contract, probation, suspension and expulsion.
Warning – A written notification that continuation or repetition of conduct found to be in violation
of Students Rights and Responsibilities will be cause for further disciplinary action up to and
including dismissal. Upon graduation, a student may request that the Director of Resolution,
Equity and Diversity Centre remove the warning letter from his or her student file;
Restitution – Reimbursement for defacement, damage to, or misappropriation of property;
Behavioural Contract – An agreement between the College and the student, which specifies
certain conditions for the student to continue his or her studies. If the contract is broken, further
disciplinary action will be taken. The contract may be for a specific period of time or for the full
duration of the individual’s program. Upon graduation, a student may request that the Director of
Resolution, Equity and Diversity Centre remove the behavioural contract from his or her student file;
Suspension – A written notification of exclusion from classes and/or other activities for a
specific period of time. Suspension may include exclusion from a campus and property
belonging to the College;
Expulsion – Termination of student status.
Appendix 13.2.3 - Page 2
13. STUDENT PROTECTION STANDARD
Appendix 13.2.4 Withdrawals and Refunds
Source: new Charter Policy and Seneca Fee Policy, Academic Policy 2006-2007,
Appendix A, p.11; Academic Calendar 2007-2008, p. 11
Students who submit formal notification of withdrawal from a full-time program of instruction are
entitled to a refund of tuition and ancillary fees as follows:
• For Canadian and other students exempt from international student fees: within 10th day
of scheduled classes, a refund of the full tuition and ancillary fees for the semester less
$100; and a refund in full of any tuition and ancillary fees paid in advance for the sequent
semester.
• For new students paying Semester 1 international student fees: semester one fees for
new students are non-refundable. If immigration authorities at a Canadian Embassy or
High Commission Office issue a letter denying the request for a study permit and this
letter of denial is submitted to the International Admission Office, then semester one fees,
less $200 will be refunded. Fees paid in advance for sequent semesters will be
refunded in full
• For returning students paying international student fees: within 10th day of scheduled
classes, a refund of the full tuition and ancillary fees for the semester less $500; and a
refund in full of any tuition and ancillary fees paid in advance for the sequent semester.
• A full-time student reduces the course load in the program of study to part-time status
within the first 10th day of scheduled classes, the refund and the part-time fee rates apply
only if the Office of the Registrar is notified in writing of the change.
• Student withdraws after the 10th day of scheduled classes, there is no refund of any kind
for the semester
Appendix 13.2.4 - Page 1
13. STUDENT PROTECTION STANDARD
Appendix 13.3 Student Protection Information
Information on all matters related to College policies and their program of study (i.e., 13.3 a to r
in Guidelines, April 2004, p. 29) is made available to students through several publications:
•
•
•
•
•
The College Web site: http://senecac.on.ca
Academic Policy
The Transfer Guide
The College Calendar
Subject Outlines – available in hard copy and/or on-line to all students enrolled in each
subject
Upon receipt of their tuition fees, the following form will be sent to potential students along with
a request that they return the signed form to the College when they register in the degree
program.
Appendix 13.3 - Page 1
STUDENT PROTECTION FORM
Information on all matters related to College policies and programs (i.e. Elements a through r in the
table below) is made available to students through several publications:
•
•
•
•
•
a
b
c
d
The College Web site: http://senecac.on.ca
Academic Policy
The Transfer Guide
The College Calendar
Subject Outlines – available in hard copy and/or on-line to all students enrolled in each subject
Element
method of course delivery
academic honesty
admissions
f
credit transfer arrangements with and
recognition by other institutions
credit transfer arrangements for
incoming students
prior learning assessment
g
entrance examinations
h
dispute resolution
i
grading
j
intellectual property rights
k
ability of international students admitted
to the program to meet program
requirements for degree completion
payment of fees and charges
e
l
m
n
scholarships and other financial
assistance
student complaints and grievances
o
student dismissal
p
student support and services
q
tuition
r
withdrawal and refunds
How Students are informed
Subject outlines
Academic Policy
The College Calendar and the College Web site
http://senecac.on.ca
The College Calendar, the Transfer Guide and the
College Web site http://senecac.on.ca
The College Calendar, the Transfer Guide and the
College Web site http://senecac.on.ca
The College Calendar and the College Web site
http://senecac.on.ca
The College Calendar and the College Web site
http://senecac.on.ca
The College Calendar and the College Web site
http://senecac.on.ca
The College Calendar and the College Web site
http://senecac.on.ca
The College Calendar, the College Web site
http://senecac.on.ca and Academic Policy
The College Calendar and the College Web site
http://senecac.on.ca
The College Calendar and the College Web site
http://senecac.on.ca
The College Calendar and the College Web site
http://senecac.on.ca
The College Calendar, the College Web site
http://senecac.on.ca and Academic Policy
The College Calendar, the College Web site
http://senecac.on.ca and Academic Policy
The College Calendar and the College Web site
http://senecac.on.ca
The College Calendar, the College Web site
http://senecac.on.ca and Academic Policy
The College Calendar, the College Web site
http://senecac.on.ca and Academic Policy
Appendix 13.3 - Page 2
CONFIRMATION OF STUDENT’S AWARENESS OF COLLEGE POLICIES
I hereby confirm that I am aware of the policies of Seneca College pertaining to the matters
listed above as stated in the resource documents indicated and verify that I have been duly
informed by Seneca College and attest to that fact by means of my signature on this document.
Student Name (please print): ________________________________________
Student ID Number: _______________________________________________
Seneca College Program Name: _____________________________________
Date: ____________________________________________________________
_________________________________________________________________
Student’s Signature
Office use:
? 1 copy to student
? 1 copy in student’s file
Appendix 13.3 - Page 3
14. ECONOMIC NEED
Appendix 14.1 Evidence of Economic Need
A. Analysis of Economic Forecasts
There are five trends which favor the establishment of an applied degree in therapeutic
recreation. They are:
1. Demographic change
2. Wellness philosophy
3. Lifestyle diseases
4. Inter-generational wealth transfer
5. Professional drift
1. Demographic change
North America and Europe are experiencing a dramatic increase in the number of elderly in their
populations for three reasons:
§
the post-Second World War ‘baby-boom’ occurred in the nations of these regions, and is
now starting to enter the traditional retirement years.
§
these nations have had advanced health care, a well-developed social safety net, and a
relatively privileged lifestyle for the past forty years. This has translated into a dramatic
increase in the life expectancy in these countries. The increase in life-expectancy has
been so great that we now classify the elderly in three populations cohorts: the ‘young
old’ aged 65 to 75, the ‘middle old’ aged 76 to 84, and the ‘old ’, 85 years and older. The
greatest increase has been in the latter cohort.
§
these same nations have had a low birth rate, in some instances not even enough
children to keep the over-all population at the same level. This has increased the
number of elderly in relation to the rest of the population.
The threats to independence for these elderly populations tend to be the loss of physical selfsufficiency due to the aging process, diseases associated with a sedentary lifestyle, a decrease
in cognitive acumen, and injury. The increase in the numbers and proportion of the elderly is
causing a re-orientation of the social and health services in North America and Europe. Health
and social services are developing an increasing number of programs for the ‘elderly’, both
because of the growing number of clients in this age cohort, and because of their relative
political power. The goal of these programs is to enable the elderly to maintain an independent
lifestyle as long as possible. The programs that have arisen to achieve these goals use
therapeutic recreation as a major intervention. 1
2. Wellness philosophy
Health care systems in North America and Europe have been cast in the ‘medical model’. In this
model the primary operatives are the medical doctor and the acute care hospital. The usual
medical model interventions are surgery and drugs. The medical model is a ‘disease oriented’
model, meaning that most of the resources are directed towards the detection and curing of
diseases. Therapeutic recreationists are playing an increased role in the medical model due, in
Appendix 14.1 - Page 1
large part, to the increase of diseases and conditions related to the aging process. In the
medical model the specialist in therapeutic recreation generally performs a ‘rehabilitation’ role.
The medical model has proven to be economically unsustainable and governments in North
America and Europe are seeking new models of health care. There are two other health care
models that, while currently utilized, are relegated to ancillary positions in our health care
system. The development of new health care models is directed towards integrating a greater, if
not predominant, role for the ‘social’ and ‘health promotion’ models into a ‘reformed’ health care
system.
The ‘social’ model of health care is different than the medical model in that it replaces the
dominance of the medical doctor with an ‘interdisciplinary team’. The inter-disciplinary team is
made up of registered professionals from various areas of study. Some of the professions that
are often part of these teams are: medicine, nursing, psychology, physio and occupational
therapy, social work, religion, and therapeutic recreation. The mix of professions varies with the
nature of the cases being considered.
The social model has three advantages over the current health care system:
§
the model includes more expertise and competence because it utilizes professionals
from a larger number of disciplines. The medical doctor becomes an equal, not the
dominant member of the team. One person can, at best, only be a generalist in an area
of study that he/she is not professionally trained in.
§
since there are a variety of professions involved in the discussion of a case, the
intervention that is developed is more nuanced and far reaching. The physical domain,
of which the medical doctor is the expert, is modified by the psychological, social,
cognitive, spiritual, etc. domains thus rendering a more rounded care decision.
§
it is cheaper than the medical model. In the current system all government-funded care
has to be accessed through the medical doctor, even when the doctor is not the person
whose interventions are being sought. Since there are other members of the health care
team of equal status, the public can directly approach the professional whose help they
need, without first going through a referring, and billing, medical doctor. The medical
doctor is generally the most expensive member and utilizes the most expensive
interventions (surgery, drugs, acute care hospitals) of the inter-disciplinary team. The
other professions add a wider range of less expensive treatment options to the health
care system that, in some cases, are more effective in the resolution of the presenting
problem. Therapeutic recreation is one of these options.
Governments prefer the social model as the main model of a ‘reformed’ health care system
since this model offers:
§
§
§
§
more expertise in the diagnosis and development of care interventions
a wider range of care options available to the public
diminished wait times through increasing practitioners
cheaper costs than the current medical model health care system
Progress towards a social model health care system is slowed by entrenched interests but is
inexorable because the current system is economically and politically unsustainable. The social
model will increase the number of therapeutic recreationists needed because it will increase the
Appendix 14.1 - Page 2
availability and access to all recognized care professions, and because the problems that are
driving an increasing number of people to use the health care system are uniquely suited to
therapeutic recreation interventions.
The current pressures on the health care system, and our increased level of public education,
have been influential in the development of a ‘wellness’ philosophy. This philosophy states that
the person who is most responsible for an individual’s personal health is not his/her doctor (or
other type of professional) but rather the individual him or herself. The philosophy also states
that the main focus of any health care system is not disease, but the maintenance of ‘health’ (as
defined by the world health organization). This shifts resources from battling diseases so as to
become healthy, to preventing diseases to maintain health, and from a formal health care
system to public health education programs. This philosophy generally falls into three practice
areas: nutrition, exercise, and lifestyle. 2
The proposed degree in Therapeutic Recreation has been designed to include educational
components in all of these areas.
3. Lifestyle diseases
The major causes of death for people living in the industrialized first world (of which Canada is a
member) are cardio-vascular disease, cancer, and diabetes. These are called ‘lifestyle
diseases’ because they are directly related to our lifestyles. For example:
§
§
§
Cardio-vascular disease, unless genetically incurred, is related to poor diet,
environmental pollution, sedentary work, stress, and choices such as smoking and
alcohol consumption
Cancer is related to obesity, smoking, lack of exercise, and environmental pollution
Type 2 diabetes is related to poor diet and lack of exercise
All of these diseases can be prevented or ameliorated by changes in nutrition, exercise, or
lifestyle. Both the federal and several provincial governments are directing resources towards
using recreation as a way of diminishing or preventing lifestyle diseases. 3
The timing of, and changes to government health care policy, favors employment prospects for
graduates of the proposed degree in Therapeutic Recreation.
4. Inter-generational wealth transfer
The current health care system is not economically viable and must be modified to be sustained.
This has led governments to allocate and ration services that are either in short supply, or costly.
Even if we ‘reform’ the health care system we will not alleviate all the economic pressures on it.
The development of new procedures, machines, and drugs will continue to grow. Health care
sector wages will continue to grow. The public usage of the system will continue to grow. At the
same time government tax bases are decreasing due to continued outsourcing of employment
to other countries, the rising numbers of retirees drawing government pensions, and the need to
grant larger and longer tax breaks to attract and hold industry.
Canadian levels of government have responded by:
§
decreasing the number and extent of services that they will pay for
Appendix 14.1 - Page 3
§
§
§
changing the eligibility requirements to decrease the number of people receiving benefits
refusing to add some new services
allowing more private health care providers into the system
All of these changes will result in people using a greater portion of their income for their health
care. More people will forego treatment because they do not have the money to pay for it.
There is a bright note in all of this though. The largest intergenerational transfer of wealth
(inheritances) in world history is currently taking place in North America. This will mean that the
population which is most in need of therapeutic recreation interventions for arthritis and lifestyle
diseases, the “soon to be elderly”, will more likely have the money to pay for them. Therapeutic
recreation will be one of the interventions of choice.4
5. Professional drift
Health care professions used to consider and treat patients using the narrow perspectives
provided to them by their unique discipline and training. This resulted in treatments that were
often ineffective (or even harmful) because they caused imbalances in other parts of the person’s
life. This situation has changed somewhat because we have adopted a more holistic
understanding of what human nature is, a broader definition of health, and an increased use of
complimentary and alternative practices that are shared among other professions. This has
resulted in what some have termed ‘professional drift’ – meaning that individual health care
professions have shifted away from concentrating on only their own narrow area of expertise, to
now include other areas that were once the private domain of another profession. This drift has
resulted in better diagnosis of patients’ problems, a larger number of care options, interdisciplinary
teamwork, and the broadening of education in the traditional health care professions. It has
become essential that all health care providers have some knowledge and expertise in health
disciplines other than their own.
This is reflected in the current job descriptions that institutions and agencies place. The
proposed degree includes elements related to recreation and leisure services, occupational
therapy, social work, physiotherapy, psychology, addictions, counseling, community
development, vocational rehabilitation, restorative care, etc. This interdisciplinary exposure will
improve the employability of the successful graduates.
1
"The Demographic Time Bomb: Mitigating The Effects of Demographic Change In Canada". Auditor General of
Canada. Report of the Standing Committee on Banking, Trade and Commerce. June 2006.
http://www.parl.gc.ca/39/1/parlbus/commbus/senate/Com -e/bank-e/rep-e/rep03jun06-e.htm
2
"The Six Dimensions of Wellness for Older Adults: Embracing Whole-Person Wellness Can Help Achieve Greater
Success With The Older Adult Market". By Colin Milner. Fitness Management, October 2002.
www.fitnessmanagement.com
3
"Definition of Lifestyle disease
Lifestyle disease: A disease associated with the way a person or group of people lives. Lifestyle diseases include
atherosclerosis, heart disease, and stroke; obesity and type 2 diabetes; and diseases associated with smoking
and alcohol and drug abuse. Regular physical activity helps prevent obesity, heart disease, hypertension,
diabetes, colon cancer, and premature mortality."
MedicineNet.com
http:www.medterms.com/script/main/art.asp?articlekey=38316
4
"Why the $41 Trillion Wealth Transfer Estimate is Still Valid: A Review of Challenges and Questions". By John J.
Havens & Paul G. Schervish. Planned Giving Design Center. January 27,2003.
http://www.pgdc.com/usa/item/?ID=29102
Appendix 14.1 - Page 4
B. Job Survey Results
Method
Economic need for the proposed degree in Therapeutic Recreation has been ascertained by
identifying and analyzing current social and population trends, by checking employment
advertisements over several months, and by discussions with potential employers. Because the
therapeutic recreation profession is not well known in Canada, we have included material to
define its role and scope.
Defining the Work
The 1991 edition of the ‘Dictionary of Occupational Titles 076.124-014’ defines the work of a
therapeutic recreationist as one who:
“Plans, organizes, and directs medically approved recreation program for patients in
hospitals and other institutions: Directs and organizes such activities as sports,
dramatics, games, and arts and crafts to assist patients to develop interpersonal
relationships, to socialize effectively, and to develop confidence needed to participate in
group activities. Regulates content of program in accordance with patients’ capabilities,
needs and interests. Instructs patients in relaxation techniques, such as deep breathing,
concentration, and other activities, to reduce stress and tension. Instructs patients in
calisthenics, stretching and limbering exercises, and individual and group sports.
Counsels and encourages patients to develop leisure activities. Organizes and
coordinates special outings, such as ball games, sightseeing, or picnics to make patients
aware of available recreational resources. Prepares progress charts and periodic reports
for medical staff and other members of the treatment team, reflecting patients’ reactions
and evidence of progress or regression. May supervise and conduct in-service training
of other staff members, review their assessments and program goals, and consult with
them on selected cases. May train groups of volunteers and students in techniques of
recreation therapy. May serve as consultant to employers, educational institutions, and
community health programs. May prepare and submit requisition for needed supplies.”
Defining the Scope of Practice
Therapeutic recreation uses the World Health Organization’s definition of ‘health’ to define its
area of practice. “Recreational Therapy embraces a definition of ‘health’ which includes not only
the absence of ‘illness’, but extends to enhancement of physical, cognitive, emotional, social
and leisure development so individuals may participate fully and independently in chosen life
pursuits. The unique feature of recreational therapy that makes it different from other therapies
is the use of recreational modalities in the designed intervention strategies.”
(American Therapeutic Recreation Association at: http://www.atra-tr.org/aboutfaq.htm)
Examples of the Breadth of the Scope of Practice
The following ‘Treatment Activity Specialties in Therapeutic Recreation’ appear on the
Therapeutic Recreation web site at: http://www.recreationtherapy.com/trnet/trntxs.htm
•
•
Animal facilitated therapy and
companion animals
Aquatics and warm water tx
•
•
•
Appendix 14.1 - Page 5
Golf, adapted
Humor
Horticulture therapy
•
•
•
•
•
•
•
•
Aroma therapy
Autism
Clowning
Dance (adapted)
Eden alternative ™
Equestrian therapy
Experiential and outdoor adventure
Family
•
Journal writing
Movement
New games
Remotivation
Self-esteem
Sensory integration
Stress management
T’ai chi ch’uan
Therapeutic reminiscing
•
•
•
•
•
•
•
•
Employment Search Results
The breadth of therapeutic recreation and the individual nature of each job search engine
means that a large number of employment categories must be scanned to find relevant
positions. The first three scans were done using the ‘therapeutic recreation’ category only. The
fourth scan used the following categories: therapeutic recreation, recreation therapy,
gerontology, elderly, aged, seniors, nursing homes, hospitals, retirement homes, rehabilitation,
recreation, social work, restorative care, activation, addictions, housing, camps, mental health,
wellness, health promotion, leisure services, health clubs, social clubs, culture, arts, programs,
case management, and community development. The scans were conducted between June 18,
2004 and March 22, 2005.
§
First Scan: June 18, 2004
18 positions from Charity Village using the ‘therapeutic recreation’ category only
§
Second Scan: Nov. 23 and 26, 2004
40 positions from Charity Village and Workopolis, using the ‘therapeutic recreation’
category only
§
Third Scan: February 2, 2005
30 positions from Charity Village and Activity Professionals of Ontario, using the
‘therapeutic recreation category’ only
§
Fourth Scan: March 22, 2005 from Charity Village
On this scan a larger number of search categories were used in order to reflect the
broad scope practice of therapeutic recreation and the vagaries of Charity Village’s job
classification system. The following list is the Charity Village listing of all jobs in that
category, not just the ones that our graduates could qualify for, but there are a significant
number of these jobs that our graduates would qualify for.
Job Category
Community development
Case management
Programs
Therapist
Rehabilitation
Arts
Culture
Number of
positions
135
36
168
15
12
12
12
Appendix 14.1 - Page 6
Housing
Health promotion
Mental health
Social work
Recreation
Addictions
Camps
17
22
52
127
17
5
14
The demographics, current societal trends, and job listings all indicate a growing market for the
future graduates of the proposed degree in Therapeutic Recreation.
C. Coop and Field Placement Opportunities
The proposed degree has both a co-op and a fieldwork component. The fieldwork component
will take place in health and social agencies in the greater Toronto area. This area has the
greatest number of such agencies in Canada. Seneca’s Social Service Worker Gerontology
(SSWG) program uses similar placements to those that the proposed Therapeutic Recreation
degree will. The SSWG program has a surplus of over 200 placements and the list is
expanding. There are an adequate number of placements for the students of the proposed
degree in Therapeutic Recreation.
In addition, Seneca College runs over sixty summer camps at its various campuses. These are
available for co-op placements for the students of the proposed Therapeutic Recreation degree.
Seneca also receives requests from camps across the province through its student services
department and has a hiring day each year with camp recruiters coming to King Campus to
place students. Currently there more requests than students to fill them. We do not think, given
our experience, that it will be difficult for the students of the proposed program to find co-op
placements.
Letters of support from the following organizations have been included at the end of this
appendix:
•
•
•
•
•
•
Canadian Adventure Camp
City of Toronto (Camp Naorca)
Easter Seal Society
Pearce Williams Christian Centre
Camp Ekon
Outward Bound Canada
•
•
•
•
•
•
Robin Hood Camps
Seneca College
Camp Brebeuf
Camp Ganadaoweh
Hidden Bay Leadership Camp
The InnerEdge – Inner Educational
Group Experience for Youth
Appendix 14.1 - Page 7
D. Evidence of Student Demand
To determine the student demand for the proposed degree in Therapeutic Recreation, first and
second-year students in the Social Service Worker (SSW and SSWG), Recreation and Leisure
Services (RLS), and Recreation Facility Management (RFM) diploma programs were surveyed.
The results of the survey are in the table below.
Results indicate interest is highest in the RLS and RFM program cluster. Of 69 students
surveyed, 50 plan to further their education after completing the program they are currently in.
Fifty-four students would be interested in taking the proposed Therapeutic Recreation degree at
Seneca, 45 would have considered applying to the Therapeutic Recreation Program instead of
their current program, and 49 would consider transferring to the Therapeutic Recreation
program after their current program is completed.
There is also fairly strong interest in the degree from students in the Social Service Worker
programs. Of 105 students surveyed, 75 plan to further their education after completing the
program they are currently in. Thirty-six students would be interested in taking the proposed
Therapeutic Recreation degree at Seneca, 23 would have considered applying to the
Therapeutic Recreation Program instead of their current program, and 38 would consider
transferring to the Therapeutic Recreation program after their current program is completed.
Survey Questions and Results:
Question 1: Do you plan to further your education after completing your current diploma?
Question 2: Would you be interested in taking the Therapeutic Recreation Degree program at
Seneca?
Question 3: If Seneca had offered a four-year Therapeutic Recreation Degree program, would
you have considered applying for it instead of the program in which you are
currently enrolled?
Question 4: Once you have completed your diploma, would you consider transferring into the
degree program in Therapeutic Recreation at Seneca if advanced standing was
granted?
Number
Surveyed
Question 1
Question 2
Question 3
Question 4
# of YES
responses
# of YES
responses
# of YES
responses
# of YES
responses
SSW 1
SSW 2
Total
50
30
80
37
25
62
17
10
27
9
9
18
16
12
28
SSWG 1
SSWG 2
Total
20
6
26
12
6
18
11
4
15
6
1
7
8
4
12
SUB TOTAL
(SSW + SSWG)
106
80
42
25
40
Appendix 14.1 - Page 8
Number
Surveyed
Question 1
Question 2
Question 3
Question 4
# of YES
responses
# of YES
responses
# of YES
responses
# of YES
responses
RLS 1
RLS 2
Total
23
21
44
20
15
35
19
13
32
13
12
25
19
11
30
RFM 1
RFM 2
Total
10
25
35
6
15
21
8
13
21
7
13
20
7
12
19
SUB TOTAL
(RLS + RFM)
79
56
53
45
49
GRAND TOTAL
185
136
95
70
89
Legend:
Social Service Worker program (SSW and SSWG)
Recreation and Leisure Services program (RLS)
Recreation Facility Management program (RFM)
Application Rates for Similar Programs in Ontario
As well, a search of application numbers at other institutions indicates there are a surplus of
applicants to allied programs. Each year in Ontario, there are many more applications for
degree programs in fields related to therapeutic recreation than there are spaces, which
indicates a number of students are being turned away.
Examples from the “Info 69” website are in the table below
(http://www.ouac.on.ca/info/programs_of_study.html).
Academic
Year
05/06
University
Waterloo
05/06
U of Toronto
05/06
Queen’s
05/06
Western
Program
Recreation and
Leisure Services
(regular)
Recreation and
Leisure Services
(co-op
Physical Education
and Health
Science/Physical
and Health
Education
# of
Applicants
215
40
GPA
Required
Mid 70s
313
62
Mid 70s
Figure not
available
500
140
85
Mid to
high 70s
84
260
(included in
figure above)
305
80
Arts/Physical and
Health Education
Kinesiology
Appendix 14.1 - Page 9
2138
Enrollment
Academic
Year
05/06
05/06
York
Kinesiology
# of
Applicants
1400
McMaster
Kinesiology
1519
University
Program
Enrollment
400
200
GPA
Required
Mid to
high 70s
82-84%
E. Opportunities for Graduates in Therapeutic Recreation
“A degree in therapeutic recreation (or in recreation with an emphasis in therapeutic recreation)
is required to be considered for jobs in clinical settings such as hospitals or community mental
health facilities.”
American Therapeutic Recreation Association Education, Training and Qualifications.
http://www.atra-tr.org/careerinfo.htm
“A Bachelor’s Degree in therapeutic recreation, or in recreation with a concentration in
therapeutic recreation, is the usual requirement for entry level positions . . ..”
U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, Page 3.
http://stats.bls.gov/oco/ocos082.htm
Note: Therapeutic recreation is not currently a job category in Human Resources and
Development Canada Files, nor is there a Canadian certification program yet that sets out
education level standards for employment. The American requirements are the current
international standard.
Employer Commitments
Even though the term ‘therapeutic recreation’ is currently not well known in Ontario, we received
a number of endorsements for the proposed Seneca degree in therapeutic recreation. The
endorsements we received came from a broad scope of agencies, thus reflecting the broad
employer base of those who will hire graduates of the proposed degree, including:
§
§
§
§
§
§
retirement homes (Amica)
long term care homes (Extendicare)
physical disabilities (Canadian Association for the Riding Disabled and Variety Village)
correctional services (Thistletown Regional Centre)
psycho-social services (York Support Services Network)
adult developmental disability services (Huronia Regional Centre)
In addition many of the organizations running summer camps have shown interest in hiring
students from the Therapeutic Recreation program for summer co-op positions. Positive
responses from our survey have been received from the following employers:
§
§
§
§
§
§
§
§
Canadian Adventure Camp
City of Toronto (Camp Naorca)
Easter Seal Society
Pearce Williams Christian Centre
Camp Ekon
Outward Bound Canada
Robin Hood Camps
Seneca College
Appendix 14.1 - Page 10
§
§
§
§
Camp Brebeuf
Camp Ganadaoweh
Hidden Bay Leadership Camp
The InnerEdge – Inner Educational Group Experience for Youth
All the endorsements are attached on the following pages.
Appendix 14.1 - Page 11
14. ECONOMIC NEED
Appendix 14.1 Evidence of Economic Need
Letters of Support
Appendix 14.1 - Page 12
Appendix 14.1 - Page 13
Appendix 14.1 - Page 14
Appendix 14.1 - Page 15
Appendix 14.1 - Page 16
Appendix 14.1 - Page 17
Appendix 14.1 - Page 18
Appendix 14.1 - Page 19
Appendix 14.1 - Page 20
Appendix 14.1 - Page 21
Appendix 14.1 - Page 22
Appendix 14.1 - Page 23
Appendix 14.1 - Page 24
Appendix 14.1 - Page 25
Appendix 14.1 - Page 26
Appendix 14.1 - Page 27
Appendix 14.1 - Page 28
Appendix 14.1 - Page 29
Appendix 14.1 - Page 30
Appendix 14.1 - Page 31
Appendix 14.1 - Page 32
Appendix 14.1 - Page 33
Appendix 14.1 - Page 34
Appendix 14.1 - Page 35
Appendix 14.1 - Page 36
15. NON-DUPLICATION OF PROGRAMS
Appendix 15.1 Similar/Related College Programs
Overview
Similarities and differences between Seneca’s proposed degree program and existing diploma
programs are outlined in the comparisons below. For each comparison, it is noted that
curriculum areas in Seneca’s program are studied in more depth than curriculum areas of the
other college programs. The program outcomes for a degree in applied studies require
graduates to demonstrate the ability to apply theoretical principles to practical solutions. This
requires course outcomes and evaluation that exceed in breadth and depth the outcomes and
evaluation of Ontario diploma and certificate programs.
In the comparisons below, there are two major differences that apply to all. The first difference
is that the proposed program offers substantially more breadth subjects than similar college
diploma programs. The second difference is that the Seneca students will take a broad-based
core of subjects in the first five semesters and then focus their studies in one of six
enhancement streams. Similar college diploma programs are either broad-based or specific in
focus, but not both. It should also be noted that there are not many closely-related college
diploma programs.
Seneca College has on file, and available upon request, the research undertaken to complete
Appendix 15.1.
1.
Institution: Georgian College, Barrie Ontario
Program Name & Credential:
Therapeutic Recreation
Ontario College Graduate Certificate, three semesters
Program Description:
“The Therapeutic Recreation program prepares you to work within recreation, health, or social
service delivery systems serving individuals with illness or disabilities. You will acquire the
skills to complete client assessments, develop and evaluate group and individualized
programs, and use a variety of facilitative techniques to assist individuals to participate in
meaningful recreational activities that will enhance health, improve functional ability, and
increase quality of life.
“The program is based on a firm belief of the inherent benefits of play, recreation and leisure
to all individuals. You will learn to adapt recreation activities so individuals with a variety of
disabling conditions can participate and to use recreation as a therapeutic tool to
improve/restore health and wellness.
“The internship will provide you with the opportunity to develop and improve your skills under
the supervision of a Therapeutic Recreation Practitioner and to channel yourself into a
rewarding career option in one of many different settings.” (www.georgianc.on.ca)
Appendix 15.1 - Page 1
Analysis of Similarities and Differences:
Both programs examine the role of therapeutic activities for a variety of populations. Students
learn to make assessments and to develop individualized intervention plans.
The areas covered by the Georgian certificate program are covered in much more depth in
the proposed degree program. This includes assessment; counseling; a full range of
therapeutic activities; the variety of populations who access therapeutic recreation; wellness;
illnesses, diseases and disorders; anatomy and physiology; ethics; research; and business
management in the therapeutic recreation industry. Also, unlike the Georgian certificate
program, the proposed Seneca program is holistic, covering the entire age span and the
physical, psychosocial, and spiritual domains. As well, the Seneca program gives students
the opportunity to specialize within the therapeutic recreation field and to gain practical
experience in a variety of settings through a co-op semester and four semesters with a field
placement component.
2.
Institution: Douglas College, New Westminster and Coquitlam, B.C.
Program Name & Credential:
Therapeutic Recreation, Two-Year Diploma
Program Description:
“The Therapeutic Recreation program prepares graduates to plan, implement and evaluate a
wide range of leisure services for children, adolescents, adults and older adults who
experience a barrier to a healthy leisure lifestyle. Students learn how to work with individuals
and groups to assess their needs and interests in order to facilitate meaningful recreation and
leisure experiences with and for them. These services facilitate positive changes in clients to
aid in achieving independent and personally fulfilling leisure lifestyles. The program stresses
the application of theory with its model of 75 percent classroom related and 25 percent
practicum/preceptorship/service learning.” (www.douglas.bc.ca)
Analysis of Similarities and Differences:
There are some similarities between the program at Douglas College and the proposed
program at Seneca. Each program focuses on the entire age span and the entire spectrum
from illness to wellness, and includes a range of therapeutic activities such as sports, dance
and the arts, drama, pets, and so on. Also each program looks at therapeutic recreation
across the physical, psychosocial and physical domains and includes a larger than usual
practicum component.
The program at Seneca goes into more depth in the areas listed above and in other areas
including, illnesses, diseases, and disorders; anatomy, physiology; biomechanics, and
movement; diversity; counseling; psychology; interpersonal dynamics; addiction; ethics. As
well, the Seneca program gives students the opportunity to specialize within the therapeutic
recreation field.
Appendix 15.1 - Page 2
3.
Institution: Lethbridge Community College, Lethbridge, Alberta
Program Name & Credential:
Therapeutic Recreation – Gerontology, Two-Year Diploma
Program Description:
“If the opportunity to use recreational activities to enhance the quality of their lives is
appealing to you, our two-year diploma program in Therapeutic Recreation (Gerontology) will
prepare you for an enjoyable career working with the elderly…You will learn how to plan and
deliver therapeutic recreation services which include functional intervention, leisure education
and recreation participation programming. This knowledge will be balanced with a thorough
understanding of the sociological, physiological and psychological process of aging….You’ll
have the opportunity to apply theory and practice through two 320-hour fieldwork
placements.” (www.lethbridgecollege.ab.ca)
Analysis of Similarities and Differences:
Both the program at Lethbridge and the proposed program at Seneca include leadership,
assessment and a range of therapeutic activities. Also both programs include ethics,
leadership, psychology and sociology, and practicums. The Seneca program covers these
areas in more depth.
The most obvious difference between the two programs is the focus on activation for seniors
in the Lethbridge program and the focus on the entire age span in the Seneca Program. As
well, the Seneca program goes into much more depth in the areas of anatomy, physiology,
and biomechanics, counseling, diseases, illnesses and disorders, and communication/group
dynamics. For each of these areas the Seneca program has more breadth through the focus
on the psychosocial and spiritual domains, as well as the physical domain. As well, the
Seneca program gives students the opportunity to specialize within the therapeutic recreation
field.
Appendix 15.1 - Page 3
4.
Institution: Fleming Community College, Peterborough Ontario
Program Name & Credential:
Occupational Therapist Assistant/Physiotherapist Assistant, Two-year Diploma
Program Description:
“Physiotherapist and Occupational Therapist Assistants work with registered physiotherapists
(PT's) and occupational therapists (OT's) to enable clients to cope with their limitations in
movement, daily function, activity and/or occupational performance, whether temporary or
permanent. While a great deal of work these days is with seniors, there's also much to be
done with those recovering from surgery, health conditions such as cancer or stroke, and
chronic conditions such as arthritis.
“You can help people get back into their lives - as a Physiotherapist and Occupational
Therapist Assistant.”
“As a PTA and OTA, you'll help awaken people's physical potential - and learn more about
yourself in the process. Throughout the deliberately broad-based four-semester program, ou'll
learn how to assist clients to achieve their health goals.
“Rather than focus your studies exclusively on the physical therapy or occupational therapy
streams, you will develop the ability to work with both professions.” (www.flemingc.on.ca)
Analysis of Similarities and Differences:
Fleming College is one of four community colleges in Ontario offering the OTA/PTA two-year
diploma. Like the Seneca Therapeutic Recreation degree the Fleming program includes
physical and mental impairment and activities that can be used to correct a variety of
conditions. However, the Fleming program does not explore these areas to the same depth
as the Seneca Program.
The major difference between the Fleming program and the Seneca program reflect the
differences between the purposes of occupational therapy/physiotherapy and the purposes of
therapeutic recreation. In the Fleming program the focus is on rehabilitation from a physical
or mental condition. In the Seneca program the focus also includes wellness, consideration of
psychosocial factors in overall health, and a much wider range of activities.
Appendix 15.1 - Page 4
5.
Institution: George Brown College, Toronto Ontario
Program Name & Credential:
Activation Co-ordinator/Gerontology, Two-year Diploma
Program Description: Activation Co-ordinator/Gerontology
“An Activation Co-ordinator has specialized knowledge in the field of aging. The primary goal
is to design and deliver meaningful activity programs that enhance the quality of life of older
persons. Activation professionals find employment in a variety of settings such as community
centres, day centres, retirement and/or nursing home facilities.
“The three-day-per-week academic component provides a comprehensive study of the
processes of aging. The two-day-per-week experiential component offers students the
opportunity to integrate theory with practice in an institutional or community setting, under the
close supervision of a professional practitioner.” (www.georgebrown.ca)
Analysis of Similarities and Differences:
George Brown College is the only college in the Ontario system offering the Activation Coordinator/Gerontology program. There are a number of similarities between the Activation
Co-ordinator/Gerontology program at Seneca and the Therapeutic Recreation Program at
Seneca. Both programs focus on wellness as well as rehabilitation; both programs include
the physical and psychosocial domains, include interviewing and counseling techniques, and
a wide range of therapeutic activities; and both programs have a strong field placement
component. The focus on management skills in the George Brown program is more
comprehensive than in the Seneca program.
The most obvious difference between the two programs is that the George Brown program
focuses on seniors exclusively, whereas the Seneca program includes the entire age span.
Also, the Seneca program goes into more depth than the George Brown program in some
areas, including anatomy and physiology, and counseling. As well, the Seneca program has
more field placement/co-op than the George Brown program.
Appendix 15.1 - Page 5
15. NON-DUPLICATION OF PROGRAMS
Appendix 15.2 Similar/ Related University Programs
Overview:
Seneca College has on file, and available upon request, the research undertaken to complete
Appendix 15.2. The college found that there are not more than (5) similar or related existing
programs offered at Ontario universities that could have been listed.
Only two existing university programs in the province are close enough to the proposed program
to yield a comparison in which the similarities are as significant as the differences: the Bachelor
of Science, Recreation and Leisure Studies (Therapeutic Recreation Option) program at the
University of Waterloo and the Bachelor of Recreation and Leisure Studies, Honours
(Therapeutic Recreation stream) program at Brock University. They are the first two programs in
the comparisons below.
Also included are comparisons with the three other Ontario university programs that, next to the
Waterloo and Brock programs, are most similar to the proposed program. Although there are
some similarities with the proposed Seneca program, the final three programs in the
comparisons below are, ultimately, different from the proposed Seneca program in purpose and
content.
All five comparisons demonstrate that the proposed Seneca program is unique.
Appendix 15.2 - Page 1
1.
Institution : University of Waterloo
Program Name & Credential:
Bachelor of Science, Recreation and Leisure Studies (Therapeutic Recreation Option)
Program Description:
“The Therapeutic Recreation Option prepares you to assess the physical, social and
emotional needs of clients and develop and implement programs to meet these needs. Some
of the specific skills you will learn include monitoring, documenting and reporting on client
progress; improving functional abilities by adapting activities to accommodate mobility, visual
and hearing impairments; adapting activities for people with emotional or cognitive difficulties;
developing and implementing program plans and evaluation; teaching leisure education
programs where clients learn about personal leisure needs, develop new skills and learn
about community resources, facilitating the inclusion of persons with special needs into the
community; and recruiting and supervising volunteers.
“Who receives the services of TR (Therapeutic Recreation) practitioners?
•
•
•
•
•
•
•
children and adults with physical and emotional disabilities and their families
youth at risk; young offenders; adults in correctional services
individuals with developmental disabilities
adults with mental health problems (depression, addictions, eating disorders, etc.)
people who have sustained a head injury
seniors in long term care, residential settings; palliative care settings; seniors' centres;
day programs for seniors with Alzheimer’s and other dementias
individuals in communities through their local parks and recreation departments”
(www.uwaterloo.ca)
Appendix 15.2 - Page 2
Analysis of Similarities and Differences:
The program at the University of Waterloo program gives a more thorough overview of the
recreation field, developments, trends and issues, than does the Seneca Program. It also
gives students more choice in the subjects they take. As explained below, the Seneca
program has considerably more content focusing directly on therapeutic recreation than does
the Waterloo program.
Each program has a core of subjects in therapeutic recreation. For the Waterloo program it is
the required subjects for the major in therapeutic recreation, and for the Seneca program it is
the first five semesters before students develop a specialization. The core of the Seneca
program has a more in-depth and practical focus on counseling, anatomy, physiology, and
biomechanics than the Waterloo program. Also, the core of the Seneca program focuses
more on application of theory to designing, implementing, and evaluating therapeutic
activities than the Waterloo program and includes a focus on maintaining wellness. As well,
the Seneca program includes in the core curriculum a wider range of therapeutic activities
than is in the core curriculum of the Waterloo program. Finally, unlike the Waterloo program,
the Seneca program gives students the opportunity to develop an area of specialized
knowledge and practice within the field of therapeutic recreation.
Students can take the Waterloo program with a co-op option over five years, or a non-co-op
version over four years. Both the Waterloo co-op option and the Seneca program provide a
strong practicum opportunity for students.
Appendix 15.2 - Page 3
2.
Institution : Brock University
Program Name & Credential:
Bachelor of Recreation and Leisure Studies, Honours (Therapeutic Recreation stream)
Program Description:
Brock University offers students the opportunity to specialize in one of three streams. This
comparison will focus on the Therapeutic Recreation Stream.
“The Therapeutic Recreation stream focuses on the therapeutic use of leisure to prevent
disabilities and illnesses and improve individuals’ functional abilities. This program prepares
students to work in clinical settings (nursing homes, hospitals, rehabilitation centres).”
(www.brocku.ca)
Analysis of Similarities and Differences:
The Brock University program has a core of required subjects and a number of electives. In
the core of the Brock program and in the core of the Seneca program, therapeutic
interventions cover the spectrum of the physical and psychosocial domains. Also, both
programs include considerations of diversity, and, unlike The Seneca program, the Brock
program extends this to inclusiveness.
There are a number of areas in which the Seneca program covers curriculum areas in more
depth than the Brock program. These include counseling; anatomy; physiology;
biomechanics and movement; illnesses, diseases, and disabilities; the range of interventions
that can be used; and business management theory and skills. The Seneca program is more
applied in focus as is indicated by a comparison of the field placement component for both
programs: the Brock program has one required fieldwork experience in year four, the Seneca
program has fieldwork in years three and four plus a summer co-op semester. Also, whereas
the Brock program focuses primarily on therapeutic intervention, the Seneca program
includes a focus on maintaining wellness. As well, unlike the Brock program, the Seneca
program gives students the opportunity to develop an area of specialized knowledge and
practice within the field of therapeutic recreation.
Appendix 15.2 - Page 4
3.
Institution : Lakehead University
Program Name and Credential:
Bachelor of Kinesiology, Honours
Program Description:
Kinesiology: The study of human movement. At Lakehead University the School of
Kinesiology studies human movement within a variety of contexts, including but not limited to:
anatomy, biomechanics, physiology, psychology, sociology,motor control, adapted, history
and sociocultural.
Mission Statement: The School of Kinesiology at Lakehead University is committed to
advancing an understanding of the science of human movement. While fostering scholarship
in a creative learning environment, we are dedicated to preparing our students for the practice
of kinesiology. We serve as strong advocates of the importance of physical activity in health
and education.
Undergraduate Program Objectives
•
•
•
•
•
•
•
•
•
To provide students with an integrated disciplinary approach to human
movement while enabling them to develop expertise and skill in selected areas
of interest.
To nurture a holistic appreciation for the nature of kinesiology that includes
application to the population and is examined across the lifespan.
To encourage our students to think analytically, critically and creatively and to
make decisions on the basis of evidence, ethics, and values.
To familiarize students with the basic principles of research processes. To
specifically prepare students to critically evaluate information using tools of
scientific inquiry.
To create an environment of inclusion for students with disabilities.
To provide students with the essential body of knowledge and skills to pursue
and achieve professional certifications.
To provide the knowledge and to promote beliefs and attitudes associated with
a healthy active lifestyle.
To provide the knowledge and skills necessary to participate in physical activity
and to maintain a level of fitness necessary for health and vitality over a life
span.
To provide a curriculum designed to prepare students for careers in
kinesiology, gerontology, exercise science, teaching, and other allied health
professions.
(www.lakeheadu.ca)
Appendix 15.2 - Page 5
Analysis of Similarities and Differences:
Kinesiology and therapeutic recreation are more different than they are similar. This is
reflected in a comparison of the Honours Bachelor of Kinesiology program at Lakehead
University and the proposed Applied Degree in Therapeutic Recreation program at Seneca
College.
Both programs include a focus on wellness as well as rehabilitation, and both programs look
at physical activity as a means to maintain wellness or to rehabilitate. As would be expected
for a program in kinesiology, the Lakehead program focuses on physiological wellness. The
program focuses on human movement, and on physical activity, especially sports, as a
means of maintaining a healthy lifestyle and/or addressing a physiological injury or disability.
Like the Lakehead program, the Seneca program focuses on human movement, although to a
much lesser degree than the Lakehead program, and includes a focus on physical activities to
maintain wellness. The major difference between the two programs is that the Seneca
program is much broader in focus. Unlike the Lakehead program, the Seneca program
includes a focus on disabilities, diseases, conditions, and other factors affecting psychosocial
health. This includes theory and therapeutic activities that address the psychosocial domain.
The Seneca program prepares graduates for wider range of employment opportunities than
the Lakehead program.
The Lakehead program does not include fieldwork.
Appendix 15.2 - Page 6
4.
Institution: University of Toronto
Program Name and Credential:
Bachelor of Physical and Health Education
Program Description:
“The faculty combines three areas of study—behavioural, sociocultural, and biophysical.
Within these areas a wide variety of courses are offered, including health promotion, sport
psychology, anatomy, exercise physiology, anatomy, biomechanics, and sport medicine.
Physical activity plays an important role as well, with students participating in dance, sport
and fitness training, and outdoor projects.”
The program offers mentorship and independent leadership placements in the third an fourth
years. “Students are matched in placements and with mentors who include fitness
professionals, teachers, physical therapists, researchers and marketers and promoters.”
Students graduate with “accreditation in both Kinesiology and Physical Education Teacher
Preparation from CCUPEKA.” (Canadian Council of University Physical Education and
Kinesiology Administrators)
(www.utoronto.ca – taken from an on-line brochure)
Analysis of Similarities and Differences:
There are many similarities between the Bachelor of Physical and Health Education program
at the University of Toronto and the proposed Therapeutic Recreation program at Seneca
College. Both programs include a study of the relation of physical activity to health over the
entire age span. Both programs consider the prevention of disease and promotion of an
active healthy lifestyle within the context of the physical and psychosocial domains. Also both
programs have a strong work placement component.
The difference is one of emphasis. The emphasis for the University of Toronto program is to
provide appropriate physical activities for a given population. Exercise assessment and
prescription for specific individuals or smaller groups is included, but the emphasis is on
needs one might find in a larger group as defined by factors such as region and culture.
The Seneca program includes the larger focus, but the emphasis is to design intervention
activities to promote wellness and/or address disease and disabilities for a specific person or
group, and the interventions prescribed are not limited to physical activities. Physiology,
biomechanics, and theory about physical activity and sport are more prevalent in the
University of Toronto program, and the assessment/design/delivery/evaluation process is
more prevalent in the Seneca program.
Both programs include fieldwork in years three and four. In addition, the Seneca program
includes a co-op semester.
Appendix 15.2 - Page 7
5.
Institution: Laurentian University
Program Name and Credential:
Bachelor of Physical Education in Health Promotion (4-year)
Program Description:
“This program provides leadership skills required for the promotion of health and a physically
active lifestyle, with a focus on counselling in physical fitness, stress management, nutritional
awareness, environmental sensitivity and health-oriented self-discipline. After completion of
the program, students have the ability to assess and provide counselling on the following
topics: physical fitness and nutritional awareness, stress management, environmental
sensitivity and health-oriented self-discipline. They also have the ability to organize, conduct
and promote program with a focus on these topics, and to provide education to the community
at large.”
(www.laurentian.ca)
Analysis of Similarities and Differences:
Both the Bachelor of Physical Education in Health Promotion program at Laurentian
University and the proposed Therapeutic Degree program at Seneca College include
anatomy; physiology; biomechanics; physiological conditions, injuries, and diseases; effects
of various types of exercise on the human system; and fitness assessment. Also, both
programs include design and assessment of physical activities. The main difference is the
Laurentian program focuses almost entirely on nutrition, environmental factors, injuries,
diseases, and other conditions as they relate to physical health. The Seneca program
includes this focus but also includes a strong focus on assessment, design, delivery, and
evaluation of programming for the psychosocial domains.
The Laurentian program has fieldwork experience in year four; the Seneca program has
fieldwork experience in years three and four, plus a co-op semester.
Appendix 15.2 - Page 8