SECTION A: INTRODUCTION
A1
College and Program Information
Full Legal Name of Organization: Humber College Institute of Technology and
Advanced Learning
URL for Organization Homepage (if applicable): www.humber.ca
Proposed Degree Nomenclature: Bachelor of Health Sciences (Workplace Health and
Wellness)
Location (specific address) where program to be delivered:
Humber North Campus
205 Humber College Blvd., Toronto, ON M9W 5L7
Date of Submission:
May 2014
Contact Information:
Person Responsible for This Submission:
Name/Title:
Ann Dean
Dean, Program Planning, Development and Renewal
Full Mailing Address: Humber Institute of Technology and Advanced Learning
205 Humber College Boulevard
Toronto, Ontario M9W 5L7
Telephone:
416-675-6622, ext. 4553
Fax:
416-675-6681
E-Mail:
ann.dean@humber.ca
Site Visit Coordinator (if different from above):
Name/Title:
Sandra Cardinal
Program Development Consultant
Full Mailing Address: Humber Institute of Technology and Advanced Learning
205 Humber College Boulevard
Toronto, Ontario M9W 5L7
Telephone:
416-675-6622, ext. 4982
Fax:
416-675-6681
E-mail:
sandra.cardinal@humber.ca
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 1
A2
Table of Contents
SECTION A: INTRODUCTION ..................................................................................................1
A1
College and Program Information ....................................................................................1
A2
Table of Contents ............................................................................................................2
A3
Executive Summary.........................................................................................................7
A4
Program Abstract ..........................................................................................................25
SECTION B: DEGREE LEVEL STANDARD .............................................................................1
SECTION C: ADMISSION, PROMOTION AND GRADUATION ................................................1
C1
Admission Requirements for Direct Entry ........................................................................8
C2
Admission Requirements for Mature Students .................................................................9
C3
Promotion and Graduation Requirements......................................................................10
C4
Advanced Standing Policies and Requirements ............................................................11
C4.1 Degree Completion Arrangements .....................................................................11
SECTION D: PROGRAM CONTENT STANDARD ....................................................................1
D1
Ad-Hoc Program Advisory Committee ................................... removed for this submission
D1.1 Program Advisory Committee Membership ............................................................
D1.2 Program Advisory Committee Minutes ...................................................................
Formal motion to endorse the Bachelor of Health Sciences (Workplace Health
and Wellness) program ......................................................................................34
D2
Professional Accreditation .............................................................................................38
D3
Program Learning Outcomes.........................................................................................39
D3.1 Degree Level Learning Outcomes......................................................................39
D3.2 Core Program Level Learning Outcomes ...........................................................41
D3.2.1 Design of Program Learning Outcomes ............................................... 41
D3.2.2 Courses Contributing to Program Learning Outcomes......................... 45
D3.3 Non-Core Program-Level Learning Outcomes ...................................................55
D4
Bachelor of Health Sciences (Workplace Health and Wellness) Program ...................... 57
D4.1 Program Map, Bachelor of Health Sciences (Workplace Health and Wellness) . 57
D4.2 Core Course Descriptions ..................................................................................58
D4.3 Non-Core Course Descriptions ..........................................................................69
D5
Academic Course Schedules .......................................................................................106
D5.1 Core Course Schedule 1 ............................................ removed for this submission
D5.1.1 Core Course Schedule 2 ...................................................................... 110
D5.2 Non-Core Electives Course Schedule 1 ..................... removed for this submission
D5.2.1 Non-Core Electives Course Schedule 2 ................................................ 128
D6
Work Experience Required for Degree Completion ..................................................... 140
D6.1 Program Structure Requirements..................................................................... 140
D6.2 Nature of Work Placement ............................................................................... 140
D6.3 Support for Work Experience ........................................................................... 140
D6.4 Work Experience Learning Outcomes .............................................................. 141
D6.5 Professional Practice Course Outline ............................................................... 145
D7
Program of Study .................................................................. removed for this submission
D7.1 Core Courses.........................................................................................................
D7.1.1 Course Development ..............................................................................
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 2
D7.1.2 Course Outline Submission Requirements ..............................................
D7.1.3 Classroom and Equipment Requirements ...............................................
D7.1.4 Degree Level Standards and Learning Outcomes ...................................
D7.2 Core Program Course Outlines ..............................................................................
D.7.2.1 Table of Contents & Identification of Previously Assessed Core
Course Outlines .......................................................................................
The Human Body and Disease ................................................................
Health & Wellness Concepts ...................................................................
Working in Health and Wellness ..............................................................
AWCR: Multiculturalism ...........................................................................
Introduction to Psychology.......................................................................
Health Behaviour .....................................................................................
Global Health Issues ...............................................................................
Research & Writing on Issues in Health Sciences ...................................
Mathematics for Health Sciences ............................................................
Environmental Health ..............................................................................
Reflective & Critical Practice ....................................................................
Business Communications ......................................................................
Food, Nutrition and Active Living .............................................................
Human Resources in Workplaces............................................................
Occupational Health & Safety ..................................................................
Biostatistics and Research ......................................................................
Mental Health and Addictions ..................................................................
The Business Case for Workplace Health and Wellness .........................
Health Literacy ........................................................................................
Applied Epidemiology ..............................................................................
Interprofessional Leadership ...................................................................
Ethical & Legal Considerations in Workplace Health & Wellness .............
Digital Innovations in Workplace Health & Wellness ................................
Capstone Project 1 ..................................................................................
Disability Management ............................................................................
Project Management in Workplace Health & Wellness ............................
Capstone Project 2 ..................................................................................
Wellness Coaching Principles .................................................................
Change in 21st Century Organizations .....................................................
Knowledge Translation ............................................................................
D7.3 Identification of Previously Assessed Non-Core Courses ................................. 428
D8
Bridging Courses ........................................................................................................428
D9
Gap Analysis - Diploma to Degree Transfer ................................................................ 429
D9.1 Summary of Gaps- ...........................................................................................429
D9.1.1 Gaps Identified ..................................................................................430
D9.2 Core Program Gap Analysis by Specific Diploma............................................. 432
D9.2.1 Gap Analysis OT/PT Assistant………………… .................................. 433
D9.2.2 Gap Analysis Food and Nutrition Management….. ............................ 441
D9.2.3 Gap Analysis Paramedic…………………........................................... 449
D9.2.4 Gap Analysis Pharmacy Technician….. ............................................. 457
D9.2.5 Gap Analysis Massage Therapy………………… ............................... 465
D9.2.6 Gap Analysis Fitness and Health Promotion….. ................................ 473
D9.2.7 Gap Analysis Practical Nursing………………… ................................. 480
Citations .................................................................................................................................489
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 3
SECTION E: PROGRAM DELIVERY ........................................................................................1
SECTION F: CAPACITY TO DELIVER .....................................................................................1
F1
Learning and Physical Resources ...................................................................................4
F1.1 Fitness Labs ........................................................................................................4
F1.2 Culinary Labs .......................................................................................................4
F1.3 Bioscience Lab ....................................................................................................5
F1.4 Simulated Teaching and Learning Centre ............................................................6
F1.5 Library Resources ................................................................................................7
F2
Resource Renewal and Upgrading ................................................................................24
F3
Support Services ..........................................................................................................26
F4
Faculty...........................................................................................................................31
F4.1 Projected Staffing Requirements........................................................................31
F4.2 Faculty Recruitment and Development Plan ......................................................32
Section 1: Proposed Academic Credentials ............................................ 33
Section 2: Faculty Complement: Current and New Hires ........................ 35
Section 3: Sample Faculty Plan by Core Course .................................... 36
Section 4: Summary of Anticipated Results ............................................ 41
F5
Curriculum Vitae of Faculty Assigned to the Degree Program ..... removed for submission
F5.1 Curriculum Vitae Release ......................................................................................
F5.2 Curriculum Vitae of Faculty Assigned to Deliver Core Courses ..............................
Arnold, Stan ...............................................................................................
Baskwill, Amanda .......................................................................................
Bednar, Eva ...............................................................................................
Campbell, Lillian .........................................................................................
Emmanuel, Joshua.....................................................................................
Foard, Thomas ...........................................................................................
Fortune, Jennifer ........................................................................................
Gentner, Noah ............................................................................................
Hodgson, Chandra .....................................................................................
Hopkinson, Barbara ....................................................................................
Kobayashi, Midori .......................................................................................
Macaulay, Dawn .........................................................................................
MacRae, Colin ............................................................................................
McAuliffe, Lynne .........................................................................................
McPhail, Stacey..........................................................................................
Ouellette, Norma ........................................................................................
Parker, Owen .............................................................................................
Pshenychna, Svitlana .................................................................................
Pucic, John.................................................................................................
Ramer, Matthew .........................................................................................
Rhykoff, Margot ..........................................................................................
Ross, Suzanne ...........................................................................................
Savage, Scott .............................................................................................
Schucher, Karen.........................................................................................
Shvarts, Alexander .....................................................................................
Simpson, Graeme ......................................................................................
Sinclair, Lynne ............................................................................................
Spence, Joanne .........................................................................................
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 4
F5.3
Stewart, Ron ..............................................................................................
Stockton, Stephen ......................................................................................
Takacs, Mary ..............................................................................................
Taplin, Jean................................................................................................
Valentino, Caterina .....................................................................................
Wainwright, Ann .........................................................................................
Webber, Jeanine ........................................................................................
Wilkinson, Sarah ........................................................................................
Zhang, Kate................................................................................................
Curriculum Vitae of Faculty Assigned to Deliver Non-Core Courses ......................
SECTION G: CREDENTIAL RECOGNITION
G1
Program Design and Credential Recognition ...................................................................1
G2
Consultation ....................................................................................................................2
G3
Letters of Credential Recognition - Universities ...............................................................4
Ontario Council of Universities ....................................................................................5
University of Toronto ...................................................................................................6
University of British Columbia .....................................................................................7
McGill University .........................................................................................................8
G4
Letters of Credential Recognitions – Ministry of Labour, Organizations & Employers ...... 9
Ontario Ministry of Labour, Office of the Chief Prevention Officer .............................. 10
Public Health Agency of Canada ...............................................................................11
Toronto Public Health ................................................................................................12
Morneau Shepell .......................................................................................................14
Lakeridge Health .......................................................................................................15
Tri-Fit Inc. ..................................................................................................................16
Public Service Health and Safety Association ...........................................................17
Cameco ....................................................................................................................18
Trillium Health Partners .............................................................................................19
Body and Soul Fitness ..............................................................................................20
Hospital for Sick Children ..........................................................................................21
G5
Evidence of Employer Support ......................................................................................22
SECTION H: REGULATION AND ACCREDITATION ..............................................................1
SECTION I:
PROGRAM EVALUATION ..................................................................................1
SECTION J: NOMENCLATURE ..............................................................................................1
SECTION K: ACADEMIC FREEDOM AND INTEGRITY ..........................................................1
SECTION L: STUDENT PROTECTION....................................................................................1
SECTION M: EVIDENCE OF ECONOMIC NEED .....................................................................1
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 5
SECTION N: DUPLICATION ....................................................................................................1
N1
Similar/Related College Programs ...................................................................................1
N2
Similar/Related University Programs ...............................................................................4
SECTION O: OPTIONAL MATERIAL .......................................................................................1
O1
Humber Overview ............................................................................................................1
O2
School Overview ............................................................................................................8
O3
Credentials Framework .................................................................................................13
SECTION P:
POLICIES ...........................................................................................................1
SECTION Q: CURRICULUM REVIEW ......................................................................................1
Q
Summary of Desk Examiner’s Report ..............................................................................1
Q
Credentials of External Reviewer ..................................................................................28
Q
Humber’s response to the report ...................................................................................30
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 6
A3
Executive Summary
Introduction
Humber’s proposed Bachelor of Health Sciences (Workplace Health and Wellness) pioneers an
approach preparing graduates for meaningful, well-compensated careers in the emerging 21st
century field of workplace health and wellness. Current employment prospects for front-line
health and wellness workers are focused on health promotion, wellness and prevention, rather
than illness and disease. These include position titles such as wellness technicians, human
resource coordinators, disability case managers, occupational health coordinators, wellness
programmers, health promotion coordinators, health data analysts, wellness consultants,
healthy workplace coordinators, wellness analysts, occupational hygienists, or return-to-work
coordinators.
These roles should not be confused with regulated healthcare roles such as Registered Nurses,
Physiotherapists, Occupational Therapists, or Kinesiologists which are also vital to the
protection of health and wellness in workplaces and which are not intended to be displaced by
the addition of workplace health and wellness professionals. Indeed, workplace health and
wellness professionals will be ideally suited to steer individuals towards appropriate health care
practitioners and to practice interprofessional collaboration with healthcare providers to enhance
workers’ health and wellness outcomes. The Humber program will prepare professionals with
comprehensive knowledge of healthcare systems, population health protection and promotion,
health benefit programs, mental health supports, occupational health and safety regulations,
and an ability to implement programs based on evidence and health-related research.
Convergence of research findings indicate a growing trend towards comprehensive, proactive
health and wellness policies and practices within large, medium and small organizations for
which dedicated well-trained practitioners will be required. The new program raises the
potential for Ontario workplaces to meet and exceed government regulations and voluntary
standards for Occupational Health and Safety to build strong, resilient, sustainable and
profitable organizations. Graduates will possess a unique mix of skills and knowledge which will
lead the way for employers as they embrace the evidence-informed imperative to promote
comprehensive health and wellness as a responsible and profitable business strategy, where
the return on investment can reach more than $6.00 per dollar spent on workplace health and
wellness programs. Workplaces wellness programs are no longer seen as “perks” but essential
to counteracting escalating costs related to chronic conditions, mental health concerns, and an
ageing workforce.i
The time is ripe for a program of this type, with the launch of the Ontario Ministry of Labour’s
Integrated Strategy for Occupational Health and Safety in December 2013ii. Humber is poised to
become a contributing post-secondary partner sharing the commitment of the Office of the Chief
Prevention Officer in realizing the vision for healthy and safe workplaces across all sectors of
Ontario’s economy. The proposed program holds strong affinity to the goals and approaches of
the Ministry of Labour’s plans, concurrently offering a fully accredited degree program that
integrates its educational outcomes with the need to address complex issues impacting small,
medium and large organizations across Ontario. The Ontario Ministry of Labour’s Chief
Prevention officer and Chief Physician have reviewed the program learning outcomes finding
them in alignment with the goals outlined by the Ministry. With increasing regulatory demands
on employers to comply with stringent standards, Humber’s program will play a central role in
building capacity by preparing a cadre of well-qualified health and wellness professionals to lead
the way.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 7
In the healthcare sector, for example, most large hospitals and clinics already operate health
and wellness units in alignment with the Healthy Work Environment initiatives of Health Force
Ontario. iii Ontario’s Ministry of Health recognizes that implementation of healthy work
environments and building a culture of safety for health care workers are keys to ensuring
quality patient care, enhancing morale and reducing absenteeism, reducing adverse events,
improve patient safety and support improved patient outcomes.
Humber’s research indicates that there is a strong market for health and wellness consultants in
a broad range of economic sectors including mining, construction, trades, food service, public
service, manufacturing, banking, education, hospitals, as well as consulting organizations such
as Shepell-fgi, Sun Life and Tri-Fit who offer wellness services to a spectrum of workplaces and
the Public Service Health and Safety Association which advocates and provides consultant
services for public service organizations in healthcare, education, government and communities.
Across North America, top employers are responding to the overwhelming evidence that
illustrates that increases in the costs of medical care and falling productivity due to healthrelated issues are unsustainable. Action towards prevention and health promotion is being seen
as an investment that effective organizations cannot ignore. Humber’s proposed program will fill
the need for workplace health and wellness practitioners with the skills and knowledge to
implement such programs.
These practitioners might be described as “choice architects”iv who possess a key combination
of competencies which include and go beyond facilitation of individual lifestyle changes to
address policy, corporate culture and the worksite environment, to foster social support, remove
barriers and ensure that the healthy choice is the default choice. As important leaders, they will
assist organizations in integrating workplace health and wellness into their business models, to
create healthy corporate culture, policy and supports, to allocate resources and to set an
example for healthy lifestyles.
Humber’s proposed program will offer both direct entry and advanced standing students
opportunities to complete an employment -focused undergraduate degree in an exciting
interdisciplinary program of study drawing from the fields of health sciences, health promotion,
occupational health and safety, leadership, business, organizational behaviour, human resource
management, behavioural psychology, project management, research methods, leadership, and
communications.
Humber is ideally positioned to forge these new pathways given its long-standing experience
with and commitment to health and wellness as a cornerstone of its internal policies and
educational offerings as evidenced by the following:



Humber has a long-standing commitment to threading health, safety and wellness
principles into their curricula, currently providing over 120 relevant courses across 41
programs.
Humber has inaugurated the ground-breaking Canadian Centre for Healthy Living, a
workplace health and wellness program for its own staff and students, which will open up
experiential learning opportunities for BHS(WHW) students.
Humber leads the post-secondary sector in training all employees with supervisory roles
in Mental Health First-aid, as a proactive and exemplary model of workplace wellness.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 8


Humber College has been consistently named a top employer, recognized for its positive
corporate culture. it was named as one of the Best Employers for New Canadians for
2012 by Mediacorp Canada Inc. The award recognizes employers with the best
initiatives and programs to assist recent immigrants to Canada. Humber was also
previously recognized as one of Canada’s Top Employers for Young People 2011 and
one of Greater Toronto’s Top Employers 2012. As one of Canada’s largest and most
dynamic postsecondary institutions, Humber attracts and retains employees in many
ways, including professional development, competitive compensation and health
benefits, and an inclusive and positive culture that drives continuous improvement in the
workplace.
The new BHS(WHW) innovative multi-disciplinary program draws on and enhances
Humber’s experience in interprofessional practice and cross-disciplinary education. For
six consecutive years, Humber has hosted an annual Interprofessional Workshop for
students from 11 programs in the School of Health Sciences, School of Hospitality,
Recreation and Tourism and School of Social and Community Services who are
completing their final year of studies. This workshop immerses students in
interprofessional discussions using an interactive case study model approach. Humber
also capitalizes on collaboration from across its breadth and depth of its expertise. The
new degree program draws on Humber’s successful years of experience providing
degrees, diplomas and certificates in nursing, allied health practice, health promotion,
business, human resource management, and occupational health and safety. Humber
recognizes the need for interdisciplinary study and multiple perspectives coming to bear
on the problems facing Ontario. The new BHS(WHW) is sponsored by two of Humber’s
outstanding schools: Health Sciences and Hospitality, Recreation and Tourism with input
from three more schools: Business, Applied Technology and Liberal Arts and Science.
Graduates of the program will contribute to workplace health and wellness in enhanced roles.
While diploma and graduate certificate holders are prepared to implement specific plans for
improving fitness and nutrition, or meeting regulatory requirements for Occupational Health and
Safety, BHS(WHW) graduates will add capabilities in determining and addressing workplace
factors affecting employees’ physical and mental health, organizational culture, prevention of
absenteeism and presenteeism, accommodations for disabilities and assuring smooth and
successful return-to-work following an illness or injury. Graduates will understand and capitalize
on the strong business case for proactive workplace health and wellness programs.
The BHS(WHW) proposal has been endorsed by the Public Health Agency of Canada, Toronto
Public Health, Lakeridge Health, Trillium Health Partners Morneau-Sheppell, Tri-Fit
Incorporated, Cameco, and the Public Service Health and Safety Association. In addition,
Humber has held meetings with officials in the Ontario Ministry of Labour to develop working
relationships for delivery of a degree program which integrates with government priorities in the
province.
About Humber
Humber College was established in 1967. A leader in polytechnic education, Humber offers over
140 full-time programs including: baccalaureate degrees, diplomas, certificates, graduate
certificates and apprenticeship programs. Humber receives more than 56,000 applications
annually; more than any other Ontario college. In Fall 2011, Humber enrolled 21,300 full-time
students and had 56,000 part-time registrations, as well as employees in customized corporate
training. Its strong partnerships with employers, as well as transfer agreements with many
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 9
universities and colleges, help ensure success. In February 2003, Humber received a new
designation as an Institute of Technology and Advanced Learning, which builds on the strategic
direction of the institution. The designation allows Humber to further expand its programming to
meet changing skill requirements and to provide up to 15% of its programming in degree
programs.
Humber has been offering degree-level education since 2001. Humber’s experience with degree
delivery began with the launch of the collaborative nursing program in conjunction with the
University of New Brunswick in September 2001. This four-year B.N. program is delivered by
Humber faculty using UNB’s curriculum. The following year saw the launch of the University of
Guelph-Humber. In partnership with the University of Guelph, Humber offers integrated 4-year
honours degree/diploma programs in the following program areas: Business; Early Childhood
Education; Family & Community Social Services; Justice Studies; Kinesiology; Media Studies;
and Psychology. The development and delivery of the programs is shared between the two
institutions.
Humber received its first consent to offer degrees in 2002 and launched its first three degrees in
September 2003. It currently offers twenty-two degrees including the Bachelor of Nursing
offered in partnership with the University of New Brunswick. (A more detailed overview of the
institution is available in Section O1.)
Contributing Schools Overviews
School of Health Sciences
Humber’s School of Health Sciences provides students with the skills, training and experience
to be successful in a broad range of health science professions. Committed to the highest
quality of teaching and learning, the School offers relevant, well-rounded programs that blend
theory and practice to deliver an exceptional learning environment for students.
Students are taught by highly-qualified faculty with extensive clinical and research experience in
their respective fields. Local employers and community agencies are involved in curriculum
planning, sharing their knowledge of trends and emerging issues to ensure that courses
accurately represent current healthcare practices. Classroom learning is complemented by
small-group tutorial, laboratory and simulation learning experiences, as well as field and clinical
placements. This experiential approach gives students the opportunity to apply their learning in
a real-world setting, gaining valuable, hands-on experience in their chosen professions. Humber
has long been considered one of the leading Health Science Schools in Canada, with a
reputation for graduating students who are career-ready, practice-focused and highly sought
after by employers.
Health Sciences Programs
Aligned with the Humber College Vision of “Excellence in Polytechnic Education”, the School of
Health Sciences offers a breadth of Programs from certificate to post-graduate offerings. Health
Sciences students select from a variety of certificate (Certificate of Achievement & Ontario
College Certificate), diploma, degree, and post-graduate certificate programs in health and
human service domains. The School also provides a strong foundation for life-long learning by
offering dual credit, continuing education, and on-line and part-time studies. Continuing
education courses, workshops, and seminars, are offered on a year-round, flexible schedule to
accommodate the 12-hour shift work commitments of busy healthcare professionals. Strategic
industry partnerships such as the Toronto District School Board Early Childhood Education
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 10
retraining program and Woodstock Practical Nursing Program are demonstrative of the Schools
commitment to be flexible, nimble, and responsive to changes in the employment landscape.
Key Features









Over 3000 Full Time students are enrolled in Humber’s Health Sciences programs each
year.
Each year, the SHS delivers Continuing Education programing to 8000 life-long
learners;
Long-standing collaborative partnerships with the University of New Brunswick and
University of Guelph facilitate the delivery of degree-level programs in Applied Science
and Nursing.
The Clinical Simulation Learning Centre provides a safe, low-risk environment for
students to practice their skills and experience a variety of health care settings before
working with real patients.
Humber’s Bioscience lab is the only publicly funded college lab in Ontario to house
cadavers. The lab is also equipped with anatomical models, human specimens, ‘wet’
labs and other state-of-the-art teaching aids.
Students participate in local field and clinical placements, providing service to the
community in schools, childcare centres, hospitals, and long-term care facilities as part
of their educational experience.
Humber offers a variety of specialized health science learning environments, including
an Early Childhood Education Resource Centre and two child care centres, as well as
dedicated labs for funeral
Services, paramedics, pharmacy technicians, and physiotherapy and occupational
therapy assistants.
The “Stilwell” platform is an innovative multi-media learning tool that allows students and
practicing clinicians to study and respond to the personal, social, and healthcare needs
within a virtual Canadian neighbourhood.
School of Hospitality, Recreation and Tourism Overview
Humber’s School of Hospitality, Recreation and Tourism (HRT) is the pre-eminent leader in
educating post-secondary students in the fields of Culinary Arts and Management, Fitness and
Health Promotion, Food & Nutrition, Hospitality, Massage Therapy, Recreation and Leisure
Studies, Sports Management and Tourism. In addition to offering a Humber degree in Tourism,
the School of HRT also provides meaningful pathways for Fitness and Health Promotion
students who are interested in pursuing a degree in Kinesiology at the University of GuelphHumber. The school is committed to excellence in teaching and learning both inside and outside
of the classroom. Students are engaged by highly qualified, industry-experienced faculty that
enable graduates to understand and apply theoretical concepts and practical skills in simulated
and real world environments. Programs are continuously revised and updated in collaboration
with program advisory committees comprised of both public and private industry partners.
Faculty expertise, program flexibility and state-of-the-art facilities have made HRT an awardwinning school, where 94% of graduates receive full time job offers in their respective field
within three months of graduation, and over 70% of graduates are offered employment by the
industry partner where they have completed their internship.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 11
HRT Programs
Aligned with Humber College’s vision of “Excellence in Polytechnic Education”, the School of
HRT offers a breadth of programs ranging from certificate to post-graduate offerings. Students
within the School of HRT are able to select from a variety of certificate (Certificate of
Achievement & Ontario College Certificate), diploma, degree, post-graduate certificate,
apprenticeship and chef certification programs in the following areas of interest:



Culinary and Food & Nutrition
Fitness, Massage Therapy, Recreation and Sport Programs
Hospitality and Tourism Programs
Key Features

Over 3000 Full Time students are enrolled in Humber’s Hospitality, Recreation and
Tourism programs each year.

Collaborative partnerships with the National Kaohsiung University of Hospitality &
Tourism, Taiwan and the University of Guelph facilitate the delivery of degree-level
programs.

All students from the School of Hospitality, Recreation & Tourism learn practical skills in
the most modern and leading edge facilities in North America.

The School has invested millions of dollars in its facilities and is known as an innovator
and pioneer in design, technology, energy efficiency and learner focus.

Culinary Labs - Humber's Canadian Centre of Culinary Arts & Science facilities are the
most modern in North America. Humber has been always been a leader in kitchen
design and technological innovation., winning several design awards. Using the latest
in European technology, these kitchens have raised the bar in design standards and
utilizing energy saving and environmentally friendly technology.

Fitness Labs – Humber’s fitness and wellness dedicated program labs include a
personal training lab, fitness assessment lab, two group exercise studios, and a high
performance lab.

Massage Therapy Lab - This contains high quality equipment required for students to
learn and practice massage therapy.

The Humber Room – This is an on-campus restaurant training facility for upscale
casual dining, and open to the general public. Students in Humber's culinary programs
put their practical skills to use preparing lunches and dinners in a real world
environment.

The Canadian Centre for Healthy Living, launched in September of 2013, incorporates
the talents of faculty and students in the School of Hospitality, Recreation and Tourism
(HRT) to create a program for Humber faculty and staff who want to make healthy
lifestyle changes. It provides a comprehensive, eight-month program that combines
nutrition, culinary and fitness skills to help people make long-term health changes. The
program involves initial fitness and nutrition assessments, weekly workshops in
behaviour change, nutrition, or cooking, as well as regular personal training sessions.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 12
Program Design
The Bachelor of Health Sciences (Workplace Health and Wellness) program was designed over
a period of two years, evolving through dialogue with members of the advisory committee and
other experts in the field, representatives of health and safety associations, dialogue with the
Ontario Ministry of Labour and the Ministry of Health and Long Term Care, course developers,
and Humber faculty and administrators. The Ontario Qualifications Framework, a current
literature review and research into the changing face of workplace health and wellness and
public health practices around the world helped to inform the design. The intent is to provide 21st
century education which prepares graduates for the real working life of practicing professionals
who will make important contributions to organizations by solving complex problems from
diverse perspectives. The proposed Humber program addresses the need for professionals with
strong backgrounds in health sciences and promotion, business systems thinking,
communications and messaging to help organizations maximize employee wellness while
meeting their economic goals. The interdisciplinary nature of the proposed program
strengthens graduates’ ability to consider issues from different perspectives and communicate
with experts form relevant fields. This requires thinkers with broad knowledge not limited to a
single field. Humber, as one of Canada’s most diverse and forward-looking post-secondary
institutions, embraces interdisciplinary approaches preparing graduates to solve the complex
health and wellness problems of the 21st century.
To design such a program demands a balance between traditional and innovative approaches.
Through consultation, a model was developed based on identified core competencies agreed to
be desirable, and to ensure that courses addressed these competencies. At the core of the
model is the concept of the graduate as a professional with a broad range of understanding
including the health sciences, health and wellness leadership, systems thinking, traditional and
digital communications as well social, cultural and political awareness.
The model integrates theoretical and applied learning. A strong theoretical background is
essential to becoming flexible, resilient health and wellness professionals who easily adapt to
the ever-changing technological, social, ethical and regulatory challenges of modern
workplaces. However, theory divorced from application may perpetuate knowledge to practice
gaps. Hence the curriculum is designed to capitalize on the case-study approach bringing
students’ increasingly critical thinking to bear on complex issues of workplace health and
wellness. This approach culminates in capstone applied research projects completed in
partnership with sponsoring organizations.
The program is designed to address the learning requirements of both direct-entry students who
have little or no formal experience in related fields and diploma transfer students who have been
immersed in related fields for two to three years. Direct-entry students will require a strong
foundation in such health topics such as anatomy, physiology, major diseases, health and
wellness concepts, psychology, global and environmental health, quantitative reasoning,
behavioural change, and reflective practice. These students will also require preparation for the
rigour of their future studies through targeted courses in academic writing, research, critical
reasoning and effective presentations. Writing and research are the cornerstones of proficient
communication practice, which is a core requirement both for continued success in the program
and for a career which relies on top-tier knowledge translation abilities to interpret and
communicate important health and wellness information in meaningful ways.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 13
Qualified diploma transfer students from allied health and health promotion fields will be
deemed to possess strong foundations in health sciences and communication allowing them
advanced standing to move towards more advanced study in the program.
The curriculum was designed by a mixed group of faculty from five Humber schools working
collaboratively to design courses to ensure rational sequencing of knowledge and skills within
the core study streams as well as to integrate teaching and learning across the streams within
semesters. The four core study streams are: Health Sciences, Health and Wellness Leadership,
Systems Thinking and Communications. Course developers worked together. A fifth elective
stream allows students to pursue outside interests choosing from over 100 breadth offerings.
In the Health Sciences stream, knowledge and skills are developed in food, nutrition and active
living, biostatistics and applied epidemiology.
In the Health and Wellness Leadership stream, problem-solving and Interprofessional teamwork
are fostered and students are empowered to study and develop leadership qualities. In practice,
leadership principles infuse all coursework, however special emphasis is given in the stream
including courses which develop mindful interpersonal relations, respectful interprofessional
collaboration, and well-developed skills in mental health first-aid and competency in wellness
coaching.
In the Systems Thinking stream, courses emphasise on the realities of the 21st Century
workplace and organizational principles. Students come into consistent contact with working
professionals and apply their learning in work placements and senior projects which integrate
health and wellness concepts with economic and regulatory principles.
The Communications stream honours the input of both the advisory committee and Humber’s
employer survey that strongly supported the inclusion of advanced writing and research as high
priorities. While these skills are present in most courses offered, explicit instruction and practice
are included in a stream of six dedicated courses designed specifically to hone written language
and knowledge translation skills.
The fifth elective stream of breadth courses awakens students’ social, cultural and political
awareness, so vital to professional and personal development. Humber is well-positioned with
its deep resource base to offer an extensive set of breadth electives encouraging students to
consider factors such as historical context, cultural influences, theoretical models, issues of
representation, role of the media, and aesthetics. Students will find courses to feed their
curiosity and interests, and in the process help them become informed and engaged citizens.
Bachelor of Health Sciences (Workplace Health and Wellness) students will be integrated with
students from a range of bachelors programs throughout their four years in ten breadth electives
where their social consciousness is developed and they are challenged to read and respond to
a range of complex texts.
It is recognized that in an ever-changing future, graduates will be required to continuously
adapt, relearn and innovate. Humber’s program is designed to meet those challenges by
fostering personal models of health and wellness, self-care and self-discipline, social and
environmental responsibility, diverse cultural awareness, the ability to communicate effectively,
and a desire to become lifelong learners.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 14
Program of Study
The program consists of 120 course credits with 40 courses each earning 3 credits. A capstone
project is required in the final year of the program.
Bachelor of Health Sciences (Workplace Health and Wellness)Program Requirements:
30 Specialization Courses
10 Breadth Electives courses
1 Work Placement Preparation Course (no credit)
1 work placement (14 weeks)
Bachelor of Health Sciences (Workplace Health and Wellness) Program of Study:
YEAR Fall Semester
1
The Human Body and Disease
Health & Wellness Concepts
Working in Health & Wellness
Academic Writing & Critical Reasoning:
Multiculturalism
Breadth Elective 1
2
Mathematics for Health Sciences
Environmental Health
Reflective & Critical Practice
Business Presentations
Breadth Elective 3
3
Biostatistics and Research
Mental Health & Addictions
The Business Case for Workplace
Health and Wellness
Health Literacy
Breadth Elective 6
Summer: Work Placement – 14 weeks
4
Capstone Project in Workplace Health &
Wellness 1
Disability Management
Project Management in Workplace
Health & Wellness
Breadth Elective 8
Breadth Elective 9
Winter Semester
Introduction to Psychology
Health Behaviour
Global Health Issues
Research & Writing on Health issues
Breadth Elective 2
Food, Nutrition & Active Living
Human Resources in Workplaces
Occupational Health & Safety in Ontario
Breadth Elective 4
Breadth Elective 5
Applied Epidemiology
Interprofessional Leadership
Ethical & Legal Issues in Workplace Health
& Wellness
Digital Innovations in Workplace Health &
Wellness
Professional Preparation (no credit)
Breadth Elective 7
Capstone Project in Workplace Health &
Wellness 2
Wellness Coaching Principles
Change in 21st Century Organizations
Knowledge Translation
Breadth Elective 10
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 15
Methods of Delivery
Nature of the Paid Work Term Experience
Students will participate in one mandatory 14-week work term. Students will be able to select
from a wide variety of opportunities in corporate or non-profit businesses, health-related
organizations, or health and wellness consulting firms. They will acquire hands-on experience
in implementing workplace health and wellness projects and developing client relationships. To
date, 7 employers have indicated their willingness to provide co-operative work placements for
Humber Bachelor of Health Sciences (Workplace Health and Wellness) students.v In addition,
Humber has cultivated relationships with over 100 companies for placement opportunities for
their students in affiliated diploma and graduate certificate programs who are expected to offer
work experience opportunities for degree students.
Students will be supported by the School of Health Sciences and School of Hospitality,
Recreation and Tourism Placement Advisors who provide tools and resources for assisting
students in securing placements. Each year, the Placement Advisors establish new contacts,
enabling students to become informed about the functions of different organizations and the
needs and career opportunities within them.
Every effort will be made to find paid work placements; however, there will be unpaid work
opportunities which will be more appealing to some students depending on their career interests
and the placements available. Humber has a history of successfully finding quality professional
placements for students in its degree programs.
Nomenclature
Humber takes a number of steps to ensure the program meets degree-level standards, in both
subject matter and outcomes, including:
 benchmarking the program against similar programs and courses in Canada and other
jurisdictions;
 having courses developed by faculty members who are familiar with degree-level study
in the field;
 having the program reviewed by university professors from other institutions.
The credential nomenclature follows the PEQAB guidelines using the form Bachelor of
Faculty(Subject). Within the School of Health Sciences the use of the nomenclature Bachelor of
Health Sciences would allow for future degree proposals with the same beginning, adding
subject areas to the nomenclature in brackets.
Although the proposed Bachelor of Health Sciences (Workplace Health and Wellness) would be
the first of its kind in Ontario, there are degrees offered in Ontario and other Canadian
universities which offer degrees in allied areas of study. The nomenclatures used for these
programs have been investigated in order to inform the choice of proposed title for Humber’s
credential. These include such degree nomenclatures as: Bachelor of Health Sciences,
Bachelor of Health Promotion, Bachelor of Applied Science (Occupational Health), and Bachelor
of Health Sciences (Public Health).
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 16
In order to offer a recognizable credential, the above nomenclatures were assessed; finding that
the terms Health Sciences is used across the English-speaking world to designate the study of
human health outside the field of formal medicine. The nomenclature Bachelor of Health
Science is becoming a recognizable and accepted credential. Humber appreciates the
importance of awarding credentials which delineate clearly the field of study in a format wellunderstood by prospective students, graduate schools and employers. For this reason, the
nomenclature for the proposed credential includes the words Bachelor of Health Sciences.
In the bracketed portion (Workplace Health and Wellness) Humber is following the trend in
education and organizations to use the term “health and wellness” to denote the broad concept
of preventive, responsive and promotional approaches to human wellbeing, encompassing
physical, mental, social and environmental health. For example, the World Health Organization
(WHO) defines health and wellness as a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity.vi
Humber wishes to differentiate this program those which qualify practitioners in “Occupational
Health and Safety”, which while related, often refers to one highly specific legalistic area within
the broader concept of “health and wellness”.
The proposed nomenclature subscribes to the view of the WHO which has published a
Framework for Healthy Workplaces emphasizing the increasing importance of workplaces in
global health and well-being. The WHO defines a healthy workplace as “one in which workers
and managers collaborate to use a continuous improvement process to protect and promote the
health and well-being of all workers and the sustainability of the workplace including
consideration of:
 health and safety concerns in the physical work environment;
 health, safety and well-being concerns in the psychosocial work environment including
organization of work and workplace culture;
 personal health resources in the workplace (support and encouragement of healthy
lifestyles by the employer);
 ways of participating in the community to improve the health of workers, their families
and members of the community”vii
Given the degree program’s multi-disciplinary perspective which addresses the above-identified
priorities for workplace health and wellness, the nomenclature Bachelor of Health Sciences
(Workplace Health and Wellness) is considered to capture the intent and content of the degree
level learning. The proposed nomenclature reflects an integrated approach by effectively
blending together the name of the degree with its area of applied focus into one recognizable
title.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 17
Strategic Fit
The Bachelor of Health Sciences (Workplace Health and Wellness) builds on the strong
foundation established by Humber’s existing diploma, graduate certificate and degree programs.
It contributes to the two schools’ goals of offering a full-range of programming and providing
opportunities for diploma graduates who wish to further their education.
The degree supports Humber’s goal of being a leader in polytechnic education and responds
specifically to three of the priorities and their supporting initiatives identified within Humber’s
current strategic plan.



Priority 1: Strengthening Our Polytechnic Identity
The proposed degree offering is the logical next step in Humber’s growth as a vibrant and
responsive postsecondary institution providing exemplary education that blends theoretical,
applied and breadth learning. It also contributes to Humber’s plans to optimize and
differentiate our program offerings and credentials to include programming from skills
training to specialized degrees that are responsive to market needs, and provide
educational pathways for graduates wishing to move from diplomas to degrees.
Priority 2: Sustained Focus on Teaching and Learning
In order to realize Humber’s vision of “excellence in polytechnic education” and its
commitment to a learner-centred culture, quality is the cornerstone of all the institution’s
activities. This degree program embraces this notion and contributes to the goals of
enhancing the quality of the teaching and learning environment, augmenting resources,
enhancing teaching skills, and providing a broad range of opportunities, such as applied
research options, for students. The program supports this priority through the recruitment of
qualified candidates with advanced credentials and the enhancement of existing faculty
credentials.
Priority 3: Maximizing the Impact of Partnerships
Ensuring essential linkages with industry and key external stakeholders is an important
element in Humber’s strategic plan. This degree offering requires the participation of
community partners and academics in the further development and operation of the program
through many opportunities including advisory committee work. It also encourages creative
connections with educational and organizational partners in its work placement and applied
research opportunities.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 18
Capacity to Deliver
Humber is well-positioned to forge new pathways given its long-standing experience and
commitment to threading health, safety and wellness principles into programs across the
spectrum of its offerings, currently providing 120 relevant courses across 41 programs. In
addition, Humber has inaugurated the Canadian Centre for Healthy Living, a ground-breaking
workplace health and wellness program for its own staff and students. Increasingly, Humber is
capitalizing on collaboration from across its breadth and depth of its expertise The new degree
program draws on Humber’s successful years of experience providing degrees, diplomas and
certificates in nursing, allied health practice, health promotion, business, human resource
management, and occupational health and safety. Humber recognizes the need for
interdisciplinary study and multiple perspectives coming to bear on the problems facing Ontario.
The new BHS(WHW) is sponsored by two of Humber’s outstanding schools: Health Sciences
and Hospitality, Recreation and Tourism with input from three more schools: Business, Applied
Technology and Liberal Arts and Science.
Humber has 10 years of experience in offering degree-level education, both through its own
degrees, the first 3 of which were launched in 2003, and through collaborative programs with
the University of New Brunswick and University of Guelph. Humber’s graduates have been
successful both in finding employment and in continuing their education at the Master’s level or
in professional degrees such as law.
Since 2001, Humber has taken many steps to enhance its capacity to offer degree-level
programming. Humber has increased the number of faculty with terminal credentials. Since
2003, 85 new faculty members with Ph.D.’s have been hired. Current faculty members have
been encouraged to pursue further education. A detailed faculty plan is prepared for each new
degree.
For the Bachelor of Health Sciences (Workplace Health and Wellness) program, Humber
currently employs several key faculty members who will form the core of the instructional team
in the first two years of operation, holding either Ph.D. or Master’s level credentials. When
hiring is required, Humber will seek out qualified faculty holding terminal credentials as
appropriate for the area of study, typically a Ph.D. qualification in a related discipline.
After undergoing an independent review of the breadth curriculum offered by the School of
Liberal Arts and Sciences, PEQAB concluded that Humber’s capacity to offer this curriculum
within its degree programs to be satisfactory.
Humber is committed to ensuring faculty engage in a level of scholarship and research or
creative activity to ensure their currency in the field. Opportunities are provided for faculty
members to attend conferences, present papers and produce scholarly work, and faculty are
encouraged to identify and pursue such activities. In 2009, Humber hired a Dean of Research to
advance the research agenda at the college. Humber Research supports and enriches research
opportunities for faculty and students.
Library collections have been enhanced, with Humber investing $5,897,653 to expand library
collections over the past 10 years.
Facilities have been improved through the acquisition, renovation and building of new space.
The Humber Lakeshore campus which houses most of Humber’s degrees has undergone
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 19
significant expansion and classroom facilities have been enhanced. In the period between 2007
and fall 2011, there has been over $80 million spent in construction projects at the Lakeshore
Campus.
The location for the Bachelor of Health Sciences (Workplace Health and Wellness)program is
the Humber North campus giving students access to well-established facilities including fitness
labs and recreation centre and health science labs. Additional health science bio- labs and
simulation are planned for the North campus to be completed in 2016 / 2017.
Credential Recognition
The design of this program is expected to facilitate credit transfer to and credential recognition
by other postsecondary institutions. Issues of transferability and equivalence of credit have been
a focus of Humber’s attention in order to facilitate the mobility needs of its graduates. Efforts
have been made to ensure that courses are commensurate with undergraduate instruction at
other postsecondary institutions. University professors from related programs at the Universities
of Toronto, Waterloo and Ottawa served as advisory committee members and provided advice
and feedback as the program was developed. In addition to the Council of Ontario Universities
Statement on Advanced Study at Provincially Assisted Universities of 2006, Humber has
received letters indicating recognition of the proposed degree from McGill University and the
University of British Columbia.
In terms of the curriculum quality and currency, the program was reviewed by an outside
qualified academic in the field, Dr. Mark Attridge, a private consultant, social psychologist and
research scholar in independent practice as President of Attridge Consulting, Inc. Dr. Attridge
has been most active in the field of workplace mental health and the area of employee
assistance programs in particular. He thoroughly assessed the program during its development
phases, and commended the program for its interdisciplinary approach, which he sees as fitting
the needs of a new kind of professional, one who understands the dynamics of health and
wellness and also the applied issues of delivery of services, programs and policies in the
context of the modern workplace. He supported Humber’s commitment to dedicated learning in
the area of communications which he sees as a significant factor for success. He suggested
modifications which were considered by the development team, program administration,
coordinators and faculty and the curriculum was amended where appropriate.
In most cases, the breadth elective courses are transferable. Many of Humber’s existing
courses (for example, courses offered through the Liberal Arts and Science Division) have
already been recognized as equivalent by universities such as the University of Guelph, the
University of New Brunswick, York University and Thompson Rivers University, as well as
various universities in the United States and Australia.
Rigorous assessments have been built into each course in the Bachelor of Health Sciences
(Workplace Health and Wellness) including thematic projects, written reflections, essays, tests
and examinations. These assessment strategies parallel degree course requirements in other
jurisdictions and will provide graduates with samples of degree-level work to include in their
applications to other postsecondary institutions.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 20
Need for Program
The need to develop a Bachelor of Health Sciences (Health and Wellness) was based on an
analysis of the workplace health and wellness field as a contributor to the well-being of
Canadians, the sustainability of organizations, and the economic imperative for organizations to
meet and exceed government regulations and to embrace preventive health promotion
programs. Employment prospects for graduates are strong as evidenced by the support
received from employers and the Ontario Ministry of Labour. Student interest is strong,
particularly among diploma holders in related fields.
Graham Lowe, sociology professor at the University of Alberta, research associate at Canadian
Policy Research Networks and a workplace consultant, has written extensively on the economic
imperative in Canada for increased efforts in workplace health and wellness.
“Expect to hear a lot more about workplace health in the near future. Skyrocketing public
and private health-care costs will almost certainly increase calls for workplaces to be
used as venues for health promotion. Some business leaders are already on the healthy
workplace bandwagon and many more will soon find themselves there, if not by choice
then by the inexorable pressures of an aging workforce..” viii
There is a strong business case being made internationally for workplace health and wellness
programs. The World Health Organization (WHO) has recognized this evidence and adopted
the slogan “No business wealth without employee health”. The WHO has developed a
framework for healthy workplaces recognizing that:
Due to mounting social and public pressure and rising consumer expectations,
enterprises are increasingly being expected to go beyond their legal requirements and
act more responsibly. Creating workplaces that are healthy for their employees and that
prevent illness and disease, is one way in which companies can meet these rising
expectations, while also improving productivity and competitiveness..ix
The Ontario Ministry of Labour has begun implementing strategies to address the complex
challenges for workplaces while increasing general understanding of the business case for
workplace health, safety and wellness and to promote a culture of health and safety in
workplaces and society. x Graduates of the proposed program will be ideally suited to helping
meet these objectives.
Employers recognize that unhealthy lifestyles of their employees and organizational policies
which contribute to unhealthy levels of stress and inactivity result in decreased productivity and
increased health and disability costs. Businesses today are left with no choice but to create a
healthy workplace culture if they want employees to perform to their best potential. High
performance companies have understood the profound connection between employee health,
productivity and insurance costs. xi
The Public Health Agency of Canada reported that by implementing a physical activity program,
Canada Life in Toronto improved productivity and reduced turnover and insurance costs while
achieving a return on investment (ROI) of $6.85 per corporate dollar invested. xii
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 21
The proposed Humber program addresses the need for professionals with strong backgrounds
in health sciences and promotion, business systems thinking and communications and
messaging to help organizations maximize employee wellness while meeting their economic
goals. As stated in the Harvard Business Review
“wellness is not just a mission—it’s a message. How you deliver it can make all the
difference. Sensitivity, creativity and media diversity are the cornerstones of a successful
communications strategy.”
Backing up the launch of a wellness program with a strong marketing and communication
strategy prevents employee cynicism and skepticism and builds employee enthusiasm and
excitement.xiii
The program supports the future need for organizations to address the challenges and
opportunities inherent in workplace health and wellness. Greater societal awareness,
governmental regulation and economic imperatives are expected to place increased pressure
on organizations to become proactive in sustaining the health and well-being of their
workforces. Organizations who take steps to deliver health and safety programs in their
workplaces will require knowledgeable professionals to lead the way. For example, a dedicated
employee would be required to oversee and implement the seven-step program advocated by
Health and Safety Ontarioxiv. Following such steps would put considerable pressure on an
organization’s existing structures to allocate sufficient resources and hire skilled health and
wellness professionals. Humber’s proposed program is designed to be responsive to this
pressure. Graduates of a Bachelor of Health Sciences (Health and Wellness) degree program
may expect a promising employment outlook for well-paid, permanent positions within a variety
of settings.
Humber also surveyed employers directly to gauge employment support for graduates.xv The
results were summarized to show:
 73% of respondents indicated that their opinion of employment demand in Ontario for
Workplace Wellness Professionals in the next 5-10 years is Good to Excellent.
 100% of respondents indicated that a degree is highly valued in considering applicants
for new positions.
 94% of respondents said that their organization has found it somewhat difficult to difficult
find qualified workplace health and wellness professionals.
 Respondents indicated that the positions for which graduates of this program would be
hired include: front-line health and wellness workers, wellness technicians, human
resource coordinators, disability case managers, occupational health coordinators,
wellness programmers, health promotion coordinators, data analysts, wellness
consultants, healthy workplace coordinators, wellness analysts, occupational hygienists,
return-to-work coordinators.
It may be concluded that there is a high degree of employer support for this program and a
willingness to provide entry-level jobs for graduates with strong writing, professional, continuous
learning, strategic planning, social media, and technology and business skills.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 22
Student Demand
Currently, there are no directly comparable degree programs in Canada. The program will be
attractive to direct entry students from high school or mature students who have an interest in
health sciences or health promotion but do not envision themselves as traditional health
practitioners within clinical settings. It will also appeal to diploma holders in related fields
seeking degree completion opportunities in an employment-focused discipline.
The popular Specialist High Skills Major in Health and Wellness offered in Ontario high schools
has a natural affinity to the proposed Humber program, offering students an alternative career
path building on the knowledge and skills gained during the high school program. Graduates of
the high skills major are well-suited having gained four health and wellness major credits, two
cooperative education credits with workplace experience, and certifications in first aid, CPR,
infection control and hazardous materials. Marketing efforts which target these programs are
expected to build awareness of and enthusiasm for Humber’s offering.
Humber has received strong interest in the BHS(WHW) from students enrolled in related
diploma programs within Humber and beyond. Students in the seven diplomas identified as
feeder programs have been surveyed and have indicated overwhelming interest in the program
as a viable option for continuing their education after completion of the diploma or advanced
diploma. These included the following diplomas and advanced diplomas: Practical Nursing,
Paramedic, Pharmacy Technician, Occupational Therapist / Physiotherapist Assistant, Fitness
and Health Promotion, Food and Nutrition Management, and Massage Therapy.
Students in the diploma programs were asked about their interest in pursuing degree
completion opportunities in Humber’s new Bachelor of Health Sciences (Workplace Health and
Wellness). 92% of surveyed students indicated they would definitely or maybe be interested in
pursuing degree completion in the BHS(WHW) program.
Conclusion
After a review of the need for a Bachelor of Health Sciences (Workplace Health and Wellness)
program, Humber determined it was valuable to add it to its postsecondary offerings because:





Humber is poised as a contributing post-secondary partner which supports the priorities
and commitments of the Ontario Ministry of Labour to realize the vision for healthy and
safe workplaces across all sectors of Ontario’s economy.
Humber has the proven capacity to provide quality programming in related fields, on
which to draw and build.
The current employment prospects for graduates of the proposed program are strong, as
evidenced by primary and secondary research.
The proposed program is attractive to potential students, providing pathways from
secondary school and from existing diploma programs towards degree-level education,
with high levels of retention and graduation.
Graduates of the proposed program will be prepared to make meaningful contributions in
a range of organizations towards the prosperity, sustainability and resiliency of Ontario’s
socio-economic future.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 23
Anticipated Start Date
A September 2016 start date is planned.
Anticipated Enrolment
Intake of 60 students per year.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 24
A4
Program Abstract
The four year Bachelor of Health Sciences (Workplace Health and Wellness) program is
innovative and rigorous, centred on developing professionals prepared to make important
contributions to the health and well-being of workers and their families across a wide spectrum
of organizations. Students develop highly-developed interdisciplinary skills and knowledge in
health sciences, leadership, systems thinking, and communication as well as depth and breadth
of knowledge outside the core study streams. Students study in an integrated multi-disciplinary
environment where theoretical and critical approaches are applied to complex real-world issues
in workplace health and wellness.
Intensive lectures, on-line components, and labs provide direction, sharpen technical skills and
stimulate critical discourse. Historical, legal, ethical, methodological and theoretical
considerations are embedded in the learning process. Students engage with an array of breadth
courses designed to deepen consciousness of their roles within the social, political,
environmental and cultural contexts of their work and to inspire written, verbal and health
literacy.
Upper level students specialize in advanced research, program planning and implementation
and create a culminating project tied directly to a specific workplace. Work placements and
applied research projects within organizations ensure students are prepared for the growing
opportunities ahead in the emerging field of workplace health and wellness across a spectrum
of organizations. Graduates may also choose to continue their studies at the master’s level.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 25
References
i
Bailey Vaez, Special to Financial Post October 2, 2013
Taking the business case for wellness programs beyond anecdote
http://business.financialpost.com/2013/10/02/taking-the-business-case-for-wellness-programsbeyond-anecdote/
ii
Ontario Ministry of Labour, (2013) Healthy and Safe Ontario Workplaces: A Strategy for
Transforming Occupational Health and Safety, Toronto: Queen’s Printer
iii
http://www.healthforceontario.ca/en/Home/Employers/Healthy_Work_Environments
iv
Jason E. Lang, Team Lead for National Healthy Workplace Program, Center for Disease
Control and Prevention, Webinar: Building a coordinated, systematic and comprehensive
approach to workplace health promotion, November 12, 2013.
v
(Humber Employee Needs Assessment 2013)
vi
Preamble to the Constitution of the World Health Organization as adopted by the International
Health Conference, New York, 19-22 June, 1946; signed on 22 July 1946 by representatives of
61 states (Official Records of the World Health Organization, no. 2, p. 100) and entered into
force on April 7, 1948. The definition has not been amended since.
vii
http://www.who.int/occupational_health/5keys_healthy_workplaces.pdf
viii
Canadian HR Reporter, September 23, 2002, by permission of Carswell, Toronto, Ontario,
Web site: www.hrreporter.com
ix
http://www.who.int/occupational_health/healthy_workplaces
x
Ontario Ministry of Labour, (2013) Healthy and Safe Ontario Workplaces: A Strategy for
Transforming Occupational Health and Safety, Toronto: Queen’s Printer
xi
http://www.benefitscanada.com/benefits/health-wellness/boost-employee-health-andproductivity-with-a-wellness-program-19628Boost health and productivity with a wellness
program
xii
http://www.phac-aspc.gc.ca/alw-vat/execsum-resumexec-eng.php#a6
xiii
http://hbr.org/2010/12/whats-the-hard-return-on-employee-wellness-programs/sb2
xiv
Health and Safety Ontario: Healthy Workplaces
http://www.healthandsafetyontario.ca/HSO/media/WSPS/Resources/Downloads/HlthyWrkplcs_
ComplGuide_FinalB.pdf?ext=.pdf
xv
Humber Employers Survey (2013)
Bachelor of Health Sciences (Workplace Health and Wellness)
Section A, Page 26
SECTION B: DEGREE LEVEL STANDARD
In order to ensure that a baccalaureate standard has been attained in each course and across
the program, the program framework and courses were:





benchmarked against similar programs and courses in Canada and other jurisdictions
developed by faculty members who are familiar with degree-level study in the field of
practice
developed in consultation with Humber’s Planning and Development office which
manages the development and approval processes of all of Humber’s degree level
programs
reviewed by Dr Mark Attridge, a private consultant, social psychologist, author, research
scholar and former professor of Universities of Minnesota and Wisconsin- Milwaukee
teaching graduate and undergraduate courses in psychology, communications and other
disciplines. ( see Section Q)
reviewed and approved by the Program Advisory Committee which includes members
from the fields of public health, health promotion, workplace health and wellness and
higher education in health sciences. These include:
Audrey Birenbaum, Manager, Health Options at Work, Chronic Disease and Injury
Prevention, Toronto Public Health
Katherine Pigott, Exec. Committee Chair, Health Promotion Ontario, Co-Chair,
Economic Development Committee, Community Food Security Coalition, Manager,
Healthy Communities and Policy, Region of Waterloo
Dr. Patrick Seliske, Past President, Association of Public Health Epidemiologists in
Ontario APHEO, Epidemiologist, Wellington-Dufferin-Guelph Health Unit, Assoc.
Professor, University of Waterloo, Master of Public Health Program
Siu Mee Cheng, Exec. Director, Ontario Public Health Association (OPHA)
Meighan Finlay, Exec. Director, Ontario Council on Community Health Accreditation,
Simcoe Muskoka District Health Unit
Beata Pach, Information Specialist, Public Health Division, Ont. Ministry of Health and
Long-term Care
Cameron Weighill, President, Canadian Institute of Public Health Inspectors (Ont.
Division) Health Protection Division – York Region
Raymond Ramdayal, Counselor of Professional Development, Canadian Institute of
Public Health Inspectors (Ont. Division)
Dr. Greg Taylor, Deputy Chief Officer of Public Health (Canada), Adjunct Professor
University of Ottawa
Dr. Cameron Mustard, President and Sr. Scientist, Institute for Work and Health
Bachelor of Health Sciences (Workplace Health and Wellness)
Section B, Page 1
Steve Horvath, President, Canadian Centre for Occupational Health and Safety
Dr. Patabendi Abeytunga, Past Vice-president and Director General, Centre for
Occupational Health and Safety
Dr. Leon Genesove, Chief Occupational and Environmental Health, Ontario Public
Health
Assoc. Professor, Dalla Lana School of Public Health
Lori Casselman, Asst. Vice-President, Health and Productivity Solutions, Sun Life
Nancy Hicks, Director, Clinical Services, Well Serve Health Care Management
Kim Schouten, Fitness and Wellness Consultant , Tri-Fi, Humber graduate from postgraduate certificate program in Exercise Science and Lifestyle Management
Adrienne Sutton, Director of Operations, Tri-Fit
Barb Veder, Vice-President, Clinical Services and Research Lead in Digital Modalities
Innovations, Shepell fgi
Lynne Sinclair, Innovative Program lead, Toronto Rehabilitation Clinic, Educational
Consultant, University of Toronto
Ontario Qualifications
Framework –
Qualifications Standard for
Baccalaureate/Bachelor’s
Degree: Honours
Depth and Breadth of
Knowledge
a. A developed knowledge and
critical understanding of the
key concepts, methodologies,
current advances, theoretical
approaches and assumptions
in a discipline overall, as well
as in a specialized area of a
discipline;
b. A developed understanding of
many of the major fields in a
discipline, including, where
appropriate, from an
interdisciplinary perspective,
and how the fields may
How This Degree Meets the Degree Level Standard
The degree program develops foundational and advanced
knowledge and skills in health sciences, leadership,
systems thinking and communications and the implications
of these for the growing field of workplace health and
wellness. Core courses develop scientific, health
promotion, business and critical concepts, methodologies,
and theoretical frameworks in the overall field of health
and wellness. Students specialize in areas of their
interests and talents, through reflective practice and
capstone projects where they deepen and broaden
understanding in chosen areas. The required breadth
component requires students to choose courses from the
humanities, social sciences, liberal arts and sciences and
other disciplines such as business, providing students with
knowledge of the historical, cultural, political and economic
factors that shape the contemporary world, and increase
Bachelor of Health Sciences (Workplace Health and Wellness)
Section B, Page 2
Ontario Qualifications
Framework –
Qualifications Standard for
Baccalaureate/Bachelor’s
Degree: Honours
How This Degree Meets the Degree Level Standard
intersect with fields in related
disciplines;
c. A developed ability to: i)
gather, review, evaluate and
interpret information; and ii)
compare the merits of
alternate hypotheses or
creative options, relevant to
one or more of the major fields
in a discipline;
d. A developed, detailed
knowledge of and experience
in research in an area of the
discipline;
e. Developed critical thinking and
analytical skills inside and
outside the discipline;
f. The ability to apply learning
from one or more areas
outside the discipline.
their numeracy and information literacy. All breadth
courses are designed to provide graduates with the skills,
knowledge and awareness needed for future roles as
professionals, citizens and members of the global
community. Breadth courses provide more than an
introductory knowledge in the humanities, sciences, social
sciences and global cultures.
Knowledge of Methodologies
An understanding of methods of
enquiry or creative activity, or
both, in their primary area of study
that enables the student to:
a. Evaluate the appropriateness
of different approaches to
solving problems using well
established ideas and
techniques;
b. Devise and sustain arguments
or solve problems using these
methods; and
c. Describe and comment upon
Methodologies are presented, assessed and applied in all
courses. Methodological traditions of criticism and
research are investigated and students are required to
formulate, sustain and defend critical arguments. In
addition students develop tools of health surveillance,
Interprofessional and collaborative approaches, coaching
and management principles. In lab-based courses, a
range of technical methods are explored and applied. As
students gain proficiency, they are invited to solve
problems by assessing and using the most suitable
methodological approaches. Each course has a list of
required and supplemental readings which are discussed
in class. Students are expected to engage in scholarly
inquiry and discourse regarding current research and
Both lecture and lab-based courses require students to
gather, review and interpret texts, as they hone their skills
in knowledge translation. Assignments challenge students
to explore and critically discuss alternative viewpoints in
health and wellness and its application within
organizational practice, to respond critically to issues and
themes and to develop compelling creative ideas and
concepts.
Students read and critique works by major theorists and
researchers. Critical thinking and analytic skills are
intentionally addressed in both lecture and lab-based
courses, as students make links between theory and
practice Students are supported in applying learning and
ideas from other disciplines and their own growing
awareness of contemporary issues.
Students are expected to demonstrate critical
understanding of the forces that shape or influence the
implementation of health and wellness research in
workplace settings and how to communicate effectively
with their intended audiences from an interdisciplinary
perspective.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section B, Page 3
Ontario Qualifications
Framework –
Qualifications Standard for
Baccalaureate/Bachelor’s
Degree: Honours
How This Degree Meets the Degree Level Standard
particular aspects of current
research or equivalent
advanced scholarship.
practice. Students investigate primary and secondary
research and qualitative and quantitative research
methodologies.
Application of Knowledge
a. The ability to review, present
and critically evaluate
qualitative and quantitative
information to:
i. develop lines of argument;
ii. make sound judgments in
accordance with the major
theories, concepts and
methods of the subject(s)
of study;
iii. apply underlying concepts,
principles, and techniques
of analysis, both within and
outside the discipline;
iv. where appropriate use this
knowledge in the creative
process; and
b. The ability to use a range of
established techniques to:
i. initiate and undertake
critical evaluation of
arguments, assumptions,
abstract concepts and
information;
ii. propose solutions;
iii. frame appropriate
questions for the purpose
of solving a problem;
iv. solve a problem or create a
new work; and
c. The ability to make critical use
of scholarly reviews and
primary sources.
Students are expected to apply theories, concepts and
scientific understanding to the implementation of helath
and wellness initiatives which contribute to the well-being
of populations. In several courses, current case studies
are sued to develop higher order thinking skills and
integrate knowledge across courses and disciplines.
Students propose and solve identified problems and
critically evaluate their work for its scientific, organizational
and communicative effectiveness.
Communication Skills
The ability to communicate
information, arguments, and
analyses accurately and reliably,
orally and in writing to a range of
audiences.
Students are expected to develop their oral, written and
visual communication skills throughout the program,
including the use of vocabulary, language and paradigms
central to the study of health sciences. Students are
required to develop intensive skills in knowledge
translation, making health research and information
In the lecture portion of courses, students critically
evaluate historical, geographical, social and cultural
contexts of health and wellness in populations and apply
this understanding to frame questions and propose
responses, and to develop and justify particular points of
view. Students are expected to discuss the global
perspectives of the role and function of the workplace
health and wellness professionals in modern
organizations.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section B, Page 4
Ontario Qualifications
Framework –
Qualifications Standard for
Baccalaureate/Bachelor’s
Degree: Honours
How This Degree Meets the Degree Level Standard
accessible and useable for intended audiences. Students
are required to demonstrate critical reasoning, research,
writing, presentation and digital media skills.
Awareness of Limits of
Knowledge
An understanding of the limits to
their own knowledge and ability,
and an appreciation of the
uncertainty, ambiguity and limits to
knowledge and how this might
influence analyses and
interpretations.
In each course an intentional focus is made on the
opportunities, challenges, ambiguities and uncertainties
inherent in the health and wellness field. Particular
attention is paid to the scope of practice of various health
care providers, and students are reinforced to practice
within the scope of their expertise and to refer to
appropriate professionals as required. The processes of
critique, self-reflection and portfolio selection and
refinement allow students to demonstrate an appreciation
for the complex and evolving nature of knowledge and
practices in workplace health and wellness.
Professional
Capacity/Autonomy
a. Qualities and transferable
skills necessary for further
study, employment, community
involvement and other
activities requiring:
i. the exercise of initiative,
personal responsibility and
accountability in both
personal and group
contexts;
ii. working effectively with
others;
iii. decision-making in
complex contexts;
b. The ability to manage their
own learning in changing
circumstances, both within and
outside the discipline and to
select an appropriate program
of further study; and
c. Behaviour consistent with
academic integrity and social
responsibility.
Each course helps to foster professional accountability
through expectations for self-directed scholarly and
knowledge translation projects. Group critiques develop
skills in giving, receiving and utilizing constructive
feedback responsibly. Systems Thinking courses provide
students with practical skills in organizational practices
with specific focus on the growing contributions of
workplace health and wellness programs which benefit
both employers and employees. In preparation for the
work term placement, students are expected to develop a
working knowledge of the field to which they are assigned.
Throughout the program, students are expected to
consider the ethical, legal, policy, social and environmental
consequences of their activities and to make responsible
decisions. Creative problem-solving, conflict resolution,
effective independent and collaborative work is
expectations for the program as indicators of readiness for
professional roles.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section B, Page 5
SECTION C: ADMISSION, PROMOTION AND GRADUATION
The following table indicates how the Humber program meets the Board’s requirements. For
further information please see:
http://www.humber.ca/admissions/academic-regulations
Direct Entry
Board Requirements for
Admission
Humber
Program Specific
Admission requirements are
appropriate to the learning
outcome goals of the program
and the degree-level
standard. Admission to a
bachelor degree normally
requires at a minimum an
Ontario Secondary School
Diploma or equivalent, six
university or university/college
courses at the Grade 12 level,
a minimum average of 65 per
cent and additional
requirements as program
requires.
Ontario secondary
school students must
have completed a
minimum of a
secondary school
diploma (OSSD) with
six 12U, M (U/C) or
OAC level courses,
including Grade 12U
English or OAC
English 1, or
equivalent and a
minimum average of
65%. In addition to
the minimum average
of 65%, the applicant
must achieve a final
grade of not less than
65% in Grade 12U
English and 60% in
each of the other
published subject
requirements for
his/her program of
interest.
Ontario secondary
school students must
have completed a
minimum of a
secondary school
diploma (OSSD) with
six 12U, M (U/C) or
OAC level courses,
including Grade 12U
English and Grade
12U/C Mathematics or
equivalent and at least
one Grade 11 or 12 U
or M(U/C) Biology,
Chemistry or Science
(SB13U, SBI4U,
SCH3U, SCH4U,
SNC4M) and a
minimum average of
65%. In addition to the
minimum average of
65%, the applicant
must achieve a final
grade of not less than
65% in Grade 12U
English, 65% in U/C
Mathematics and 65%
in Grade 11 or 12 U/M
Science.
Related Policies
See the Academic
Regulations for
Degree in the
electronic policies file.
Mature
Students

Mature students have
demonstrated academic
abilities equivalent to
those of Ontario high
school graduates, verified
by successful completion
of courses at the
postsecondary level or an
entrance examination.
Applicants entering as
mature students must
possess the
published subject
requirements or
equivalent in order to
be accepted for
admission. This
category of admission
Bachelor of Health Sciences (Workplace Health and Wellness)
Section C, Page 1
Board Requirements for
Admission




Credits awards and their
transcript entries are
monitored to avoid giving
credit twice for the same
learning.
Policies and procedures
applied to assessment,
including provision of for
appeal are fully disclosed
and prominently available.
All personnel involved in
the assessment of
learning should receive
adequate training for the
functions they perform and
there is provision for their
continued professional
development.
Advanced standing
decisions are regularly
monitored, reviewed and
evaluated to ensure their
ongoing validity for the
degree program.
Humber
Program Specific
is for students who
have not completed
secondary school, are
at least 21, and who
have been away from
school for 2 years.
The Humber
Admissions and Study
Committee (HASC)
reviews applications
from mature students.
Applications from
Mature Students will
be assessed in
competition with other
new applicants and
admissions will
depend on
qualifications and the
availability of seats in
the program. Students
are given no
advanced standing in
the degree and start
at Year 1. Admission
policies for mature
students are clearly
outlined in the
academic regulations
which are published
on the college
website.
Mature students who
have completed
secondary school
apply under the direct
entry requirements.
Mature students who
have completed some
previous
postsecondary
education apply as
transfer students and
are subject to the
advanced standing
policies below.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section C, Page 2
Board Requirements for
Admission
Humber
Program Specific
Related Policies
See the Academic
Regulations for
Degree in the
electronic policies file
for the complete
requirements.
Advanced
Standing






Credits accepted for
admission to a degree
program are in proportion
to the affinity with and/or
applicability to the
specialist content of the
program
Are fair, reasonable and
consistent
Identify the bases on
which the decision are
made
Limit the number of credits
that will be awarded for
prior diploma level study
such that advanced
standing to be awarded
does not exceed:
o 67% credit for a 3
year degree program
from a 3 year diploma
program
o 53% degree level
credit for a 3-year
degree program from
a 2 year diploma
program
o 65% degree level
credit for a 4-year
degree from a
completed 3 year
diploma
o 40% degree level
credit for a 4 year
degree program from
a completed 2 year
diploma program
Require a gap analysis
Ensure the degree level
Block transfer credits
are based on program
affinity and are
determined through a
gap analysis
comparing provincial
diploma outcomes to
required degree
outcomes. Students
are required to meet
all degree level
outcomes in order to
graduate. Students
are also required to
fulfill the 20% breadth
requirement.
Residency
requirement: Transfer
of credit for courses,
including those
obtained through a
Letter of Permission,
may normally replace
no more than 75% of
the course credits in
apply program. Credit
for courses obtained
through Prior
Learning Assessment
and Recognition may
normally replace no
more than 50% of the
course credits in any
applied degree
program. For degree
programs, the limit on
the number of credits
that will be awarded
For this program,
qualified transfer
Diploma holders in
Fitness & Health
Promotion, Food &
Nutrition
Management,
Massage Therapy,
Occupational
Therapist Assistant &
Physiotherapist
Assistant, Paramedic,
and Pharmacy
Technician will be
granted block transfer
of 36 core credits, and
3 non-core breadth
credits representing
37.5% of the full
program. Those with
diplomas in Practical
Nursing will be
awarded block
transfer of core 36
credits and 6 non-core
breadth credits
representing 35% of
the full program.
These students are
required to make up 3
non-core breadth
credits during their
degree program
years. All diploma
holders will enter the
degree program in
Year 2 Semester 4,
joining direct entry
students.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section C, Page 3
Board Requirements for
Admission

standard and program
learning outcomes are met
Identify any requirements
for bridging studies
Humber
for prior diploma level
study, with and
without affinity, toward
the degree program
(excluding any work
experience/internship
requirements) such
that the advanced
standing to be
awarded will not
exceed:
a. 65% of the course
credits for a four
year degree
program from a
completed three
year diploma
program
b. 40% of the course
credits for a four
year degree
program from a
completed two
year diploma
program.
Program Specific
No bridging program
is required. Students
may be required to
take some
‘reachback‘ courses if
they exhibit a greater
gap than indicated in
the analysis
Related Sections of
Submission
See Section D9 for
complete details on
the block transfer
arrangements and
gap analysis for this
program.
Advanced standing
decisions are
periodically reviewed.
The performance of
students who receive
advanced standing is
assessed as part of
the program review
process.
Related policies
See the Academic
Regulations for
Degree in the
electronic policies file
for the complete
requirements.
Promotion &
Graduation
Promotion and graduation
requirements are consistent
with the learning outcome
goals of the program and the
Candidates for
graduation will be
required to meet all of
the following:
Bachelor of Health Sciences (Workplace Health and Wellness)
Section C, Page 4
Board Requirements for
Admission
degree level standard and
include:
 Appropriate policies
governing academic
remediation, sanctions,
and suspension
 A grading system that is
easily understandable and
meaningful
 Acceptable performance
corresponds to student
work that demonstrates
the degree level has been
achieved
 Minimum overall average
acceptable achievement
(across all degree
requirements, breadth and
discipline-related) for
progression in the
program is not lower than
the level typically
designated by C- or 6062%
 Minimum overall average
acceptable achievement in
discipline related
requirements for
progression in the
program not lower than
the level typically
designated by a C- or 6062%
 A higher level of overall
achievement expected in
the main field or discipline
of study than the overall
average
Humber
Program Specific
a) Students must
complete the program
within 175% of the
normal program
duration. For example
a four (4) year
program has a
maximum completion
timeframe of seven
(7) years. Failure to
complete the program
within the 175%
timeframe will require
a student to apply for
re-admission at which
time the student’s
previous course work
will be evaluated for
currency and the
student will be subject
to the curriculum in
place at the time of
re-admission.
b) A 65% weighted
overall cumulative
program grade point
average (CGPA)
Promotion and
graduation policies
are published in the
academic regulations.
Humber uses a
percentage system for
grading and requires
students to achieve a
minimum average of
65%, which is higher
than the Board’s
minimum
requirement, to
progress to the next
level and to graduate.
To graduate, students
must also
successfully complete
at least one work
term.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section C, Page 5
Board Requirements for
Admission
Humber
Program Specific
For progression,
students who fail to
achieve a term
average of 65% will
be placed on
probation. Failure to
clear probation as
specified in the
academic regulations
will lead to withdrawal
from the program.
c) Students admitted
to a Humber degree
program beginning in
September 2012 must
complete the following
to be eligible to
graduate:
- Two lower-level
breadth courses from
no less than two
different breadth
categories.
Categories are
Society, Culture &
Commerce; Science
& Technology or Arts
& Humanities.
Completion of at least
30% of breadth
courses contained in
the degree at the
upper-level.
d) A minimum 20% of
the courses taken
must be breadth
courses
e) Students must
have taken at least
twenty-five percent
(25%) of their credits
for the program at
Humber in order to
satisfy residency
requirements
f) No more than 50%
Bachelor of Health Sciences (Workplace Health and Wellness)
Section C, Page 6
Board Requirements for
Admission
Humber
Program Specific
of the program can be
satisfied through the
Prior Learning
Assessment and
Recognition (PLAR.)
g) Satisfactory
completion of the
work term.
Related Policies
See the Academic
Regulations for
Degree in the
electronic policies file
for the complete
requirements
Bachelor of Health Sciences (Workplace Health and Wellness)
Section C, Page 7
C1
Admission Requirements for Direct Entry
Program Admission Requirements
Academic
Ontario secondary school students must have completed a minimum
of a secondary school diploma (OSSD) with six 12U, M (U/C) or
OAC level courses, including Grade 12U English and Grade 12U/C
Mathematics or equivalent and at least one Grade 11 or 12 U or
M(U/C) Biology, Chemistry or Science (SB13U, SBI4U, SCH3U,
SCH4U, SNC4M) and a minimum average of 65%. In addition to the
minimum average of 65%, the applicant must achieve a final grade
of not less than 65% in Grade 12U English, 65% in U/C Mathematics
and 65% in Grade 11 or 12 U/M Science.
Related work/volunteer
experience
N/A
Other (e.g. portfolio,
specialized testing,
interview, G.R.R., etc.)
N/A
Bachelor of Health Sciences (Workplace Health and Wellness)
Section C, Page 8
C2
Admission Requirements for Mature Students
See electronic policies file.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section C, Page 9
C3
Promotion and Graduation Requirements
See electronic policies file
Bachelor of Health Sciences (Workplace Health and Wellness) Section C, Page 10
C4
Advanced Standing Policies and Requirements
See electronic policies file.
C4.1
Degree Completion Arrangements
Humber will allow diploma-to-degree transfer for qualified applicants of related diploma
programs according to the policies articulated in Section C4 of this proposal.
Specifically, block transfer will be granted for:

Qualified transfer diploma holders in Fitness & Health Promotion, Food & Nutrition
Management, Massage Therapy, Occupational Therapist Assistant & Physiotherapist
Assistant, Paramedic, and Pharmacy Technician will be granted block transfer of 36 core
credits, and 3 non-core breadth credits representing 37.5% of the full program. Students
may be required to take some ‘reach back ‘courses if they exhibit a greater gap than
indicated in the analysis.

Qualified transfer diploma holders in Practical Nursing will be awarded block transfer of
core 36 credits and 6 non-core breadth credits representing 35% of the full program.
These students are required to make up 3 non-core breadth credits during their degree
program years. No bridging program is required. Students may be required to take
some ‘reach back ‘courses if they exhibit a greater gap than indicated in the analysis.
Notes:
1
Qualified graduates of the above diploma programs who exhibit a greater gap in either
non-core (breadth) or professional core courses may be required to take additional
coursework to complete requirements for graduation from the degree.
2
Graduates of all other programs will be considered on an individual basis.
Bachelor of Health Sciences (Workplace Health and Wellness) Section C, Page 11
D. PROGRAM CONTENT STANDARD
Humber has taken steps to confirm that the content of this proposed program, in both subject
matter and final outcomes, meets the degree-level standard as stated in the Handbook for
Ontario Colleges in the following ways:

The non-core course component of the program meets PEQAB’s standards where at
least 20% of the curriculum credit hours are outside the field of study in order to further
the student’s breadth of knowledge. The non-core component in the Bachelor of Health
Sciences (Workplace Health and Wellness) constitutes 25% of the program curriculum.

The development team has conducted in-depth research to compare this program with
other related diploma and degree programs in Ontario. This research confirms that the
program addresses some similar curriculum content as offered in diploma level study but
with greater emphasis on integration of theory with practice, intellectual rigour,
scholarship, business acumen, and social/political/cultural awareness. In addition, this
proposed program differs significantly from non-degree study in fostering an
interdisciplinary base for the practice of workplace health and wellness.

Similar to diploma programs, there is an intentional focus on employability skills, but the
degree program more acutely recognizes the need for graduates with greater capacity
for creative and conceptual thought, superior communication and interpersonal skills,
systems thinking and leadership skills.

The proposed program has been designed in alignment with the undergraduate degree
level expectations of the Ontario Qualifications Framework and compared with other
baccalaureate programs in health sciences in Ontario and elsewhere. It compares
favourably in terms of breadth and rigour, as witnessed by letters of recognition from
McGill University and the University of British Columbia.

In terms of the curriculum quality and currency, an outside qualified academic and
consultant in the field, Dr. Mark Attridge, thoroughly assessed the program during its
development phases, and commended the program. In hi summary he stated:
“Overall, this new bachelors of health science degree program is both creative
and comprehensive in its approach to offering a range of academically rigorous
courses on a wide range of key topics in workplace health and wellness.
Students who complete the set of courses and assignments within the major
should be well-prepared for either a career in health and wellness in occupational
settings or for further education in one of the specialized areas in workplace
health services and administration.”
He suggested modifications which were considered by the development team, program
administration, coordinators and faculty and the curriculum was amended where
appropriate. Dr. Attridge’s CV, a summary of his report and Humber’s detailed response
have been included in this submission (see Section Q).

In addition, three outside qualified academics in the field, assessed the curriculum
(except for non-core courses) as members of the program advisory committee and
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 1
provided specific feedback which has been incorporated into the final drafts of some
curriculum outlines.

The program has been endorsed by our Program Advisory Committee, as innovative,
current and useful, addressing the needs of the burgeoning need for health and wellness
professionals in the Greater Toronto Area beyond. They recognize that the future
belongs to socially- responsibly organizations who embrace the enhanced profitability
and sustainability which can be achieved through proactive workplace wellness
initiatives.

The program addresses the key themes from an extensive literature review reinforced
by the opinions of the Advisory Committee which are:
a) There is a strong business case being made internationally for workplace wellness
programs
b) Models for workplace health and wellness programs are drawn from Public Health,
and have some common elements and characteristics.
c) Workplace stress is the leading contributing factor to ill-health and absenteeism and
presenteeism.
d) Innovative interprofessional collaborative approaches bolster the health workforce
and ensure positive outcomes for healthy populations.
e) Effective communication is a key practice in workplace health and wellness
Program Overview
Graduates will possess the knowledge and skills to promote and protect health and wellness in
a range of workplace environments to assist employers in maximizing their return-oninvestments. They will apply critical, systematic and practical approaches to wellness activities
and program planning; early intervention strategies; stress and behavioural change
management; injury and disease prevention; mental and physical health promotion; knowledge
translation; interprofessional and collaborative approaches; organizational policy initiatives in
support of healthy environments; regulatory compliance assurance; occupational health and
safety; disability management and accommodation, and a variety of communication and
marketing strategies designed to reach diverse audiences. They will understand the factors and
determinants of healthy workplaces and effectively identify, assess and advocate for programs
and policies which sustain wellness while maximizing benefits for organizations.
Following successful completion of the program, graduates may enter the workforce in such
roles as: workplace health promotion coordinator, occupational health and safety consultant,
disability coordinator, employee health and safety coordinator, or wellness program consultant.
Sites of employment may include public services such as schools, hospitals and community
centres; government-sponsored agencies; human resource, health and wellness departments
within a variety of business sectors; and consulting and contracting firms.
Graduates will be eligible to apply for graduate studies in the fields of: Public Health, Community
Health, Occupational Health and Safety, Environmental Health, Health Communications, Health
Information Management, Rehabilitation Sciences, or others.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 2
Graduates will possess fundamental preparation which, along with further experience and
professional development will qualify them for designations as Canadian Registered Safety
Professionals, Wellness Coaches certified by the American College of Sports Medicine,
Certified Return to Work Coordinator, Certified Disability Management Professional, or
Professional Certifications from the Public Health Agency of Canada.
Analytical, creative and problem solving skills are developed in both the core courses and in the
breadth component of the program, enhancing graduates’ capacities to meet the challenges of
careers in a wide range of corporate, non-profit, community or governmental organizations.
Over the four years of the program, students will move through four stages of conceptual and
skill development:
Stage 1: Foundational development of health sciences, leadership, systems thinking and
communications to broaden and deepen a valuable base of knowledge, skills and attitudes.
Students begin the process of rigorous self-reflection in a supported environment where
excellence is fostered.
Stage 2: Transitional development of the methods for conceptual and critical understanding,
expanding awareness of personal, social, cultural and environmental themes. Students engage
in critical analyses of health and wellness concepts and practices against professional
standards and market demands.
Stage 3: Intermediate development of theoretical and practical experience, with opportunities
for synthesis and specialization of skills and understanding and the application of creative
thinking to multi-layered challenges.
Stage 4: Advanced development and internalization of creative, curious, critical, and reflective
thinking applied to a variety of contexts and range of perspectives. Students gain confidence as
independent professional practitioners able to make insightful decisions leading to fulfilling
careers, further educational opportunities and meaningful contributions to their field.
The program offers highly practical skills coupled with deep theoretical and conceptual
understanding. Streams of health sciences courses, systems-thinking courses, leadership
courses, communications courses and workplace experiences prepare students to use their
skills and knowledge in employment contexts. Courses emphasizing communications pay
particular attention to the development of writing, creative and analytical skills and orientation
towards ethical and legal responsibility. Throughout the program, students are challenged to
interpret and analyse health and wellness information for their potential impacts, to solve
complex communication problems and to develop their own leadership potentials and
professionalism.
Program Design
The program was designed over a period of two years, evolving and being shaped through
extensive research, dialogue with members of the advisory committee, course developers, and
Humber faculty and administrators. The Ontario Qualifications Framework, a current literature
review and research into the changing face of health and wellness policy and education around
the world helped to inform the design. The intent is to provide 21st century education which
prepares graduates for the real working life of practicing professionals within organizations who
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 3
will make important contributions to the well-being of Canadians and the sustainability of
organizations. The skills required for teaching and learning in an interdisciplinary field like this
require intentional focus on communication and self-reflection, which are cornerstones of the
program. To design such a program demands a balance between traditional and innovative
approaches, informed by a number of key themes, which are summarized in the following
section.
Some working definitions are given here to provide clarity and consistency for terms which are
used throughout the curriculum documents
Definitions:
Health
Health is a state of complete physical, mental and social well-being and not merely the
absence of disease or infirmity1
Workplace Wellness
Workplace wellness is an organized employer sponsored program designed to engage and
support employees (and often family members) in adopting and sustaining behaviors that
reduce health risks, improve quality of life, enhance personal effectiveness, and benefit the
organization financially.2
Interprofessional Education
Interprofessional education occurs when two or more professions learn about, from and with
each other to enable effective collaboration and improve health outcomes.
Professional is an all-encompassing term that includes individuals with the knowledge
and/or skills to contribute to the physical, mental and social well-being of a community.
Collaborative practice in health-care occurs when multiple health workers from the same or
different professional backgrounds provide comprehensive services by working with
patients, their families, care-givers and communities to deliver the highest quality of care
across settings.
Practice includes both clinical and non-clinical health-related work, such as diagnosis,
treatment, surveillance, health communications, management and sanitation engineering.3
1
Preamble to the Constitution of the World Health Organization as adopted by the International Health
Conference, New York, 19-22 June, 1946; signed on 22 July 1946 by the representatives of 61 States
(Official Records of the World Health Organization, no. 2, p. 100) and entered into force on 7 April 1948.
The Definition has not been amended since 1948.
http://www.who.int/about/definition/en/print.html
2
Leonard L. Berry, Ann M. Mirabito, and William B. Baun What’s the hard return on employee wellness
programs? December 2010 Harvard Business Review
3
World Health Organization Framework for action on interprofessional education and collaborative
practicehttp://www.who.int/hrh/resources/framework_action/en/
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 4
Themes from the Research
An extensive literature review was undertaken to inform the design of the curriculum to address
the emerging needs for health and wellness professionals with a range of knowledge skills and
attitudes. The full bibliography is given at the end of Section Di. Below is a summary of findings:
f)
There is a strong business case being made internationally for Workplace Wellness
Programs
i.
ii.
iii.
iv.
v.
vi.
Workplace wellness programs lead to reductions in health care costs and health
insurance premiums
Benefits accrue to the employer (such as thorough improved ability to attract and
retain workers), even though primary benefits accrue to the worker
ROI’s reported in various studies in Canada, the U.S. and U.K indicate that for
every dollar corporations invest in workplace wellness the return ranges from $2
to $6.
Workplace wellness programs lead to higher morale, employee pride, trust, and
commitment, contributing to a vigorous organization
Workplace wellness programs lead to lowered employee absenteeism,
presenteeism (defined as the practice of attending work while sick), disability
claims, higher productivity, and better employee retention
The aging workforce and increasing chronic health conditions have influenced
employers’ tendencies to dedicate more time, effort and resources to preventing
and responding to serious health problems in the workforce and sometimes in
their employees' families as well.
g) Models for Workplace Health and Wellness Programs are drawn from Public Health, and
have some common elements and characteristics.
i.
High performing models often use concepts drawn from public health: primary,
secondary and tertiary care with a shift towards more primary preventive
measures and less secondary and tertiary, as more cost-effective and beneficial
in the long-run. Primary prevention efforts, such as exercise programs, aim to
keep problems from occurring. Secondary prevention efforts target high-risk
individuals in an attempt to alter lifestyle behaviours, such as weight-loss or
smoking cessation programs. Tertiary prevention efforts target individuals
already manifesting symptoms to mitigate deleterious effects and prevent
recurrence.
ii.
The most common workplace health improvement and intervention programs
typically involve: nutritional counseling, smoking cessation, exercise programs,
and programs for managing stress. Another common strategy is on-site health
risk appraisals typically focused on cardiovascular risk factors but also including
safety practices, personal hygiene, mental stress management and overall
fitness planning. Broad categories of healthy workplace practices identified are:
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 5
work-life integration, employee growth and development, health and safety,
recognition and employee involvement.
iii.
The effectiveness of wellness programs depends upon four inter-related pillars:
Program Content, Policies and Practices, Environmental Change, and Equity
with a focus on special populations.
 Program Content: e.g. smoking cessation, physical activity, stress
management and reduction, heath screening, nutrition education, weight
management, disease management, emergency first-aid, physical
worksite changes, health education resources, integrated Employee
Assistance Programs (EAP), tailored interventions
 Policies and Practices: improve employee outreach, address work style
and patterns, improve working conditions, provide incentives and
recognition
 Environmental Change: wellness culture, high-level management support,
frontline supervisor support, physical worksite design, minimized hazards
integrated with worksite safety, visible cues for healthy lifestyle
 Equity: non-discriminatory, culturally sensitive, inclusive, attends to
vulnerable groups, addresses work-family balance
h) Workplace Stress is the leading contributing factor to ill-health and absenteeism and
presenteeism.
i)
Addressing workplace stress is a complex and multi-faceted process involving
physical and psychosocial safety, sensory overload, alienation, overcrowding,
financial and occupational worries, family-work conflicts, social cohesion,
decision-making control, effects of work schedules, cultural sensitivities, among
others.
ii)
Organizational constructs and concern for employees which manifest in healthpromoting policies are indicated as profitable. This requires a considerable shift
in organizational culture including management support, employee outreach and
benevolent persistence, e.g. ROWE (Results- oriented Work Environment).
Structuring of work time in organizations allows for greater schedule control and
reduced family-work conflict with changes in health-related outcomes.
iii)
Guiding principles for organizational healthy workplaces:
 health exists on a continuum, with the goal being to move in the direction
of vibrant health, rather than simply avoiding illness
 Organizational health is a continuous process requiring vigilance and
constant attention, evaluation and action.
 Organizational health involves a systemic interconnected set of factors.
Damaging factors must be minimized in order to reach optimal systemic
health.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 6

i)
j)
Organizational health relies on fulfilling relationships, achieved through
communications, collaboration and relationship-building.
Innovative Interprofessional and Collaborative Approaches bolster the health workforce
and ensure positive outcomes for healthy populations.
i)
There exists considerable fragmentation of health, wellness and safety personnel
in workplaces: e.g. safety professional to address hazards, disability case
manager for claims and back-to-work programs, employee assistance program
for crisis management, health care insurance representative coordinating
disease management, physicians directing medical care, on-site nurse for first
aid, supervisors for work and family conflict, health promotion coordinators for
on-site fitness programs, external consultants for occupational therapy and
ergonomic concerns. There is an emerging view that these should be integrated
to more holistically address issues of occupational health, safety and wellness,
disease and injury prevention, health promotion, stress reduction, symptom
management and accommodations for age, family life stage, and ability
differences.
ii)
Interprofessional education and collaborative practices are becoming more
accepted. There is growing appreciation that multiple approaches are needed for
solving complex health-related issues. A common approach in the past was
multi-disciplinary, i.e. different disciplines working separately with little
coordination. Interdisciplinary practices use an on-going collaborative approach
valuing the knowledge and skill of all team members working under one roof. The
interprofessional and collaborative model goes further in recognizing bio-psychosocial complex interactions for better understanding of the diversity of illness
expression. This assists in greater awareness of the barriers faced and allows for
a broader perspective. Individual professionals with inter/intra-professional
knowledge are valuable in workplace settings. An example is a health promotion
coordinator also being knowledgeable in organizational culture, insurance plans
and safety protocols.
iii)
Integrated wellness solutions taking a whole-person view leverage synergies
between efforts previously isolated in silos.
Effective Communication is a Key Practice in Workplace Health and Wellness
i)
The link between healthy practices and positive employee and organizational
outcomes is contingent on the effectiveness of communication within the
organization and alignment of workplace practices with the organizational
context.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 7
ii)
Communications offering a consistent message which places high priority on
health and wellness benefits organizations. Corporate guiding policies and
practices are central to developing a healthy culture and support attainment of
corporate financial goals.
iii)
Wellness Communication has three functions
1. Bottom-up from employees to management to help tailor programs to
actual needs, preferences, and schedules.
2. As the vehicle in which initiatives occur, i.e. distributed decision-making
as a healthy practice
3. To increase utilization of specific programs designed to improve physical
and mental health through targeted and accessible communication
channels, e.g. internal media, social media, face-to-face, incentives and
contests, and special events. Research shows that for those less likely to
participate in health and wellness initiatives, often those most in need of
those programs, individualized personally relevant communication
strategies are more effective than broader more generalized strategies.
iv)
Innovative communication technologies and strategies are coming to the fore:




Wireless Technology provides a tool with potential for tracking employee
health activities, increasing participation, and health screening
Telephone Health coaching provides individually tailored motivational
programming
More robust programs result from increased visibility which saturates the
environment, e.g. periodic challenges and contests, consistent
encouragement for participation in wellness initiatives
Incentives are more meaningful when tied to wellness messages (e.g.
increased contributions to health insurance contributions, free gym
memberships, prizes with health theme such as water bottles, workout
wear)
Study Streams
A set of five streams of study was developed to create a sequence of courses which addresses
the various themes in a manageable and logical manner. These streams are: Health Sciences,
Health and Wellness Leadership, Systems Thinking, Communications and Breadth. Course
designers worked in collaborative teams to integrate courses within semesters and to develop
increasingly complex knowledge, skills and attitudes during four years of study. The resulting
program map gives a graphic representation of the sequencing of courses within the streams.
Public Health Curriculum
The development team consulted with representatives from Public Health Agency of Canada,
who deliver on-line skills training programs to professionals working in the field of public and
population health. These courses provided a model of the most current research and areas of
priority in population health. With preliminary approvals, some of Humber’s courses were
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 8
designed in alignment with these PHAC courses, with the intention that, after approval of the
new degree, during implementation planning, a more formalized arrangement may be
negotiated with PHAC to share curriculum and delivery of on-line instruction for the benefit of
students. Courses being considered for this partnership include:
 The Human Body and Disease (Year 1 Semester 1)
 Biostatistics and Research (Year 3 Semester 5)
 Applied Epidemiology (Year 3 Semester 6)
 Knowledge Translation (Year 4 Semester 8)
Depth and Breadth of Knowledge in the Field
The program adheres with the philosophy of the World Health Organization (WHO), whose
slogan “No Business Wealth without Workers’ Health” encapsulates the worldwide recognition
that the promotion of health, safety and well-being of all workers is critical to the sustainability of
business enterprises and population health. The BHS(WHW) program embraces the five keys to
healthy workplaces as described by the WHO as:
1. leadership, commitment and engagement
2. the involvement of workers and their representatives
3. business ethics and legality
4. systematic and comprehensive processes to ensure effectiveness and
continual improvement
5. sustainability and integration
The BHS(WHW) program takes an integrated approach to workplace wellness, drawing from
the fields of public health, allied health, occupational and environmental health, safety and
wellness, health promotion, organizational health, disability and health management,
communications and leadership. The program offers students a well-rounded educational
experience in five streams of study: foundational health sciences; health and wellness
leadership; communications; systems thinking as well as a comprehensive breadth component.
This leads to advanced study which integrates these five streams, culminating in internship
placements and capstone research projects. The capstone is a critical performance project
envisioned as a practical applied plan for improving workplace wellness programs within
observed settings. In collaboration with mentors from the internship placement, and with
guidance from faculty, students will identify and research a workplace health and wellness
issue, devise a comprehensive plan for improvement and present the plan to their workplace
partners.
An initial intake of sixty per year is expected. The program will be attractive to direct-entry
students first entering higher education and also provides well-defined pathways towards the
completion of a baccalaureate degree for students who hold diplomas in allied health fields such
as Practical Nursing, Massage Therapy, Fitness and Health Promotion, Occupational Therapist
and Physiotherapist Assistant, Food and Nutrition Management, Paramedic and Pharmacy
Technician.
Depth and Breadth of Knowledge Outside the Field
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 9
The program provides students with a range of theoretical frameworks drawn from business, the
social sciences, arts, humanities and science as a basis for critical analysis and innovative
decision-making. The blending of liberal arts with professional program-specific curricula offers
opportunities for the enhancement of the workplace skills and the knowledge and understanding
graduates need to take leadership roles in their professions and within the broader community.
Breadth courses are organized into the following three categories: Society, Culture and
Commerce; Science and Technology; and Arts and Humanities. Students take a total of 10
non-core courses with two or more courses at an advanced level. Humber has recently
expanded its breadth offerings due to the growth in degree programs. More than 100 courses
from 8 academic schools allow students to explore areas of interest and passion to enhance
their academic experience and broaden their base of knowledge. Updates to Humber’s breadth
offerings recently have been submitted to PEQAB as part of the Bachelor of Applied Technology
(Industrial Design) Consent Renewal Application.
The breadth courses offer students an analytical framework through which to observe and learn
about themselves, their vocational area of study, society, and culture. These courses offer a
perspective that encourages self-reflection and critique, and provide new opportunities for a
rigorous exploration of the relationships between the self and others, social and political
institutions, ethics and action, art and culture, and science and the natural world. They are
centred in, but not necessarily limited to, the liberal arts and sciences. These courses may be
grounded in the modes of analysis of a particular discipline or they may assemble and integrate
the insights of several subject areas in an interdisciplinary manner.
History of Degree Level Breadth at Humber
In its initial 2001 degree submissions, Humber included a package of eighteen degree level
elective courses to be offered to students registered in the first two degree programs. These
elective courses were developed by faculty members in Humber’s School of Liberal Arts and
Science. At the time of the submissions to PEQAB, these faculty members were also
developing elective courses for the joint degree/diploma programs offered to students enrolled
in University of Guelph-Humber programs. All of the courses were favourably reviewed by the
breadth assessor designated by PEQAB
Following the initial PEQAB submissions, the School of Liberal Arts and Science continued to
add breadth courses to the pool as more degrees were developed, reviewed and implemented.
By the time Humber was given Ministerial Consent in 2005 to offer the Bachelor of Applied
Music (Contemporary Music) degree, the School of Liberal Arts and Science had developed
thirty-one courses addressing both the upper and lower level in the following breadth categories:
Arts and Literature; Social Sciences and Humanities; and Natural Sciences and Technology. In
addition, the School developed and offered statistics and research methods courses for the
various degree programs. The designation of the statistics and research methods courses as
“core” or “non-core” shifts in relation to the degree area of study.
In the development of the breadth courses, the School of Liberal Arts and Science sought the
advice of discipline specialists outside of Humber as well as vocational faculty and students.
Over the years, the breadth outlines which appeared in Humber’s degree proposals included
those which were not only to be reviewed by PEQAB assessors but many of which had also
been reviewed by the University of Guelph’s Senate and the Faculty of Nursing and Senate at
the University of New Brunswick.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 10
The original design of Humber’s breadth courses was guided by the PEQAB breadth
benchmarks as well as the following five goals:





Lifelong Learning: To afford students an opportunity to develop a foundation of knowledge
and skills necessary to a life of learning and adaptation.
Self-knowledge: To help students develop the ability to critically analyze the forces that
shape their values, ideas, and personal circumstances so that they can cultivate a
thoughtful, realistic, and positive sense of themselves.
Global Perspectives: To help students understand the global forces that are shaping their
local community, through an examination of diverse theories, narratives and histories about
the environment, work, family, marketplace, politics, arts, sciences, and technology.
Citizenship: To provide the community with educated graduates who are ethical,
professional, and productive in the public workplace and who are informed and engaged
citizens.
Relevance: To evolve in a manner that is responsive and relevant to students and the
changing circumstances in which they live.
The New PEQAB Breadth Standards – 2009
When PEQAB released its new breadth standards in 2009, Humber was the first college to
prepare and submit a comprehensive program breadth application. The PEQAB reviewer of
that submission concluded that Humber’s capacity to offer breadth education meets or exceeds
the Board’s requirements. The reviewer submitted a very positive and detailed report of
Humber’s breadth package and provided Humber with some interesting suggestions for course
areas of development for the future. In his report conclusion, he wrote:
Over all, if my own students participated in Humber College’s breadth courses, I am certain that
they would be animated, would experience the thrill of true intellectual discovery and debate,
and in the process constitute themselves as a community of truly intellectual seekers.
Following the review of Humber’s breadth/liberal arts curriculum against the Board’s new
requirement and the Board assessment of that review, Humber received notification from the
Ministry that “the Board found Humber’s overall capacity to offer a liberal arts curriculum within
its degree programs in applied areas of study to be satisfactory.”
The Humber Breadth Task Force
The breadth component of its programs is an important consideration in the design of each and
every degree program at Humber. Over the past ten years, as the number of degrees offered
increased and the fields of study expanded, there emerged a need to review the purpose and
complexity of the degree breadth courses. Included in this assessment was the desire to
consider the weighting of core and non-core courses (which affects not only the content of the
core area of study but also affects student transferability and credit recognition), the overall
goals and status of the non-core breadth courses, student satisfaction with the range of noncore course offerings, the approval process for breadth courses and the areas of future growth
of breadth education at Humber.
In 2010 the Vice President Academic struck a Humber Breadth Task Force to review the
comprehensiveness of the degree breadth package. Members from Humber’s Degree Council
were asked to sit on this committee in addition to other faculty representatives. This facultyBachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 11
driven task force was asked to review the current state of breadth and prepare a list of
recommendations to the Vice President Academic. The task force was supported by key
academic administrators from two academic schools, the planning and development office and
the office of the registrar.
The Breadth Task Force solicited opinions from academic school heads, faculty members and
students. Town hall sessions were held at both campuses and suggestions and feedback were
received verbally and in writing by a number of key stakeholders. The nature and purpose of
breadth education was also discussed with a number of degree program advisory committee
members. In addition, the Task Force reviewed the definitions and practices in a wide variety of
postsecondary institutions in Canada and the U.S. as well as institutions in Europe, Britain,
Australia and parts of Asia.
Working from the PEQAB breadth requirements and its own findings, the Breadth Task Force
formulated a plan for the future of breadth at Humber and submitted its recommendations to to
the office of the Vice President. The recommendations were also posted on the Humber breadth
web site and presented to a range of committees including Degree Council, the Academic
Operations Committee, Academic Council and the Deans’ Council. The breadth
recommendations included:







Definitions of core and non-core courses
The introduction of new breadth categories for all breadth courses and one foundations
course per category.
The characteristics and requirements expected of lower and upper level breadth courses
The need to release designated breadth courses in current programs of study in order to
give students more choice and more options
The opportunity for any academic school to offer breadth courses provided faculty
members associated with the development and delivery of the courses possess the
appropriate graduate credentials.
The need for a breadth course approval and implementation committee to manage the
process for breadth course submission and approval. Included in this recommendation
was the need to ensure that the breadth courses would meet PEQAB requirements for
degree level study and breadth.
Clarification with regard to the role of the Registrar’s Office in the management of
breadth course offerings to ensure the appropriate rotation of courses to meet breadth
category requirements as well as to ensure that all students gain access to an
appropriate range of upper and lower level courses in each category. In the scheduling
and timetabling process, the committee also recommended that Registration Office
maintain the responsibility to ensure that the capacity of the school to offer the course is
verified, appropriate facilities are in place to support delivery and that there is a
mechanism to track student progress.
The committee also included a recommendation regarding future degree design and had the
following two recommendations as a result of its discussions:

With regard to existing degrees, it is recommended that Schools be encouraged to
consider releasing designated breadth courses from their schedules of study. This will
serve to increase the amount of choice for our existing degree students.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 12

With regard to new degree development, it is recommended that, the maximum 80%
core: minimum 20% breadth ratio be examined, so that our degree programs provide
additional breadth opportunities for students.
Breadth Implementation Committee – Current Status & New Courses
After reviewing the Task Force Recommendations, the Vice President Academic agreed that a
breadth implementation committee should be struck. The mandate of this committee
(combination of faculty, administrators and representatives from the Office of the Registrar) was
to “review, evaluate and categorize breadth courses to enable the implementation and
maintenance of the degree program breadth requirements”. It was recognized that not all of the
recommendations from the task force could be addressed (e.g., one foundations course per
category) until the new student registration system is in place (Fall 2013). Other changes such
as the changes to degree design would be implemented gradually as new programs are
developed and existing programs go through the consent renewal process. At the time of
writing, the new model for degrees at Humber requires the inclusion of 10 free choice breadth
electives. Conversions from designated electives to free choice electives have been a part of
the recent consent renewal applications for the following degrees:



Bachelor of Music
Bachelor of Interior Design
Bachelor of Creative Advertising
The specific tasks and responsibilities of the Breadth Implementation committee were set in
January 2012 as follows:








Establish a template or framework for breadth course proposal submissions.
Review and evaluate breadth course proposals submitted by the Schools.
Define and clarify the types of courses which belong to each of the three breadth
categories.
Designate breadth course proposals into upper or lower level offerings.
Identify gaps remaining in course offerings.
Examine breadth course restrictions and equates, this includes all core courses, from a
particular degree program, which could be taken as breadth courses by a non-major
student.
Report to the Vice President Academic on any issues that may impede the
implementation and maintenance of the breadth requirements.
Generate interest for all School’s to offer breadth courses.
Breadth Definitions:
Working from the recommendations of the Breadth Task Force, the Committee adopted the
following definitions for breadth education and breadth categories.
1. Core Courses
Core courses are those that contribute to the development of knowledge in the main field(s) of
study. Core Courses can be in the main field(s) of study, or in related fields.4
4
Postsecondary Education Quality Assessment Board, Degree Breadth Criteria, June 2010.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 13
Within this category of courses, there are:

Mandated Courses: Courses designated by the Schedule of Studies.

Core/Discipline-Related Electives: Courses within, or related to, the program’s field
of study of which the student is allowed a selection. Core electives may or may not
exist within a given program.
2. Non-Core Courses (Breadth Courses):
Non-core Courses are those that contribute to knowledge in fields unrelated to the main field(s)
of study.
All breadth courses are designed to provide graduates with the skills, knowledge, and
awareness that they will need for their future roles as professionals, citizens, and members of a
global community. These courses will provide students with a more than introductory knowledge
in the humanities, sciences, social sciences, global cultures, and/or mathematics.
Within this category of courses, there are:

Foundation Courses: Humber’s breadth courses are offered in three categories
(Society, Culture and Commerce; Science and Technology; Arts and Humanities).
All lower level courses are foundation courses. Degree level students are required to
complete a lower course in at least one of the breadth categories.

Breadth Electives: Courses which provide students with an opportunity to explore
areas of interest. These courses could be used to explore a discipline the student
hasn’t been exposed to, or to augment knowledge in an area of study.
Definitions of Breadth Categories
Breadth courses are to be classified into the following three categories:
1. Society, Culture and Commerce (SCC)
This category includes the social sciences, and commerce. Courses in this category examine: i)
human society and social relationships, including anthropology, political science, psychology,
sociology, education, communication, and law; and ii) the exchange of goods and services
between nations or people, including business studies, and economics.
2. Science and Technology (ST)
This category includes the natural sciences, the formal sciences, and technology. Courses in
this category examine: i) the objects, phenomena, or laws of nature and the physical world,
including biology, chemistry, and physics; ii) formal systems, including logic, mathematics, and
statistics; and iii) the application of science to industry or commerce, including computer science
and engineering.
3. Arts and Humanities (AH)
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 14
This category includes the humanities and the fine arts. Courses in this category examine: i) the
human experience or condition, including languages, literature, history, philosophy, and religion;
and ii) the fine arts, including music, art, dance, and drama.
In the submission of courses to the breadth committee, developers are asked to provide a
rationale as to why the course meets the criteria of the category identified.
Lower and Upper Level Course Designation
Breadth courses will be designated as lower or upper level offerings, based on the range of
complexity represented in the course learning outcomes, the course content, and/or the abilities
required of the student, as reflected in the methods of evaluation.
More specifically, lower level courses will be those that have learning outcomes consistent with
the lower end of Bloom’s Taxonomy, and upper level courses will be those with learning
outcomes reflecting the greater content mastery required when working from the upper end of
Bloom’s Taxonomy.
All lower level courses include a significant emphasis on the development of competencies in
one or more of the following areas:

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Writing
Reading
Numeracy
Both lower and upper level courses will also contribute to the development of other
competencies such as:
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Critical Thinking
Research Skills
Verbal/Presentation skills
Other skills ________
(Note: In the submission of new outlines developers are asked to indicate which competencies
are emphasized in the course. Additionally, as identified as a PEQAB requirement, upper level
breadth courses will contribute to more than an introductory knowledge in the humanities,
sciences, social sciences, global cultures, and/or mathematics; and more than introductory
knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core
field(s) of study.)
In addition:
 Some courses may have a suggested pre-requisite. (At the current time, this is not the norm
but as more degrees are offered and more breadth courses become available, guidelines
around prerequisites will likely evolve.)
 Students are required to complete one lower level breadth course in at least two of the three
breadth categories.
 Students are required to complete one upper level breadth course in at least two of the three
breadth categories.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 15

Students complete the remaining breadth degree requirements as free choice from the
courses offered in the breadth categories. However, no more than 70% of their breadth
courses may be at the lower level.
The distinction between a lower-level and upper-level breadth course is assessed by the
breadth implementation committee based on:
 Amount of writing required
 Required reading
 Nature of the assignments and evaluations
Current Breadth Status
Since January 2012, the Committee has:
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Identified all lower level courses as foundation courses.
Reviewed the existing and approved lower and upper level breadth courses and placed
them in the appropriate category.
Developed a course submission process, template and assessment form
Received and reviewed 39 new breadth courses for future delivery. These courses were
included in this submission for the Bachelor of Applied Technology (Industrial Design)
Consent Renewal.
Established a process for the management of the student records and schedules to
ensure that there is a rotation of choice of lower and upper level courses and that at a
minimum of 50% of the courses are taught by a faculty member with a terminal
credential in the field of study or in a related field of study (normally a doctorate).
The approval process is an iterative process and the committee ensures that it is satisfied that
all of the breadth elements are adequately addressed before a course can be put on the
approval list. All breadth course outlines must come back for review every four years noting that
the appropriateness of the courses will also be reviewed as part of every degree self-study.
Conceptual and Methodological Awareness
All courses are designed to develop and employ critical thinking skills alongside the acquisition
of interdisciplinary knowledge and skills from a broad range of fields including the health
sciences, health promotion, business, human resource management, leadership, project
management, and communications. The program immerses students in the holistic view of
health and wellness at both the individual and organizational levels. Students learn through indepth personal investigations and experiences, critical reading and research, theoretical and
applied learning in order to become critical practitioners.
In theoretical courses, students are exposed to current research, disciplinary debates, and
modes of analysis used in the area of study. In courses with an applied focus, students engage
in experiential leaning using the resources of Humber’s bio-science labs, fitness labs, culinary
labs and the newly-formed Centre for Healthy Living. In the senior years of the program,
students further develop and apply their methodological awareness to the business world, as
they study project management, organizational behaviour, and knowledge translation. The use
of labs, case analyses, and visiting experts in many courses in the program provide
opportunities to explore the implications of current issues and recent research findings.
Research methods are introduced in the course Research & Writing on Issues in Health
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 16
Sciences and extended in several courses including The Business Case for Workplace Health
and Wellness, Health Literacy and Biostatistics and Research.
Graduates of the program are able to conduct continuous, systematic collection, analysis and
interpretation of health-related data needed for the planning, implementation, and evaluation of
workplace health and wellness practice. They use principles of knowledge translation (KT) in
dynamic and iterative processes that include synthesis, dissemination, exchange and ethicallysound application of knowledge to improve the health of workers and their families and provide
more effective health and wellness services and products to strengthen organizations.
Students are expected to operate as personal examples of wellness through awareness and
practice of healthful lifestyles, ethical behaviour and strong Human Resources in
Workplaceship-building. They also recognize the aims of commercial business, non-profits,
government, and community enterprise and the role that proactive wellness programs can play
in meeting organizational objectives. These competencies are introduced in courses such as
Health and Wellness Concepts, Health Behaviour, and Reflective & Critical Practice and
advanced throughout the program in such courses as Human Resources in Workplaces, The
Business Case for WHW, Wellness Coaching Principles, Change in 21st Century Organizations,
and Disability Management. All courses develop students’ methodological and conceptual
awareness through readings, assignments, lectures, demonstrations, labs, scenarios, projects
and other learning activities which are designed to support proficiency in health promotion while
also fostering flexibility, and resilience to adapt to emerging trends, practices and challenges in
an ever-changing organizational landscape.
Application of Knowledge
A focus of the program is the integration of the conceptual and the practical. Coursework and
the work placement experience provide opportunities for the application of practical skills.
Students use responsive and current research throughout the program to develop and apply
their skills and develop strategies based on real-world situations.
The program stimulates inquiry, independent judgment, critical self-awareness, analysis and
creative approaches to health and wellness. The use of active learning through case analysis
and project-based inquiry encourages the development of both students’ capacities for
independent learning and their ability to work with others. It develops students’ abilities to solve
problems in creative ways, to identify and redefine problems, to raise and address appropriate
issues and to make decisions. In their discussions, research papers and case analyses,
students are required to present and evaluate relevant recent research findings, and to sustain
persuasive and logical arguments that challenge underlying assumptions from a number of
informed perspectives.
Graduates of the program develop an ability to apply innovative strategies to effectively
research, analyze and express themes and issues from a range of contexts and perspectives.
This competency is introduced in courses such as Working in Health and Wellness and Global
Health Issues and is advanced in courses such as Interprofessional Leadership, Applied
Epidemiology, Digital Innovations in Workplace Health and Wellness, and Project Management
in Workplace Health and Wellness.
Students are also expected to interpret and apply theoretical and ethical frameworks to identify
and solve problems in a variety of contexts. This competency is introduced in courses such as
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 17
Environmental Health and The Human Body and Disease and developed throughout the
program in courses such as Occupational Health and Safety in Ontario and Ethical & Legal
Issues in Workplace Health and Wellness.
Many of the individual courses require case analyses, presentations, and research papers
which provide increasingly sophisticated practice-based exercises preparing students for senior
level applications required in the capstone projects.
Students participate in one mandatory work term of 14 weeks of professional experience, where
they apply knowledge and skills to real life applications. Students research and develop a plan
for their internship placement selecting from a wide variety of opportunities in health and
wellness departments of large and small businesses, public service agencies, health consulting
practices, or not-for-profit organizations.
Communication Skills
The ability to communicate effectively with the level of sophistication required for sustained
employment and life-long learning is a core outcome for all undergraduate programs. It is a
heightened expectation in this program, as organizations seek to enhance their reputations and
effectiveness through exemplary employment practices which include proactive policies and
programs for individual health and wellness, outreach and organizational structures and
practices which promote positive work cultures. The program recognizes the need for
graduates who are adept in communicating health information effectively to implement real,
lasting behavioural changes in individuals and organizations. The program advisory committee
and employer survey results overwhelmingly emphasized the core skills of effective
communications as high priorities for new graduates. The program has been designed to
support the development of these skills through direct and indirect means in every course in
each year of the program. Students are expected to prepare for classes by reading and
responding to textbooks, journal articles and websites and to write daily in journals, blogs,
papers, critiques and annotations. A stream of communications courses directly addresses the
development of writing, research, critical reading, health literacy, digital applications and
knowledge translation.
In addition, students develop their oral presentation skills in the course Business
Communications and throughout the program in class presentations and discussions. Courses
are sequenced to support students’ learning and to gradually raise expectations for higher levels
of sophistication and creativity over the four years of the program.
Awareness of the Limits of Knowledge
As students gain proficiency and become more fully immersed in theoretical language and
practical skills, they become increasingly aware of the limits to their knowledge and the limits to
the scope of practice of the range of healthcare providers. This awareness is fostered
intentionally through an overview of the health and wellness professions, interprofessional
educational and collaboration, emphasis on reflective practice, critique, analysis of new and
emerging trends and practices and a relentless pursuit of excellence.
Throughout the program, current standards of practice as well as legal, ethical and regulatory
issues are emphasized. Students are made aware as new issues arise, beyond current
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 18
knowledge. For example, students are kept current in their understanding of the impacts of
continued globalization, advances in digital technology, developing standards, and legislation.
Throughout the program, students are encouraged to visit key business, association and
government websites and to review industry periodicals and academic journals in order to
recognize new developments that require study.
Throughout the program, students study various schools of thought about health and wellness
and its related disciplines, their bases, explanatory power, limitations, external influences and
areas requiring further study. As students investigate and use current research in the field to
support any analysis they undertake, they are challenged to consider both the limitations in the
practical application of the information to actual problems, as well as areas that need to be
investigated further.
Professional Capacity/Autonomy
The program has been designed to address specific professional skills which provide the
foundation for a student’s academic, employment, professional, and personal success. These
skills include initiative, personal responsibility, accountability, teamwork, decision-making,
management of learning, and behaviour consistent with academic integrity and social
responsibility. Graduates of this program emerge with the following skills:
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interpersonal skills derived from group assignments, interactions with faculty and
industry representatives, and relevant work experience,
independent research and communication skills developed from the research projects
built into various courses throughout the program,
problem solving and decision-making strategies developed through using frameworks
and models, technologies, simulations and case analyses,
intrapersonal, interpersonal, teamwork, coaching and negotiation skills developed
through coursework and team assignments,
time and project management skills gained through planning and completing a variety of
projects and assignments,
Self-awareness, openness and sensitivity to diversity in terms of people, cultures,
organizations and through rigorous reflection, critique and analysis.
In addition, the program emphasizes and promotes the need for independent and continuous
learning. The program is delivered with this principle in mind, as well as with the need to
strategically define areas of interest and expertise. This program produces highly competent
health and wellness generalists while affording students the opportunity to develop their special
areas of interest and expertise through selected assignments, elective courses, project choices,
and work experience.
The program prepares students to take increasing responsibility for the content and direction of
their work. It has been designed to support individual development, as well as the progressive
acquisition of independent learning skills by promoting the value of additional reading and
research into areas of discussion, and through the use of increasingly complex and independent
study projects in the final years of the program. The need for continual updating of knowledge
is emphasized in all core courses. Throughout the program, students are made aware of
opportunities to further their knowledge in the field, both through programs offered by
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 19
professional associations as well as through graduate study. Continuing professional
development and the need for currency and on-going learning are stressed.
Through the review of industry and academic journals, discussions with industry leaders and
ongoing review of publicly-available industry publications, students are able to identify their role
in the emerging, dynamic and increasingly complex field of workplace health and wellness.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 20
Overall Comments - There is not enough human resources related content. The hiring
managers will be most likely form that area and your students will need more background
preparation in HR principles to be able to compete with graduates from HR programs (who are
usually in the WH&W roles)
Last comment:
The citation style for health sciences is Vancouver not APA:
Citing in the health professions



Citing Medicine: NLM Style Guide for authors, editors and publishers
Instructions to authors in the Health Sciences: Direct links to dozens of journal publishers
instructions for publication
Vancouver Style: Uniform requirements for manuscripts submitted to biomedical journals
(2008)
Other Members’ Comments
Other members endorsed the nomenclature and program content without specific comments.
D2

Professional Accreditation
not applicable to this submission
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 38
D3
Program Learning Outcomes
D3.1 Degree Level Learning Outcomes
Degree Level Learning Outcomes
Courses or course segments that contribute
to achievement of outcome
Upon graduation of a baccalaureate degree
program, the graduate demonstrates
sufficient rigour, breadth and depth required
to satisfy degree level expectations as
identified in the Ontario Qualifications
framework. Specifically, a graduate will:
Note: All of the courses in the degree contribute
to the attainment of the degree level outcomes
but the following courses or course segments
emphasize specific aspects of the outcomes.
1. Demonstrate more than an introductory
knowledge of the overall
discipline/major field(s) as well as a
specialized area within that discipline.
Applied Epidemiology
Interprofessional Leadership
Occupational Health and Safety
The Business Case for WH&W
Change in 21st Century Organizations
2. Demonstrate more than an introductory
knowledge of a discipline outside the
core field(s) of study.
Breadth Courses Years 3 & 4
3. Conduct modes of inquiry/analysis
which reflect multiple perspectives
found within and outside the field of
study.
All Breadth Courses Years 1-4
Human Body & Disease
Health & Wellness Concepts
Business Communications
Human Resources in Workplaces
Digital Innovations in WH&W
Health Literacy
4. Conduct inquiries and critically evaluate
arguments, assumptions, abstract
concepts and data (qualitative and
quantitative) to make judgments and to
frame appropriate questions, arguments
and solutions using methodologies
inherent in the discipline/field of study.
Health and Wellness Concepts
Research & Writing on Issues in Health
Sciences
Mathematics for Health Sciences
Reflective and Critical Practice
Biostatistics and Research
Ethical and Legal Issues in WH&W
5. Communicate information, ideas,
problems and solutions to both
specialist and non-specialist audiences.
AWCR: Multiculturalism
Research & Writing on Issues in Health
Sciences
Health Literacy
Health Behaviour
Digital Innovations in WH&W
Project Management in WH&W
Knowledge Translation
6. Analyse the historical and contemporary
developments of the field.
Introduction to Psychology
Health Behaviour
Global Health Issues
Ethical and Legal Issues in WH&W
Biostatistics and Research
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 39
Degree Level Learning Outcomes
Courses or course segments that contribute
to achievement of outcome
Digital Innovations in WH&W
Change in 21st Century Organizations
Disability Management
7. Plan, conduct and evaluate applied
research and/or produce a body of
original, creative work.
Research & Writing on Issues in Health
Sciences
Health Literacy
Reflective and Critical Practice
Project Management in WH&W
Capstone Project 1 & 2
Knowledge Translation
8. Demonstrate leadership skills as well
as, collaboration, cooperation and
consultation skills as a team member.
Human Resources in Workplaces
Reflective and Critical Practice
Wellness Coaching Principles
Project Management in WH&W
Change in 21st Century Organizations
Disability Management
9. Demonstrate the skills, knowledge and
abilities required for both further
education and successful employment
in the field of study.
Global Health Issues
Work Placement
Change in 21st Century Organizations
Capstone Project 1 & 2
Project Management in WH&W
Disability Management
10. Adhere to academic, professional,
ethical and legal codes of conduct.
Disability Management
Occupational Health and Safety
Interprofessional Leadership
Change in 21st Century Organizations
Applied Epidemiology
Ethical and Legal Issues in WH&W
Working in Health and Wellness
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 40
D3.2
Core Program-Level Learning Outcomes
D3.2.1 Design of Program Learning Outcomes:
The development team aligned the design of program learning outcomes with the University
Degree Level Expectations (UDLE) as set out by the Ontario Qualifications Framework. The six
categories of expectations provided structure to a set of overall program outcomes.
Depth and Breadth of Knowledge
The graduate reliably demonstrates the ability to:
A. Evaluate determinants of workplace health and wellness in order to make
evidence-informed decisions which are supported by theoretical and practical
knowledge of key health and wellness concepts. \
Elements of Performance
1. Describe causes, treatments, prevention and control of major disease types:
infectious, chronic, occupational and environmental.
2. Identify and explain the significant health issues related to the structures and
functions of the human body.
3. Explain the core competencies and scope of practice for the range of health and
wellness professionals in Canada and globally.
4. Describe global and local health care systems and their accessibility, impacts, and
inter-relationships.
5. Describe biological, behavioural social, cultural, economic, physical and
environmental determinants of health and well-being in various populations.
6. Explain current theories, frameworks and models in population health protection,
health and wellness promotion, wellness leadership, workplace culture, ethical
perspectives, and organizational principles.
7. Review legal, ethical, regulatory, policy and voluntary standards in workplace health,
safety and wellness.
8. Explain the influence of lifestyle factors such as food, activity, addictions, stress
management, work-life integration, and Human Resources in Workplaces.
9. Explain the duty of care required of employees, employers and levels of health care
providers.
10. Define key terminology from the fields of health science, health and wellness
promotion and business.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 41
Knowledge of Methodologies
The graduate reliably demonstrates the ability to:
B. Employ appropriate methodologies for research, dissemination of information,
program planning, implementation and renewal, problem-solving,
interprofessional education and collaboration and project management.
Elements of Performance
11. Use critical and analytic quantitative and qualitative research methods to gather,
read, assess, interpret and convey scientific health information.
12. Employ systematic methods to research, design, measure, implement, manage,
monitor, evaluate and renew wellness projects and initiatives.
13. Use principles and best practices of collaboration, adult education, reflective practice
and interprofessional care to ensure optimal outcomes.
14. Apply proactive and reactive analytic and synthetic problem-solving strategies to
sustain organizational health.
15. Employ mathematical and statistical methods for calculating, interpreting and
communicating complex data.
Application of Knowledge
The graduate reliably demonstrates the ability to:
C. Apply ethical, evidence-informed strategies to develop and sustain inclusionary
proactive and reactive practices which support continuous improvements in
workplace health and wellness.
Elements of Performance
16. Apply cost-effective and evidence-informed decision-making and practice to design,
implement and assess wellness policies and initiatives appropriate for various
populations.
17. Apply legal, ethical, policy and voluntary standards to ensure compliance and
integrity in organizational settings.
18. Apply empathic, compassionate, and insightful respect for cultural, generational,
ability, gender, orientation, and other differences in promoting and protecting health
and wellness.
19. Apply principles of behavioural and organizational change theory and models of
project management to promoting and protecting workplace health and wellness.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 42
Communication Skills
The graduate reliably demonstrates the ability to:
D. Communicate health and wellness messages effectively in a variety of traditional
and innovative media modalities.
Elements of Performance
20. Develop effective and audience-appropriate knowledge translation strategies which
interpret health information for professional, non-professional, community and
business purposes.
21. Use principles of exposition and persuasion in producing effective presentations and
documents which support organizational and individuals’ health literacy.
22. Employ accepted business communication norms and channels which further the
aims of the organization and foster employee health and wellness.
23. Design effective print and multi-media digital communication strategies to enhance
health literacy.
24. Employ principles of effective interpersonal communication, coaching, team
facilitation and conflict resolution.
Awareness of the Limits of Knowledge
The graduate reliably demonstrates the ability to:
E. Develop habits of mind which demonstrate awareness of the scope and limits of
professional practice.
Elements of Performance
25. Practice within the scope and limits of professional knowledge, competence and
credentials.
26. Refer individuals to appropriate health care practitioners and services, maintaining
confidentiality.
27. Evaluate professional, academic, community, non-profit and business practices
within knowledge frameworks.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 43
Professional Capacity & Autonomy
The graduate reliably demonstrates the ability to:
F. Demonstrate responsible leadership, accountability and effective collaboration,
modeling the embodiment of personal and workplace health and wellness
principles.
Elements of Performance
28. Build and sustain networks of support for and a personal model of health and
wellness practices in the workplace.
29. Demonstrate accountability and responsibility in decision-making and actions.
30. Apply ethical, policy, and legal standards, demonstrating integrity in all activities.
31. Lead effective change initiatives which demonstrate authentic respect for diverse
opinions and adoption styles.
32. Facilitate teamwork, interprofessional care, and mindful collaborative practices which
actively encourage distributed leadership and influence.
33. Maintain a personal example of self-care and lifelong learning.
34. Develop and maintain a current and relevant e-portfolio to collect, assess and
showcase professional progress and achievements.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 44
D3.2.2. Courses Contributing to Program Learning Outcomes
Bachelor of Health Sciences (Workplace Health and Wellness)
Program Learning Outcomes
Courses or course segments that
contribute to achievement of outcome:
Upon graduation of a baccalaureate degree
Note: All of the courses in the degree
program, the graduate demonstrates sufficient contribute to the attainment of the degree level
rigour, breadth and depth required to satisfy
outcomes but the following courses or course
degree level expectations as identified in the
segments emphasize specific aspects of the
Ontario Qualifications framework. Specifically, outcomes.
a graduate will:
Depth and Breadth of Knowledge
A successful graduate of the program has a demonstrated ability to:
1. Describe causes, treatments,
prevention and control of major
disease types: infectious, chronic,
occupational and environmental.
2. Identify and explain the significant
health issues related to the structures
and functions of the human body.
3. Explain the core competencies and
scope of practice for the range of
health and wellness professionals in
Canada and globally.
4. Describe global and local health care
systems and their accessibility,
impacts, and inter-relationships.
Human Body & Disease
Health & Wellness Concepts
Global Health Issues
Environmental Health
Food, Nutrition & Active Living
Applied Epidemiology
Health Literacy
Capstone Project 1
Capstone Project 2
Knowledge Translation
Health & Wellness Concepts
Intro to Psychology
Research & Writing on Issues in Health
Sciences
Food, Nutrition & Active Living
Occupational Health & Safety
Applied Epidemiology
Mental Health & Addictions
Capstone Project 1
Capstone Project 2
Knowledge Translation
Working in Health and Wellness
Intro to Psychology
Global Health Issues
Food, Nutrition & Active Living
Interprofessional Leadership
Health Literacy
Disability Management
Wellness Coaching
AWCR: Multiculturalism
Global Health Issues
Working in Health and Wellness
Applied Epidemiology
Biostatistics and Research Design
Project Management in Wellness
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 45
5. Describe biological, behavioural social,
cultural, economic, physical and
environmental determinants of health
and well-being in various populations.
6. Explain current theories, frameworks
and models in population health
protection, health and wellness
promotion, wellness leadership,
workplace culture, ethical perspectives,
and organizational principles.
7. Review legal, ethical, regulatory, policy
and voluntary standards in workplace
health, safety and wellness.
8. Explain the influence of lifestyle factors
such as food, activity, addictions,
stress management, work-life
integration, and Human Resources in
Workplaceships.
Human Body & Disease
Health & Wellness Concepts
AWCR: Multiculturalism
Intro to Psychology
Global Health Issues
Environmental Health
Occupational Health & Safety
Applied Epidemiology
Change in 21st Century Organizations
Capstone Project 1
Capstone Project 2
Knowledge Translation
Working in Health and Wellness
Health & Wellness Concepts
Intro to Psychology
Global Health Issues
Environmental Health
Reflective & Critical Practice
Interprofessional Leadership
Occupational Health & Safety
Applied Epidemiology
Business Case for WHW
Health Literacy
Change in 21st Century Organizations
Ethical & Legal Issues
Digital Innovations in WHW
Capstone Project 1
Wellness Coaching
Human Resources in Workplaces
Knowledge Translation
Working in Health and Wellness
Intro to Psychology
Research & Writing on Issues in Health
Sciences
Reflective & Critical Practice
Occupational Health & Safety
Business Case for WHW
Health Literacy
Change in 21st Century Organizations
Ethical & Legal Issues
Capstone Project 1
Disability Management
Project Management in Wellness
Capstone Project 2
Human Body & Disease
Health & Wellness Concepts
Intro to Psychology
Environmental Health
Food, Nutrition & Active Living
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 46
9. Explain the duty of care required of
employees, employers and levels of
health care providers.
10. Define key terminology from the fields
of health science, health and wellness
promotion and business.
Applied Epidemiology
Mental Health & Addictions
Health Literacy
Change in 21st Century Organizations
Capstone Project 1
Capstone Project 2
Wellness Coaching
Knowledge Translation
Working in Health and Wellness
Health & Wellness Concepts
Global Health Issues
Reflective & Critical Practice
Food, Nutrition & Active Living
Interprofessional Leadership
Occupational Health & Safety
Business Case for WHW
Health Literacy
Ethical & Legal Issues
Disability Management
Human Body & Disease
Working in Health and Wellness
Health & Wellness Concepts
Intro to Psychology
Global Health Issues
Research & Writing on Issues in Health
Sciences
Environmental Health
Food, Nutrition & Active Living
Interprofessional Leadership
Occupational Health & Safety
Applied Epidemiology
Business Case for WHW
Health Literacy
Ethical & Legal Issues
Capstone Project 1
Capstone Project 2
Knowledge Translation
Knowledge of Methodologies
A successful graduate of the program has a demonstrated ability to:
11. Use critical and analytic quantitative
and qualitative research methods to
gather, read, assess, interpret and
convey scientific health information.
Human Body & Disease
Working in Health and Wellness
Health & Wellness Concepts
Intro to Psychology
Business Communications
Global Health Issues
Research & Writing on Issues in Health
Sciences
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 47
Mathematics for Health Sciences
Food, Nutrition & Active Living
Interprofessional Leadership
Occupational Health & Safety
Applied Epidemiology
Health Literacy
Ethical & Legal Issues
Digital Innovations in WHW
Capstone Project 1
Capstone Project 2
Knowledge Translation
12. Employ systematic methods to
research, design, measure, implement,
monitor, evaluate and renew wellness
initiatives.
13. Use principles and best practices of
collaboration, adult education,
reflective practice and interprofessional
care to ensure optimal outcomes.
14. Apply proactive and reactive analytic
and synthetic problem-solving
strategies to sustain organizational
health.
Business Communications
Research & Writing on Issues in Health
Sciences
Environmental Health
Occupational Health & Safety
Applied Epidemiology
Business Case for WHW
Health Literacy
Digital Innovations in WHW
Capstone Project 1
Capstone Project 2
Knowledge Translation
Working in Health and Wellness
Health & Wellness Concepts
Reflective & Critical Practice
Business Communications
Food, Nutrition & Active Living
Interprofessional Leadership
Change in 21st Century Organizations
Human Resources in Workplaces
Disability Management
Project Management in Wellness
Wellness Coaching
Working in Health and Wellness
Business Communications
Environmental Health
Interprofessional Leadership
Occupational Health & Safety
Business Case for WHW
Change in 21st Century Organizations
Digital Innovations in WHW
Disability Management
Project Management in Wellness
Human Resources in Workplaces
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 48
15. Employ mathematical and statistical
methods for calculating, interpreting
and communicating complex research
data.
Mathematics for Health Sciences
Applied Epidemiology
Biostatistics and Research Design
Health Literacy
Knowledge Translation
Application of Knowledge
A successful graduate of the program has a demonstrated ability to:
16. Apply cost-effective and evidenceinformed decision-making and practice
to design, implement and assess
wellness policies and initiatives
appropriate for various populations.
Business Communications
Research & Writing on Issues in Health
Sciences
Mathematics for Health Sciences
Environmental Health
Food, Nutrition & Active Living
Interprofessional Leadership
Occupational Health & Safety
Applied Epidemiology
Business Case for WHW
Health Literacy
Change in 21st Century Organizations
Ethical & Legal Issues
Digital Innovations in WHW
Capstone Project 1
Capstone Project 2
Wellness Coaching
Knowledge Translation
17. Apply legal, ethical, policy and
voluntary standards to ensure
compliance and integrity in
organizational settings.
Working in Health and Wellness
Intro to Psychology
Global Health Issues
Reflective & Critical Practice
Occupational Health & Safety
Business Case for WHW
Change in 21st Century Organizations
Ethical & Legal Issues
Human Resources in Workplaces
Capstone Project 1
Disability Management
Capstone Project 2
18. Apply empathic, compassionate, and
insightful respect for cultural,
generational, ability, gender,
orientation, and other differences in
promoting and protecting health and
wellness.
Working in Health and Wellness
Health & Wellness Concepts
Business Communications
Global Health Issues
Research & Writing on Issues in Health
Sciences
Environmental Health
Business Communications
Food, Nutrition & Active Living
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 49
19. Apply principles of behavioural and
organizational change theory and
models of project management to
promoting and protecting workplace
health and wellness.
Interprofessional Leadership
Occupational Health & Safety
Health Literacy
Change in 21st Century Organizations
Disability Management
Project Management in Wellness
Wellness Coaching
Human Resources in Workplaces
Knowledge Translation
Health & Wellness Concepts
Intro to Psychology
Global Health Issues
Environmental Health
Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Organizations
Digital Innovations in WHW
Capstone Project 1
Project Management in Wellness
Capstone Project 2
Wellness Coaching
Communication Skills
A successful graduate of the program has a demonstrated ability to:
20. Develop effective and audienceappropriate knowledge translation
strategies which interpret health
information for professional, nonprofessional, community and business
purposes.
21. Use principles of exposition and
persuasion in producing effective
presentations and documents which
support organizational and individuals’
health literacy.
Human Body & Disease
Working in Health and Wellness
AWCR: Multiculturalism
Research & Writing on Issues in Health
Sciences
Mathematics for Health Sciences
Environmental Health
Business Communications
Interprofessional Leadership
Business Case for WHW
Health Literacy
Digital Innovations in WHW
Capstone Project 1
Capstone Project 2
Wellness Coaching
Knowledge Translation
AWCR: Multiculturalism
Research & Writing on Issues in Health
Sciences
Business Communications
Business Case for WHW
Health Literacy
Capstone Project 1
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 50
22. Employ accepted business
communication norms and channels
which further the aims of the
organization and foster employee
health and wellness.
23. Design effective print and multi-media
digital communication strategies to
enhance health literacy.
24. Employ principles of effective
interpersonal communication,
coaching, team facilitation and conflict
resolution.
Capstone Project 2
Knowledge Translation
Working in Health and Wellness
Research & Writing on Issues in Health
Sciences
Business Communications
Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Organizations
Ethical & Legal Issues
Disability Management
Project Management in Wellness
Research & Writing on Issues in Health
Sciences
Environmental Health
Business Communications
Health Literacy
Change in 21st Century Organizations
Digital Innovations in WHW
Capstone Project 1
Capstone Project 2
Knowledge Translation
Working in Health and Wellness
Business Communications
Reflective & Critical Practice
Business Communications
Interprofessional Leadership
Business Case for WHW
Change in 21st Century Organizations
Wellness Coaching
Human Resources in Workplaces
Knowledge Translation
Awareness of the Limits of Knowledge
A successful graduate of the program has a demonstrated ability to:
25. Practice within the scope and limits of
professional knowledge, competence
and credentials.
Working in Health and Wellness
Intro to Psychology
Research & Writing on Issues in Health
Sciences
Reflective & Critical Practice
Food, Nutrition & Active Living
Interprofessional Leadership
Occupational Health & Safety
Mental Health & Addictions
Biostatistics and Research Design
Capstone Project 1
Disability Management
Capstone Project 2
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 51
26. Refer individuals to appropriate health
care practitioners and services,
maintaining confidentiality.
27. Evaluate professional, academic,
community, non-profit and business
practices within knowledge
frameworks.
Working in Health and Wellness
Intro to Psychology
Reflective & Critical Practice
Interprofessional Leadership
Occupational Health & Safety
Mental Health & Addictions
Ethical & Legal Issues
Digital Innovations in WHW
Disability Management
Wellness Coaching
Intro to Psychology
Research & Writing on Issues in Health
Sciences
Environmental Health
Occupational Health & Safety
Business Case for WHW
Health Literacy
Change in 21st Century Organizations
Human Resources in Workplaces
Ethical & Legal Issues
Project Management in Wellness
Knowledge Translation
Professional Capacity and Autonomy
A successful graduate of the program has a demonstrated ability to:
28. Build and sustain networks of support
for and a personal example of health
and wellness practices in the
workplace.
29. Demonstrate accountability and
responsibility in decision-making and
actions.
Working in Health and Wellness
Business Communications
Interprofessional Leadership
Change in 21st Century Organizations
Human Resources in Workplaces
Digital Innovations in WHW
Capstone Project 1
Disability Management
Capstone Project 2
Working in Health and Wellness
AWCR: Multiculturalism
Mathematics for Health Sciences
Business Communications
Interprofessional Leadership
Occupational Health & Safety
Business Case for WHW
Human Resources in Workplaces
Ethical & Legal Issues
Capstone Project 1
Disability Management
Project Management in Wellness
Capstone Project 2
Wellness Coaching
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 52
30. Apply ethical, policy, and legal
standards, demonstrating integrity in all
activities.
31. Lead effective change initiatives which
demonstrate authentic respect for
diverse opinions and adoption styles.
32. Facilitate teamwork, interprofessional
care, and mindful collaborative
practices which actively encourage
distributed leadership and influence.
33. Maintain a personal example of selfcare and lifelong learning
Working in Health and Wellness
Intro to Psychology
Interprofessional Leadership
Occupational Health & Safety
Business Case for WHW
Change in 21st Century Organizations
Human Resources in Workplaces
Ethical & Legal Issues
Digital Innovations in WHW
Capstone Project 1
Disability Management
Capstone Project 2
Knowledge Translation
Working in Health and Wellness
Health & Wellness Concepts
Health Behaviour
Interprofessional Leadership
Change in 21st Century Organizations
Human Resources in Workplaces
Digital Innovations in WHW
Capstone Project 1
Disability Management
Capstone Project 2
Working in Health and Wellness
Research & Writing on Issues in Health
Sciences
Environmental Health
Reflective & Critical Practice
Business Communications
Interprofessional Leadership
Health Literacy
Change in 21st Century Organizations
Human Resources in Workplaces
Capstone Project 1
Project Management in Wellness
Capstone Project 2
Wellness Coaching
Human Body & Disease
Health & Wellness Concepts
Intro to Psychology
Health Behaviour
Reflective & Critical Practice
Food, Nutrition & Active Living
Business Case for WHW
Human Resources in Workplaces
Ethical & Legal Issues
Capstone Project 1
Capstone Project 2
Wellness Coaching
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 53
34. Develop and maintain a current and
relevant e-portfolio to collect, assess
and showcase professional progress
and achievements
AWCR: Multiculturalism
Research & Writing on Issues in Health
Sciences
Reflective & Critical Practice
Business Communications
Health Literacy
Digital Innovations in WHW
Capstone Project 1
Capstone Project 2
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 54
D3.3
Non-Core Program Level Learning Outcomes
Definition of non-core courses:
In accordance with the PEQAB requirements, breadth courses at Humber are those that
contribute to knowledge in fields unrelated to the main field(s) of study. All breadth courses are
designed to provide graduates with the skills, knowledge and awareness that they will need for
their future roles as professionals, citizens, and members of a global community. These
courses provide students with more than an introductory knowledge in non-core areas of study.
Within the non-core category of courses, there are:
Foundation Breadth Elective Courses: Degree level students are required to complete a
foundation course in one of the breadth categories. The purpose of the foundation course is to
expose students to non-core areas of study while simultaneously giving them opportunities to
build core competencies in the areas of reading, writing and/or numeracy as well as critical
thinking skills, research skills, verbal/presentation skills and other skills for further study.
Breadth Electives: These are courses that provide students with opportunities to explore areas
of interest, to build competencies in literacy, numeracy and critical thinking skills and to acquire
knowledge outside the program area of study.
Humber’s degree elective courses are offered in three different categories: Society, Culture and
Commerce; Science and Technology; and Arts and Humanities which are defined as follows:
Society, Culture and Commerce
This category includes the social sciences, and commerce. Courses in this category examine i)
human society and social relationships, including anthropology, history, political science,
psychology, sociology, education, communication, and law; and ii) the exchange of goods
between nations or people, including business studies, and economics.
Science and Technology
This category includes the natural sciences, the formal sciences, and technology. Courses in
this category examine i) the objects, phenomena, or laws of nature and the physical world,
including biology, chemistry, and physics; ii) formal systems, including logic, mathematics, and
statistics; and iii) the application of science to industry or commerce, including computer science
and engineering.
Arts and Humanities
This category includes the humanities and the fine arts. Courses in this category examine i) the
human experience or condition, including languages, literature, history, philosophy, and religion;
and ii) the fine arts, including music, art, dance, and drama.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 55
Non-Core Program Level Learning Outcomes
Courses or course segments that
contribute to achievement of outcome
In addition to the demonstration of an introductory
knowledge in a non-core area of study, students
who complete foundation courses are be able to
demonstrate competencies at the degree-level in
one (or more) of the following areas:
All foundation (lower level) non-core
courses.

writing, reading, and/or numeracy as well as

Critical thinking, research skills,
verbal/presentation skills and skills for further
study.
Demonstrate creative and critical thinking,
qualitative and quantitative reasoning, problem
solving, research, written and oral communication
skills
All non-core courses
Demonstrate more than an introductory knowledge
in the humanities, sciences, social sciences, global
cultures and/or mathematics
Upper level non-core courses
Demonstrate the values and skills associated with
being responsible, reflective individuals in a range of
economic, social, political, cultural and personal
environments.
All non-core courses
Critically analyze and evaluate the distinctive
assumptions and modes of analysis of a discipline
outside the core field of study.
All non-core courses
Engage in productive and informed dialogues that
reflect current knowledge in a discipline outside the
core field of study.
All non-core courses
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 56
D4
Bachelor of Health Sciences (Workplace Health and Wellness) Program
D4.1
Bachelor of Health Sciences (Workplace Health and Wellness) Program Map for Direct Entry
Students
Year and Health
Leadership in
Systems
Communications Breadth
Semester Sciences
Health
Thinking
Electives
&Wellness
Year 1
The Human
Health and
Working in
AWCR:
BE 1
Sem 1
Body and
Wellness
Health and
Multiculturalism
Disease
Concepts
Wellness
Year 1
Sem 2
Introduction
to
Psychology
Health
Behaviour
Global Health
Issues
Year 2
Sem 3
Mathematics
for Health
Sciences
Environmental
Health
Reflective &
Critical
Practice
Year 2
Sem 4
Entry For
Diploma
Transfer
Year 3
Sem 5
Food,
Nutrition and
Active Living
Human
Resources in
Workplaces
Occupational
Health and
Safety in
Ontario
Biostatistics
& Research
(Hybrid)
Applied
Epidemiology
(Hybrid)
Mental Health
and Addictions
Year 3
Sem 6
Summer
Year 4
Sem 7
Year 4
Sem 8
Capstone
Project 2
The Business
Case for
WH&W
Interprofessional Ethical &
Leadership
Legal Issues
in WH&W
Research and
Writing for Issues
in Health
Sciences
Business
Communications
BE 2
BE 3
BE 4
BE 5
Health Literacy
1. Digital
Innovations in
WH&W
2. Professional
Preparation
(Non-Credit)
Work Placement : 14 weeks
Capstone
Disability
Project
Project 1
Management Management in
WH&W
Wellness
Change in
Knowledge
Coaching
21st Century
Translation
Principles
Organizations (Hybrid)
BE 6
BE 7
BE 8
BE 9
BE 10
AWCR – Academic Writing and Critical Reasoning
WH&W – Workplace Health and Wellness
BE – Breadth Elective
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 57
D4.2 Core Course Descriptions
Year and
Semester
Course Title
Calendar Course Description
YEAR 1
Semester 1
The Human Body
and Disease
This course introduces the student to anatomy and
physiology of the human body and relates those
topics to the most prevalent and impactful diseases
in Canada. By taking a systems approach, the
student gains an understanding of homeostasis and
then investigates how diseases affect those systems.
Students demonstrate knowledge through
summative testing as well as a group presentation on
a disease of their choosing.
Semester 1
Working in Health
and Wellness
In this course students are introduced to Canadian
healthcare and public health roles in protecting
health and preventing injury and disease for
individuals and populations. Functions and
mandates of world, federal, provincial, and municipal
agencies and ministries as well as private insurers
are outlined. The core knowledge, skills, and
behaviours of key health professions are discussed
with respect to foundational healthcare, prevention,
and health and wellness principles: confidentiality,
patient safety, ethics and autonomy, communication,
social justice, leadership, interprofessional education
and collaboration. Using evidence- informed
decision making, students will analyze and apply
problem-solving skills to two ‘lived experiences’
within the Ontario healthcare system. Students will
also investigate the impact of healthcare and health
promotion professions on the health and wellness of
citizens, appreciating the variety of such initiatives
within the Ontario healthcare and public health
systems.
Semester 1
Health and Wellness
Concepts
This course introduces the concepts of total health
and wellness. It presents the dimensions and
determinants of health and wellness. Through
examination of scientific evidence, self-reflection and
experiential learning this course encourages
students towards adopting healthy lifestyle choices.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 58
Year and
Semester
Course Title
Calendar Course Description
Semester 1
Academic Writing &
Critical Reasoning:
Multiculturalism
Canadian workplaces are diverse environments
where aspects of our identities such as culture,
ethnicity, age, religious affiliation and class, among
others, converges, creating complex social
environments. This course examines that complexity
by looking at dominant perspectives on
multiculturalism as well as texts by minority voices to
encourage students to develop an awareness of the
diversity enriching contemporary Canadian culture.
Both literary and non-fiction texts are studied to
provide a range of perspectives on the themes of
identity, equity, community, assimilation and
tolerance, with an emphasis on the influence of
culture on the health of individuals and communities.
By analyzing and comparing texts and writing
argumentative essays, students develop academic
writing and critical reading skills that support their
future academic work and prepare them to
communicate effectively in professional settings.
Semester 1
Breadth Elective
See Breadth Elective Descriptions Below
Semester 2
Introduction to
Psychology
The course is designed to introduce students to the
field of psychology. Students are exposed to a
discipline rich in theoretical diversity, research
findings and practical applications. They are
encouraged to think critically and challenge
preconceptions. Socio-historical factors which have
influenced psychology are investigated.
Semester 2
Health Behaviour
This course examines theories of behaviour and
applies these to the study of health promotion and
health behaviour change. Using their own
experiences and attitudes, students reflect on their
own health behaviour and the process of making
healthy behaviour changes. Students investigate
techniques used to help people and communities
make and sustain changes for improving health and
wellness. Throughout the course, students practice
important communication skills, including critical
reading, listening and viewing, reflective writing,
discussion, and oral presentation.
Semester 2
Global Health Issues
The Global Health Issues course addresses the
dynamics of international health care service, related
inequities, and proposals for reform. An ongoing
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 59
Year and
Semester
Course Title
Calendar Course Description
chronicle and personal reflection of global actualities
will develop understanding health-related issues.
From an historical perspective to the influential
factors of globalization, concepts and frameworks for
health equity, global surveillance, egalitarianism in
health care worldwide are investigated and
promoted.
Semester 2
Research & Writing
on Issues in Health
Sciences
Those who work in the Health Sciences need to be
lifelong learners who can locate, evaluate and digest
information from popular and scholarly sources and
effectively communicate what they have learned to a
variety of audiences. In this course, students
develop their critical reading skills through
paraphrasing and summarizing; practice effective
written communication through analyzing and
producing persuasive texts; and learn techniques for
academic research by producing a final research
paper on one of the three main topics covered in the
course. Readings from a variety of sources focus on
globalization, end of life issues, and food and
nutrition as they intersect with the health of
individuals and populations.
Semester 2
Breadth Elective
See Breadth Elective Descriptions Below
Semester 3
Mathematics for
Health Sciences
In this course, students gain technical and
interpretive skill in using quantitative data. Topics
include budgeting, financial statements, proportion,
probability, basic data management, basic statistics,
sampling, and software applications, particularly
Excel. Through lecture classes and guided tutorials
students gain confidence in their mathematical ability
applicable to a wide range of workplace and
everyday applications.
Semester 3
Environmental
Health
This course in Environmental Health explores the
linkages between human health and environment.
Concepts of environmental surveillance, risk
assessment, and impact on health are explored. In
addition, the impact of human activity on the global
environment and interventions to reduce
environmental impact are explored. Discussed are
the socio-political factors inherent in development of
YEAR 2
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 60
Year and
Semester
Course Title
Calendar Course Description
regulations and policies to protect the public and
promote healthier environments.
Semester 3
Reflective and
Critical Practice
This course in Reflective and Critical Practice
provides an opportunity to engage with various
concepts and models of reflection. The knowledge
and skills developed in this course allow students to
reflect on their performances or decision-making and
determine what they did, what they could have done
better, and make a plan for the future. Critical
reflection is an expectation of individuals in
workplace health and wellness roles. Concepts and
skills related to team work, evidence informed
practice, cultural competence, and ethical decision
making are included.
Semester 3
Business
Communications
Effectively presenting oneself is essential in
contemporary business where people must negotiate
in increasingly complex and diverse workplaces.
Students explore and practice methods of effecting
clear written, oral and interpersonal communication
for proposals and presentations in business. They
study communication theories, types of
communication, and methods and vehicles that have
an impact on their performance. Students enhance
their ability to organize information based on purpose
and audience, express ideas clearly, precisely and
effectively, and use up-to-date technology for
presentations.
Semester 3
Breadth Elective
See Breadth Elective Descriptions Below
Semester 4
Food, Nutrition and
Active Living
This course in Food, Nutrition and Active Living
introduces credible, evidence-based food and
nutrition information for the maintenance of health
and the prevention of disease. Using this
foundational knowledge students research and
evaluate healthy living programs based on the clarity
of message, and suitability and adaptability for
specific populations. A final project requires students
to collaborate with peers and the community to
create and pilot a program for a pre-determined
population.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 61
Year and
Semester
Course Title
Calendar Course Description
Semester 4
Human Resources in
Workplaces
In this course, students explore the essential
elements of human resource functions in a range of
organizations and how these contribute to
organizational goals and employee health and
wellness. Students examine the relationship between
effective human resources functions and employee
recruitment, retention and satisfaction, and business
strategy. Students receive an introduction to
functional areas of HR including proactive and
reactive strategies, the impacts of stress and mental
health, benefit packages, employee assistance
programs, disability management and return-to-work
planning, health and safety requirements, human
resource planning and development.
Semester 4
Occupational Health
& Safety
This course is a comprehensive analysis of current
Ontario occupational health and safety legislation as
outlined in the Occupational Health and Safety Act
and its various regulations, including those
addressing employment standards, hazardous
materials, inspections, compliance and workers’
compensation. The new Integrated Occupational
Health and Safety Strategy for Ontario is examined.
Participants in this course will examine the
application of the legislation and review the roles and
responsibilities of government, employers, unions,
and workers. There will be an exploration of hazards,
hazard control, emergency preparedness,
ergonomics, and accident investigation. The
philosophy is wellness, and prevention, monitoring,
maintenance and control to provide a safe and
healthy work environment.
Semester 4
Breadth Elective
See Breadth Elective Descriptions Below
Semester 4
Breadth Elective
See Breadth Elective Descriptions Below
Biostatistics &
Research
The course is in two parts. The first on-line portion
provides students with working knowledge of
statistics applied to biological & health sciences.
Analytic skills are developed for interpreting and
communicating assessments of data. The language
& basic concepts of statistics as well as some
commonly-used calculation methods are
investigated. In the second face-to-face part of the
course mean, probability, sampling, statistical
inference & correlation are examined and practiced.
YEAR 3
Semester 5
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 62
Year and
Semester
Course Title
Calendar Course Description
Semester 5
Mental Health and
Addictions
This course examines common mental health
problems including psychological disorders, stress,
and addictions. Specifically, the course covers
mental health issues within the workplace. Students
identify the signs and symptoms of mental health
problems, discuss how to provide initial help to those
suffering from mental health problems, and learn
proper referral procedures.
Semester 5
The Business Case
for Workplace Health
& Wellness
This course, the Business Case for Workplace
Health and Wellness, provides students with an
essential grounding in current management and
organizational concepts, processes, terminology,
tools and techniques. Drawing on salient material
from the fields of Management, Human Resource
Management, Organizational Behaviour and
Organizational Development and Change, the course
teaches students the “language of business” and
prepares students to develop and present innovative
workplace health and wellness solutions.
Competency in preparing a persuasive business
case for workplace health and wellness is built
through analysis of sample cases from a variety of
large, medium and small businesses. Competency
is assessed through team preparation and the inclass presentation of a workplace health and
wellness business case term assignment.
Semester 5
Health Literacy
In this course students define and investigate the
implications of health literacy in health
communication. Factors including communication
skills, culture, and context are considered. Students
examine research findings linking literacy and its
impact on health knowledge, health promoting
behaviours, health outcomes and health resource
utilization. Students gain skills in communicating with
individuals of varying levels of health literacy in order
to effect positive changes and outcomes.
Semester 5
Breadth Elective
See Breadth Elective Descriptions Below
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 63
Semester 6
Applied
Epidemiology
(Hybrid)
This in-class and online hybrid course introduces the
student to the field of epidemiology. It begins with an
exploration of fundamental concepts including
disease study and measurement, interpreting
biostatistics, and causation. Building upon this
foundation, the students examine selected
communicable and chronic diseases as they relate to
workplace health and wellness. Students are invited
to participate in in-class group discussions and
online learning. A group project ties together the
major elements of the course and allows for a
creative and non-traditional assessment of
knowledge.
Semester 6
Interprofessional
Leadership
This course explores the concepts of
interprofessional collaboration and leadership. It
examines current service delivery issues as they
influence the health of Canadians and examines
leadership development to support collaborative
efforts to manage workplace wellness issues.
Strategies to facilitate change within the workplace
are addressed. Topics include the Canadian
Competencies for Interprofessional Collaboration,
leadership theory, leadership development, change
theory, and emotional intelligence within a healthcare
context.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 64
Semester 6
Ethical and Legal
Issues in Workplace
Health & Wellness
Health and wellness are values to be embraced and
cultivated, both individually and collectively, however
the defining elements of both will vary widely, as will
the extent, and the means, by which the individual,
government, or the workplace ought to promote
these values. This course equips students to
understand various philosophical, psychological,
biological, and sociological concepts and
determinants of health and wellness, to uncover the
myriad ethical theories underpinning, or embedded in
these concepts, and to recognize the legal limits of
promoting workplace wellness programs. Students
are able to identify key ethical issues at play in the
creation, administration, and maintenance of
workplace wellness programs, including autonomy,
paternalism, privacy, protection of health information,
and self-responsibility as they relate to employee's
and employer's duty of care. The Ontario Ministry of
Labour’s Employment Standards and Integrated
Strategy for Workplace Health and Safety are
examined. The principles of respect for persons,
justice and beneficence are emphasized. Such
knowledge informs the creation of morally and legally
sound workplace wellness programs and their
evaluation.
Semester 6
Digital Innovations in
Workplace Health &
Wellness
This course in Digital Innovations in Health and
Wellness provides the most- up-to-date survey of the
available technologies that might be used in
workplace wellness, best practices for using social
media ethically and effectively, as well as
investigations of privacy issues and research into the
technologies, services and applications that can
tackle specific challenges in the workplace. Social
media is investigated for its power to democratize the
flow of information, to enhance connectivity allowing
for personalized coaching, peer support and to
promote individual empowerment for self-care.
Students are invited to identify a health and wellness
challenge and propose innovative ways that
technology might be used to address it.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 65
Semester 6
Professional Practice
This non-credit course provides students with the
skills and knowledge necessary to prepare for a work
placement in today’s challenging employment
market. Preparation for the work placement includes
job search techniques and discussion of such issues
as employer expectations, company policies,
professionalism and self-management. The need for
career planning, lifelong learning and interpersonal
communication skills are also discussed.
Students conduct a self-assessment of their
personality and skills and perform occupational and
company research. Students prepare covering
letters and resumes, create their own database of
potential employers within their sector of interest,
and practice their interview skills in mock interviews
and by conducting information interviews. Guest
speakers from business and industry provide
students with a range of perspectives on current and
future trends in business and priorities and
competencies required in corporate, government,
non-profit and health agency sectors.
Semester 6
Breadth Elective
See Breadth Elective Descriptions Below
Semester 7
Capstone Project 1
The Capstone 1 and 2 courses give students the
opportunity to plan and execute a major workplace
health and wellness project. The Capstone 1 course
synthesizes knowledge of project planning and
effective communication to propose a major industryspecific project. The course is structured as a
professional seminar series where students meet to
share and analyze theoretical concepts and
specialized application. Students present project
plans for ongoing critique and examination
throughout the semester.
Semester 7
Disability
Management
This course in Disability Management examines
legislation relevant to the workplace and disability
management practices. Models and determinants of
workplace disability, and their impact on individuals,
families and society are explored. Financial (i.e.
compensation, benefits), vocational and social
influences affecting disability management are
addressed. The roles of professional providers in the
field are examined. The key aspects of a disability
management program are presented including the
YEAR 4
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 66
selection and coordination of claims, needs
assessments, return to work planning and
implementation, external professional assessments,
and program evaluation. Students explore their
professional and ethical responsibilities and how
these intersect with the perspectives of stakeholders
in disability management (i.e. workers, unions,
employers, insurers).
Semester 7
Project Management
in Workplace Health
& Wellness
The Project Management for Workplace Health and
Wellness course provides students with a
comprehensive knowledge about processes and
familiarity with tools and techniques required to
manage projects within the health and wellness
industry. The structure and the methodology of the
course is based on “the Guide to Project
Management Book of Knowledge” PMBOK® 5th
Edition published by the Institute of Project
Management, (PMI®) in 2013. The topics cover all of
the ten project management knowledge areas, and
the five process groups that are used for managing
projects successfully.
Semester 7
Breadth Elective
See Breadth Elective Descriptions Below
Semester 7
Breadth Elective
See Breadth Elective Descriptions Below
Semester 8
Capstone Project 2
This course is the continuation of Capstone Project 1
and allows students to carry out the research or
implementation plan developed in the earlier course.
Working with faculty advisors and industry partners,
students conduct their projects and report at various
stages leading to a final presentation for their peers
and their organizational partners.
Semester 8
Wellness Coaching
Principles
Building on previous program courses, this advanced
level course provides opportunities to explore
principles of wellness coaching and to develop basic
coaching skills and processes. Additionally, learners
explore the emerging scientific evidence base that
supports wellness coaching and develop as
professional wellness coaches.
Semester 8
Change and 21st
Century
Organizations
The course explores organizational behaviour,
leadership and change processes as they impact
employees’ work performance and commitment, and
ultimately the health and wellness of the individual
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 67
and the organization. Theoretical frameworks provide
a foundation from which to examine case studies.
Themes studies include communication, negotiation,
diversity and leading change within modern
organizations, with special attention paid to small
business applications and vulnerable sectors.
Semester 8
Knowledge
Translation (Hybrid)
This course has two parts; an on-line portion
focusing on communicating health surveillance data
effectively and ethically to trigger appropriate action
and impact. The face-to-face portion provides a
broad overview of knowledge translation (KT) with
exposure to various current and emerging KT
theories, methods and tools. Research evidence is
translated and transferred to highly effective
prevention practices. Students demonstrate a
comprehensive understanding of the knowledge-toaction cycle, KT planning, knowledge exchange
translation, and interventions. The research content
is dependent upon the area of research chosen for
the Capstone Project 2. Students extend and apply
their knowledge and skills from previous courses and
correlate KT with research in concurrent courses.
Students prepare an oral presentation to showcase
the summation of their learning, understanding, and
applicability of KT to their area of research.
Semester 8
Breadth Elective
See Breadth Elective Descriptions Below
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 68
D4.3
Upper
or
Lower
Non-Core Elective Course Descriptions
Course Title
Calendar Course Description
Breadth Electives
Upper
20th Century
Fashion
This course examines 20th century fashion from an economic,
sociological, psychological, political, and environmental viewpoint.
Perspectives of designers, theories of fashion, and the politics of
fashion are analyzed. From the launch of the first “maison de
couture” in 1858, through the colourful “youthquake” of the 1960s
and the rise and decline of the “supermodel”, fashion has always
been a reflection of society and its values. Fashion’s “who’s who”
is studied to analyze their influence on today’s industry.
Lower
Abnormal
Psychology
Have you ever felt anxious or depressed without really knowing
why? Worried excessively? Been afraid of something you “knew”
couldn’t hurt you? Used alcohol or drugs to escape a problem?
Almost all of us can answer “yes” to at least one of these
questions, which means that almost everyone has experienced
the symptoms of a psychological disorder. This course will
introduce students to psychological functioning that is considered
unhealthy or abnormal, and to the tools and skills that help
understand it. Students will learn about the history of abnormal
psychology, the changing definitions of abnormal behavior across
time and culture, and the continuum from normal behaviour to
abnormal behaviour. Our focus will be on identifying the
behavioural signs and symptoms of many mental and emotional
disorders, the psychological, biological, and environmental factors
that contribute to these disorders, and the ways they can best be
treated. Students will also be encouraged to think critically about
stigmas and labels associated with the mentally ill. Through
readings, lectures, discussions, videos, and exercises, students
will develop a more accurate and empathic view of these
prevalent conditions and the individuals who experience them.
Upper
Adolf Hitler and
the Rise and Fall
of Nazi Germany
Adolf Hitler is widely considered history’s ultimate mass murderer.
And yet the country that came to regard him as its savior after its
defeat in World War One, and followed him to ruin at the
conclusion of World War Two, was famously known for its great
music, art, literature, philosophy and science. How could such a
civilized country as Germany become complicit in the genocide of
six million Jews, and the deaths of millions of other men, women
and children considered by Hitler and the Nazis to be “racially
inferior”? In “Adolf Hitler and the Rise and Fall of Nazi Germany”
we will try to answer this and related questions that have left a
dark stain on the history of the 20th century.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 69
Lower
Approaches to
Literature
ENGL 104
This course is an elective for students in Humber degree
programs. It is designed to develop students’ reading, writing, and
critical skills through understanding, discussing, and writing about
a variety of literary genres. Its main objectives are to develop
students’ critical skills and academic writing abilities by 1)
encouraging analytical depth in textual analysis and 2) developing
students’ breadth of understanding through a focus on the
interrelatedness of the texts studied. These skills will be
developed through lecture, class discussion, and a series of
written essay assignments that will increase in complexity and
evaluative weight as the term progresses. The principles of clear
writing and reasoned argumentation will be emphasized in
lectures and expected in all assignments. In the final essay and
final exam, students will be expected to present a cumulative and
synthetic understanding of all texts studied during the term.
Lower
Astronomy:
Discovering Our
Place in the
Universe
SCIE 200
Using both historical and contemporary data, students examine
the planets, the life cycle of stars, the nature of galaxies, and the
origin and future of the cosmos. An understanding of the scientific
process, from raw data to the formulation of physical laws,
provides an underlying thread to the course. Students describe
and explain the evolution of astronomical knowledge, and apply
their understanding through direct observation.
Lower
Behaviour
Change for
Healthy Living
and Personal
Growth
This course examines the process of making a healthy behaviour
change. Specifically, students are introduced to the theoretical
principles of behaviour change as well as techniques used to help
people make a successful behaviour change. Throughout the
course, students apply theoretical principles to their own lives to
make a healthy behaviour change. Students also apply theories
and research to assist another person with their attempt to
undergo a specific, self-identified behaviour change.
Lower
Betrayal in
Contemporary
Fiction
ENGL 202
“A story is never true…but to try and stop telling stories is to
entangle yourself in an even deeper level of untruth.” (from a
review of Monica Ali’s Alentejo Blue)
What does it mean to betray? To be betrayed? “Betrayal in
Contemporary Fiction” examines some answers to these
questions as reflected in fiction. From the German invasion of
France to a lover’s picnic in the English countryside, from Noah’s
Ark to the backlots of 1920s Hollywood, the novels we’ll be
reading will take us to places where we can find out more about
the moral, social, psychological, and emotional dimensions of
betrayal. But we’ll also consider the extent to which fiction itself
might be said to constitute a kind of betrayal of truth. To this end,
we’ll examine a variety of narrative strategies and think about
some of the ways in which novelists “betray” us in the interests of
their fiction. Literary theory will help us to frame our findings, think
critically, and begin to answer the question: Does fictional
‘betrayal” take us further away from the truth or help us
understand reality in entirely new ways?
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 70
Lower
Brainstorm:
Ideas and
Arguments
PHIL 409
We think and argue every day about matters both minor and
important. But do we really know what it means to think? Do we
know how to argue? Where do our thoughts and ideas come
from? How do we judge which ones to accept and which to doubt
or discard? In this course, we will critically examine what it means
to think rationally and argue intelligently about a number of
historically significant topics. The course will use original sources
rather than secondary literature, thus strengthening student’s
ability to read and analyze university level academic material. We
will consider applications of specifically philosophical thought to
questions about the existence of God, the nature and limits of
human knowledge, our moral judgments of people and actions
and, our aesthetic judgments of art.
Lower
Business and
Politics
ECON 402
The last two decades have witnessed a momentous shift in the
relationship between business and the state. Amid talk of “the
end of big government,” the post-World War II consensus in
favour of a strong public sector regulating and supervising
economic activity has come under attack from economists, public
policy analysts, journalists, politicians, corporate elites, and even
segments of the public. This course investigates this evolution,
adopting an interdisciplinary approach that synthesizes insights
from history, political science, economics, and political theory.
After setting out the theoretical framework underlying
contemporary policy debates concerning government and
business, the course will address specific issues such as
macroeconomic stabilization policy, international trade, anti-trust
law, environmental regulation, labour unions, pensions, corporate
liability, consumer protection, health care and education, as well
as fairness/equality policies. This course encourages students to
reflect on the implications of the changing relationship between
business and politics.
Upper
Business and
Professional
Ethics: Your
Money and Your
Life
What has been your reaction to the plethora of business scandals
that have peppered the news? Are you judgmental or indifferent,
assuming that corruption is part of daily life, and possibly, even an
indispensable ingredient of business life? What is the place of
ethical discourse in the business world -- ought it to be essential,
or tangential, a point of discussion raised for "damage control"
when such scandals are brought to public light? What is the place
of ethics in your life, and how are you to steer that life if your
"personal" ethical code is at odds with the ethical code of the
workplace? What is the place, value, and good of labour in your
life, and how can you live a life of integrity? Can you answer these
questions, and defend your responses?
This course will help to do so by enabling you to understand,
identify, critically evaluate and assess, both in theory and practice,
ethical concepts and arguments as they pertain to business
practice, professional conduct, and personal life. Upon
successful completion of the course, you should have the tools to
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 71
help you navigate through, and calm the myriad moral storms that
you will face in your professional life
Lower
Business and
Society
ENGL 102
This course is an elective for students in Humber degree
programs. It is designed to develop students’ reading, writing, and
critical skills through understanding, discussing, and writing about
a variety of non-fiction essays drawn from different academic
disciplines and focused on the theme of business and society. Its
main objectives are to develop students’ critical skills and
academic writing abilities by 1) encouraging analytical depth in
textual analysis and 2) developing students’ breadth of
understanding through a focus on the interrelatedness of the texts
studied. These skills will be developed through lecture, class
discussion, and a series of written essay assignments that will
increase in complexity and evaluative weight as the term
progresses. The principles of clear writing and reasoned
argumentation will be emphasized in lectures and expected in all
assignments. In the final essay and final exam, students will be
expected to present a cumulative and synthetic understanding of
all texts studied during the term.
Lower
Business
Information
Systems
This course provides students with an overview of information
technology and its use in the achievement of organizational goals
and strategic objectives. Students examine the role of information
technology in managing operations, achieving a competitive
advantage, and on organizational structure and employees. They
also study the dynamics of information technology systems
specific to various industry sectors.
Lower
Business Law
Students are introduced to the complex legal system in which
businesses and consumers operate. The Canadian Constitution,
as well as statutory and common law relevant to business and
consumer transactions are covered. Students are introduced to
the laws of contracts and torts that form the basis of business
relationships. Topics include sale of goods and consumer
protection legislation, debtor-creditor relations, competition law,
employment law, manufacturer’s product liability and intellectual
property rights.
Lower
Business
Communications
Effectively presenting oneself is essential in contemporary
business where people must negotiate in increasingly complex
and diverse workplaces. Students explore and practice methods
of creating clear written, oral and interpersonal communication for
proposals and presentations in business. They study
communication theories, types of communication, and methods
and vehicles that have an impact on their performance. Students
enhance their ability to organize information based on purpose
and audience; express ideas clearly, precisely and effectively; and
use up-to-date technology for presentations.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 72
Lower
Canada and the
World: Trade,
Diplomacy and
War
POLS 202
As Canadian soldiers continue to fight and die in the war in
Afghanistan, Canadian citizens have been struggling to come to
grips with their new international reputation. For people who
thought of their soldiers more as peacekeepers rather than
warriors, this transition has been unsettling. However, Canada’s
role in the world has undergone several transitions throughout its
history. How we come to understand these transitions requires an
in-depth examination of the different roles Canada has assumed
in the world over the past 150 years. Since 1867, Canada’s
politicians, diplomats, professionals, businesspeople, soldiers,
and citizens have cultivated relations with their counterparts in the
world’s most powerful and poorest nations and engaged in some
of the most significant events in all of human history. This course
examines Canada’s past and present, and assesses the many
different domestic and external influences that shaped Canada’s
foreign policy in the face of a changing world.
Lower
Canadian
Families: Past,
Present and
Future
SOCI 202
No matter how it is organized, the family is the most basic social
institution in all societies. Indeed, the family or more specifically “a
married couple, or other group of adult kinfolk who co-operate
economically, share in child rearing, and who usually share a
common dwelling” can be traced back two million years
(Conway 1990). The way the family is structured, how it functions,
and who is considered a member may be factors that differ from
one society to another, but all societies expect some form of
family to be responsible for regulating long term relationships,
reproduction, child development, and the care of aged relatives.
Lower
Canadian
Studies: The
Challenge
Ahead
HIST 200
What does the twenty-first century hold in store for Canadians? In
order to understand the challenges confronting us now, and in the
future, it is necessary to understand how we got to be where we
are. By concentrating on the development of Canadian political,
economic, social, and cultural institutions, this course will assist
us in understanding the serious challenges confronting Canada
today and tomorrow--challenges that are serious enough to put
the future existence of Canada in question.
Upper
City Life
SOCI 450
As a result of their magnetic attraction, cities concentrate people,
money and power so that now three out of four North Americans
live within their confines. What began as the natural growth of
settlements around agriculture evolved into regional market towns
and has now transformed into a space where millions live and
struggle and work and play. The city has been thought to offer a
completely different form of life from that offered in alternate
spaces like the country. This course will investigate the character
of urban form and experience by inquiring into the city’s
particularity and its divergent shapes. The city has been
celebrated for making possible the figure of the cosmopolitan,
who took pleasure in the encounter with strangers. In its more
recent forms, the city has been remade as both a pleasure garden
and a fortress, necessitating both the free mobility of capital and
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 73
the increasing surveillance of its citizens. The work of this course
will be to raise the question of the form of the city, to consider its
strengths and its limits and its influence on human social relations
and experience. This course will examine how it feels to live in
cities and how different cities encourage different experiences
among its citizens. Students are expected to utilize different
theoretical texts to reflect on their own experience of the city.
Lower
Cross Cultural
Communications
This course examines culture as encompassing national and
cultural identity, race, ethnicity, gender, ability and indigenous
knowledge. Students examine their own culture, values, beliefs,
biases and identities and assess personal skills and interpersonal
communications techniques needed to effectively work
internationally and adapt cross-culturally. Conflict management
techniques are covered. Students also explore strategies for living
and working overseas, culture shock, re-entry and working with
international business counterparts.
Upper
Cultural
Psychology
If you were born somewhere else, would you be the same person
you are today? Would you have a few different traditions, maybe
celebrate a few different holidays, but still have, basically, the
same set of beliefs, attitudes and values? Alternatively, can the
culture we are born into affect more than the languages we speak
and religious rituals we practice? Can it fundamentally alter us,
shaping the way we develop, think, reason and see the world? In
the past 30 years, psychologists have begun to acknowledge the
limitations in their previous assumptions that research conducted
in North America would apply globally by examining the
similarities and differences in human behaviour across societies.
In this course we aim to develop a more comprehensive
understanding of ourselves by highlighting those behaviours that
do appear across cultures, and by purposefully seeking and
including those behaviours that vary widely across our diverse
societies.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 74
Lower
Democracy and
Dictatorship
POLS 204
From Ancient Greece to the Arab Spring, ideas of democracy
have occupied a catalytic position at the heart of global politics.
But what does it mean to say that one country is democratic and
another is not? On what grounds are these distinctions drawn? Is
democracy the ideal form of government for all countries? How do
differences in economic and cultural development shape
processes of democratization? Students are invited to explore
these and related questions within the framework of this
introductory course in comparative politics.
The course begins by reflecting on the historical evolution of
comparative politics as a discipline, in the process, introducing
students to the primary theoretical models and empirical methods
used by researchers in the field. Students proceed by
considering the history of democracy, before more systematically
evaluating the diverse economic, cultural, systemic and
institutional factors at play in processes of democratization. This
thematic investigation is rooted in a variety of empirical case
studies that reflect both the regional and experiential diversity of
global politics. At the end of this course, students will have
gained insight into the complexities of both democratization and
comparative research methodologies.
Upper
Desire and
Discontent
HUMA 406
Focusing on our experiences of passion, acquisitiveness,
success, and their attendant emotions of happiness, despair, guilt,
hope, shame, regret and anger, this course examines the role
which desire and discontent play in motivating human behaviour
and shaping personality. In so doing, students undertake a critical
reading of texts in philosophy, psychoanalysis, and psychology,
including in their analysis thinkers such as Plato, Epicurus, Hegel,
and Freud.
This interdisciplinary course examines the insights of philosophy,
psychoanalysis, and psychology in the attempt to understand the
human cycle of desire and discontent.
Lower
Developmental
Psychology
PSYC 402
This course is designed to introduce students to theory,
methodology and research findings in the field of life-span
developmental psychology. Organized topically, it will examine
developmental changes from conception to death by focusing on
biological, cognitive and socio-emotional processes. Students will
learn about the development of intelligence, language, self,
identity, personality, gender, sexuality, and morality across the
human life span. Moreover, they will examine the social contexts
of development including family relations, peer groups, and
friendship. The course will end with an examination of death and
grieving.
Lower
Ecology, Nature
and Society
ENGL 106
This course is an elective for students in Humber degree
programs. It is designed to develop students’ reading, writing, and
critical skills through understanding, discussing, and writing about
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 75
a variety of non-fiction essays drawn from different academic
disciplines and focused on the theme of ecology, nature, and
society. Its main objectives are to develop students’ critical skills
and academic writing abilities by 1) encouraging analytical depth
in textual analysis and 2) developing students’ breadth of
understanding through a focus on the interrelatedness of the texts
studied. These skills will be developed through lecture, class
discussion, and a series of written essay assignments that will
increase in complexity and evaluative weight as the term
progresses. The principles of clear writing and reasoned
argumentation will be emphasized in lectures and expected in all
assignments. In the final essay and final exam, students will be
expected to present a cumulative and synthetic understanding of
all texts studied during the term.
Upper
Economic Boom
& Bust:
Capitalism In
Question
The 2008 Subprime Mortgage Crisis shook the global economy
with a force unseen in the developed world since the 1929 stock
market crash. Our future prospects, in terms of employment and
social stability, seem much less secure than a mere decade ago.
Indeed, if we look back from our current vantage point, we see
that the history of the world economy over the past hundred years
has been characterized by cycles of crises, by speculative excess
and financial fallout. The champions of capitalism tell us that in
the long run things will get better. But taking a cue from a wellknown social theorist who argued that “only the exaggerations are
true,” this course will critically investigate what economic crises
can tell us about the very nature and underlying principles of our
purportedly stable economic system. Specifically, from the
vantage point of the most recent global economic crisis, this
course will explore the contexts and consequences of the Great
Depression (1929-1939), the Bretton Woods Conference and
post-World War II global financial architecture, the 1973 oil crisis,
and the polarization of North and South through economic
relations of debt and dependence. Further, the international
economic policies of the 1980s-2000s that preceded financial and
food crises throughout the developing world will be examined.
Lastly, the current economic crisis and the politics of austerity that
are now shaping the very structure of the global economy urge us
to consider what is more likely to come in the future, if not endless
prosperity. We need to debate such questions since in a
globalized economy what happens “over there” can have a direct
impact on the quality of life and the opportunities that we have
“here.”
Lower
Electronic
Fundamentals
This course introduces students to electronics components,
circuits, and principles, with emphasis on common terms, devices,
laws and principles used in the field of electronics. Students will
be exposed to both AC and DC circuits, series and parallel
circuits, and the concepts of inductive and capacitive reactances.
To reinforce the concepts, common everyday applications such as
power outlets in your home, the battery in your car, why the lights
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 76
fixtures in your home are connected in parallel, etc., will be
introduced.
Lower
Ethics & Moral
Theory
PHIL 203
Whatever our cultural and socio-economic backgrounds, all of us
seek to achieve a good life. Though most people immediately
identify that with happiness, there can be little doubt that the good
life must also include being a moral person. For no matter how
much pleasure, money and power we happen to have at our
disposal, most people will ultimately find it unsatisfying unless
they feel that they deserve their situation in life by virtue of the
acts they’ve performed and the causes they’ve supported. The
purpose of this course is to examine and clarify the moral
component of the good life. Our focus will be on contemporary
issues of the sort that people are likely to come across in their
everyday lives. Hence, the course considers moral dilemmas that
arise in our relations with family, friends, lovers, work, business,
law, health care, animals, and the environment. Moral theories
are discussed to ensure students can thoughtfully engage the
issues, but the emphasis will be on resolving practical dilemmas
critically and thoughtfully.
Lower
Evolution:
Unravelling
Life’s Mysteries
How on earth did the giraffe get such a long neck? Why do
vaccines and pesticides become obsolete so quickly? Who are
the ancestors of modern humans? The theory of evolution through
natural selection is one of the most misunderstood, and
controversial theories of science. Yet this biological theory is the
central unifying thread for many fields of research and study. It
explains the diversity of life, the similarities and differences among
existing and extinct species, and the development of new species.
It provides the framework for understanding emerging diseases,
antibiotic resistant bacteria, the control of agricultural pests and
the responses of endangered species to climate change. The
theory of evolution is a key component of scientific literacy,
needed for innovation and competitiveness in the 21st century
workplace.
In this course we will look at the history, experimental evidence
and controversies surrounding this famous theory. Students will
explore scientific literature on evolution and answer questions
through dry lab experiments. Topics covered include natural
selection, fitness and adaptation, genetic change, speciation,
extinction and human evolution.
Upper
Existentialism
If you are looking for clarity and certainty, there are many
philosophies and religions that will tell you what is right and
wrong, and describe for you the best way to live your life.
Existentialism, in contrast, will argue that we can never know what
is true, never know what is right, and that we can’t even
understand our own nature; any pretense that we have the
answers to these questions is nothing more than a failure to
honestly face up to the uncertainties of the human condition. Real
life, the existentialists often say, is profoundly absurd, since we
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 77
must make important choices every day of our lives, and yet we
cannot really justify any of these choices; they spring from our
passions, not our reason. And yet, while we cannot escape from
the absurdity of life, this does not make our lives meaningless. On
the contrary, the existentialists will argue that by throwing
ourselves fully into a cause, a belief, or an understanding of what
is best in life, we can take ownership of our own lives, wresting
back control from our slavery to the opinions of others.
Lower
Film: Styles,
Narratives and
Techniques of
the Moving
Image
Cinema is the foremost art of the last 100 years and as viewers
we have developed habits of watching that sometime obscure our
awareness of how the art of cinema achieves its effects and tells
its stories. In this class we carefully examine the techniques of the
moving image -- mise en scène, cinematography, editing, sound -and the early formation of the now easily recognizable styles of
most cinema. In assembling a technical and analytic vocabulary to
understand and assess style in film art, students begin to evaluate
the formal and narrative properties of fictional film. Form relates to
how we experience feeling and meaning as film audiences; it also
relates to the formal properties of film (such as repetition and
variation of distinct themes or elements, development, and the
overall effects of unity and disunity). Narrative relates to the
structure of plots and the flow of story information in cinema.
Once students understand the stylistic, formal and narrative
properties of film they can then fulfill a main objective of this
course: the critical analysis and evaluation of recent examples of
the cinematic art.
Lower
Fundamentals of
Digital
Electronics
This is an introductory course in Digital Electronics that will cover
number systems, switches, logic gates, the analysis and design of
combinational logic, encoders and decoders, multiplexexers and
demultiplexers, analog-to-digital converters (ADC), digital-toanalog converters (DAC), and Boolean Algebra. To reinforce the
concepts, common everyday applications such as digital clocks,
digital TV signals, satellite signals, computers signals, etc., will be
introduced.
Lower
Gender, Culture
and Power
“Boys will be boys”, “you throw like a girl”, “Man-up”, “she’s a
‘girly-girl’”, “he’s a ‘man’s man’”. These phrases are commonplace
in our society, but what value judgments, beliefs and ideologies
do they contain? Being accepted as “a man” in this culture seems
to require rejecting everything associated with “femininity”.
Consequently, female traits, and thereby girls and women, are
often devalued and denigrated. Human traits tend to be sorted
into rigid boxes of “feminine” and “masculine” and straying out of
one’s socially-designated box regularly invites gender policing and
enforcement by society in the form of jokes, homophobia, bullying,
and violence. In this course, we will examine the ways in which
both masculinity and femininity are constructed throughout the
lifespan, and then analyze their various cultural meanings and
social implications. We will focus on evaluating prominent
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 78
biological and psychoanalytic explanations of gender, and then
move onto developing a thorough understanding of a range of
current sociological and feminist perspectives on gender relations
that are attentive to discourse, power, privilege, cultural
difference, ‘race’ and sexual diversity. Gender dynamics and
gendered interactions will be analyzed in various realms of our
cultural environment including the internet, media, film, art,
education, health, work and intimate relationships.
Lower
Global
International
Politics
POLS 3200
International relations is one of the most dynamic and important
areas of political science today. Traditionally, international
relations focused on relations between national governments,
taking them as the dominant actors on the world stage. Over the
past several decades, however, the world has shifted away from
the traditional state-dominated model of international politics to a
more complex one in which transnational corporations, financial
markets, international institutions, non-governmental
organizations, and terrorist groups have joined governments to
give shape to a rapidly changing and, at times, highly
unpredictable global political environment. In addition, challenges
like the global economic crisis of 2008 and climate change have
highlighted the growing need for cooperation between national
governments and other important social and economic actors.
These changes and challenges raise the question of what role
conventional international politics will play in a world that is
increasingly characterized by the mutual dependency of different
peoples and regions for things like food, water, energy, economic
growth, and security. This course will introduce students to the
study of international relations by placing it against the backdrop
of the present day “globalized” world. In this way, it will help
students to not only better understand current global politics, but
to comprehend and even anticipate future changes.
Upper
Good and Evil
HUMA 408
Do good and evil really exist? In the early years of this century,
we have been exposed increasingly to the idea that there are still
indisputable evils in the world – terrorism, war, ethnic violence,
and the destruction of the environment, just to name a few. But
does it still make sense to talk about good and evil, or are these
concepts too simplistic, especially when applied to complex
social, political, and economic issues? Even if we think the terms
still have meaning, are we as human beings responsible for the
good and evil carried out in the world? Such questions have
ancient roots. With this in mind, we will explore conceptions of
good and evil selected from various philosophical and religions
traditions. We will also apply the different perspectives we
examine to modern ethical and political problems. The aim of this
course will be to encourage students to think critically about what
it means to be a responsible human being and a citizen of the
world in the 21st century.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 79
Upper
Great
Performances in
Jazz
Many realize that jazz has produced a wonderful body of music.
Like all art however, jazz also presents the scholar with a host of
issues worth further exploration. In this course, we examine
“great” performances in jazz history. These performances are
“great” not only musically, but also for their ability to spark
discussion. In this class, performances are approached as a
semiotic text with which we can examine such issues as race
relations in America, ideas of cultural hierarchy, concepts of
authenticity, political and popular definitions/uses of jazz and
notions of virtuosity (among other issues). Further, as the
usefulness of strict chronological approaches to history has been
contested–it is argued that historical narratives result in an
evolutionist or teleological aesthetic–issues structure this course.
“Great Performances in Jazz” engages history, music
appreciation, cultural studies, historiography and sociology in an
exciting and unique way.
Upper
History of
Canadian Music
History of Canadian Music is an exciting upper‐level course that
examines the
contributions of important Canadian musicians and musical styles
while enriching the student’s relationship, understanding and
listening experience with Canadian music through selected
musical examples and topics. As music is an excellent portal
through which to analyze a host of extra‐musical
issues, History of Canadian Music offers students the opportunity
to explore a
variety of issues and ideas while learning to identify, assess and
differentiate between various historical periods, genres and
geographical styles of Canadian music. Canadian musical genres
to be examined in this course include, but are not limited to,
rhythm and blues, rock ‘n’ roll, hip‐hop, rap, folk, classical and
jazz.
Lower
History of Jazz
History of Jazz is a survey course that examines in lecture, text
and recorded examples various styles of jazz from the last
century. This course will enrich a student’s relationship and
listening experience with jazz by familiarizing the student with the
basic rhythmic, harmonic, melodic and formal conventions in jazz.
Students will learn to differentiate various periods of jazz into
geographical (New Orleans, Chicago, Kansas City, West Coast,
New York) and historical periods (Early Jazz, Bebop, Swing, Cool,
Avant-Garde, Hard Bop). Further, students will learn to identify
key practitioners in each of the styles discussed, identify musical
examples and gain a working familiarity with such musical
terminology germane to jazz as trading fours, improvisation, swing
feel, sax soli, riffs, blue notes etc. While students will not be
required to memorize every musical name contained within this
history (there are many), students will come to learn about the
genre’s key players, encounter what they sound(ed) like and learn
to comprehend why they are important. Lastly, jazz, like all music,
offers an excellent portal through which to study America, race
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relations, social concerns and a host of extra- musical issues.
This course will address many of these central issues in this
course in order to enrich the student experience with this
fascinating body of music.
Lower
History of
Popular Music
This course examines a huge, rich and varied body of music.
While we are loosely examining so- called “popular music” from
the end of World War II to the present, we also look at some of
the musical movements, ideas and history that predate WWII in
order to contextualize our studies. Further, because the definition
of popular or “pop” music has changed over the years, we take an
inclusive approach to “pop music” here, examining jazz, blues,
hip-hop, rap, trip-hop, ska, reggae, disco, funk, folk, heavy metal,
hard rock, progressive rock, grunge, soul, R&B, house, acid jazz
and mashup styles, to name but a few. Therefore, “Popular Music”
is less a musical style and more an ever-changing definition
mediated by corporate radio and recording, cultural taste and
fashion and a host of other social, political, musical, cultural and
aesthetic considerations. Accordingly, in this class we look at,
discuss and listen to music while touching upon many other
issues. Hopefully this music will provide a portal through which we
can examine history, sociology, race relations, corporate
involvement in the arts and many other exciting topics.
Lower
History of
Technology
This course investigates the evolution of applied technology
during the past 500 years with particular attention to
developments that are relevant to the industrial age and the
development of contemporary commercial products and services.
Studies demonstrate the impact of pivotal innovations on
contemporary life and behavior. Factors influencing technological
breakthroughs (including available resources, social influences,
economic conditions, scientific developments and design vision)
are discussed. Classes, discussions and assignments develop the
relationship between technological innovation and the evolution of
design and society.
Lower
Hitler and Stalin:
Architects of Evil
HIST 201
No understanding of the 20th century is complete without an
awareness of the staggering crimes against humanity Adolf Hitler
and Joseph Stalin committed in the name of communism and
Nazism respectively. This course examines the social, political
and economic conditions that produced these uniquely evil men
and how, once they attained absolute power, their murderous
policies resulted in the deaths of untold millions – in war, in the
slave labour camps of the Soviet Gulag and in the Nazi death
camps in German-occupied Poland whose primary aim was to
liquidate European Jewry. “Hitler and Stalin: Architects of Evil”
raises fundamental questions about the nature of evil, the
malevolent uses of propaganda and political terror, the ultimate
crime of genocide, and the troubling question of assigning blame
and bringing the guilty to justice.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 81
Lower
How is Society
Possible?
Conflict,
Cooperation and
Social Theory
PHIL 404
What constitutes the social glue that binds individuals together to
form a society? How is conflict accommodated and sufficient
cooperation encouraged to ensure continuity? How is society
best organized? Looking at issues such as the concept of human
nature, the dynamics of group behaviour, the development of
social institutions, the distribution of scarce resources, and the
notion of power and punishment, students reflect on these
questions in a critical manner. Through a study of the works of
Marx, Durkheim, Weber, Mead, Parsons, and Mills, this course
provides an introduction to social theory.
Lower
Human Growth
and
Development
This course introduces concepts and theories related to the
growth and development of children with focus on prenatal,
infancy and early childhood. Students will examine the biological,
social, intellectual, emotional aspects of development from
conception to early childhood. Issues explored in this course will
be approached though psychoanalytic, behavioural, cognitive,
social, and humanistic theoretical perspectives with emphasis on
the ethological understanding of human development.
Lower
Human Security
and World
Disorder
POLS 201
A survey of 20th-century history reveals two disparate trends in
world politics. States, nations, and individuals increasingly seem
willing to abandon public good in order to ensure a sense of
security. Yet, even as such fundamental values as equality,
liberty, and justice are bargained away in the name of peace and
stability, the world seems to slip further into a state of disorder—a
state in which the conditions for the possibility of security are
undermined. How can security be achieved? What are citizens
willing to surrender in order to meet this objective? And what cost
are they willing to incur in order to feel secure?
Lower
Human
Sexuality
Sex is often considered to be a powerful motivator of human
behaviour. It is everywhere around us, used to attract our
attention and sell us products. Is sex so primal that people all over
the world are driven to similar sexual behaviour during courtship,
mating, and love making? Or, is sex learned and shaped by our
culture, context, and cohort? Is the process of becoming sexual
encoded completely in our DNA, being purely maturational,
dependent on hormones and time? Or, is it also learned, through
the perspective of our experiences and gender? In this class, we
explore the interactive role that evolutionary, biological,
psychological and cultural influences play in the development and
expression of sexuality in our society. We will detail the
maturational forces that begin the process, but we will also
explore the spectrum of human sexuality and the influences
contributing to our diversity. The goal is to be able to assess the
role of these influences in shaping perceptions, attitudes and
beliefs about our own and other’s sexual behaviours
Lower
Individuals and
Communities
ENGL 105
This course is an elective for students in Humber degree
programs. It is designed to develop students’ reading, writing, and
critical skills through understanding, discussing, and writing about
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a variety of non-fiction essays drawn from different academic
disciplines and focused on the theme of individuals and
communities. Its main objectives are to develop students’ critical
skills and academic writing abilities by 1) encouraging analytical
depth in textual analysis and 2) developing students’ breadth of
understanding through a focus on the interrelatedness of the texts
studied. These skills will be developed through lecture, class
discussion, and a series of written essay assignments that will
increase in complexity and evaluative weight as the term
progresses. The principles of clear writing and reasoned
argumentation will be emphasized in lectures and expected in all
assignments. In the final essay and final exam, students will be
expected to present a cumulative and synthetic understanding of
all texts studied during the term.
Lower
Introduction to
Advertising
The course will present an overview of advertising from several
perspectives:
The early history of advertising, including the forces contributing
to the development of the modern advertising agency; the
elements of advertising campaigns; who does what – the structure
of an advertising company; advertising media; recent industry
developments; and the role of advertising in society.
Lower
Introduction to
Canadian
Justice System
This introductory course provides the student with an overview of
the Canadian Criminal Justice System with a particular emphasis
on the history, function, role and organization of Canadian law
enforcement services. The operation of the criminal justice system
will be examined and analysed in light of contemporary issues
affecting the system. Each of the major components from
enforcement through the courts and correctional services will be
explored.
Lower
Introduction to
Criminology
CRIM 151
This course provides an examination of various theoretical
explanations of criminal and deviant behaviour including the
sociological, biological and psychological perspectives.
Criminological theory is related to various types of criminal
activity. The reality of crime in Canada, including victimology, is
examined through crime statistics and correlates of criminal
behaviour. The impact of theory on the development and
effectiveness of the criminal justice system is discussed with an
emphasis on future trends within the system. The course also
offers an in-depth understanding of criminology as a scientific
method of studying crime and criminals.
Lower
Introduction to
Environmental
Studies
SCIE 202
Each of us is part of various environments and form relationships
with nature every day of our lives such that our memories,
identities and knowledge are wrapped up in how we understand
nature and our links to environments. Environmental studies are
fundamentally an attempt to integrate understandings of the
natural world with knowledge about the social (or human) world.
How we form connections among ourselves and with nature, what
values underlie our understandings of nature, and how we can
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 83
improve the environment are all questions worthy of exploration in
this context. This introductory course to environmental studies
will challenge students to investigate these questions through the
themes of social justice, technology, sustainability, activism, and
ethics. The overall purpose of this course is to develop greater
knowledge and critical awareness about the complex relationships
between natural environments and people. We will do this by
actively engaging with the lecture materials, readings, tutorial
discussions and case studies and by relating these ideas to our
daily lives and our future hopes.
Lower
Introduction to
Politics
POLS 200
Whether we like it or not, governments impinge on our lives,
affecting our level of personal security, freedom, opportunities,
and standard of living. This course is an introductory exploration
of the forces determining the conduct of governments. After
outlining the essence of government and the sources of its
authority, the course examines the different forms of government,
with a special focus on the institutions of Western liberal
democracies and the struggles of emerging democracies. We
then proceed to an analysis of the factors shaping public policy,
such as interest groups, political parties, media, elections, and the
courts. The course finishes with an analysis of the military,
political, and economic facets of international relations.
Lower
Introduction to
Psychology
PSYC 200
This course is designed to introduce students to the field of
psychology. Students will be exposed to a discipline that is rich in
theoretical diversity, research findings, and practical applications.
They will be encouraged to think critically and challenge their
preconceptions.
Lower
Introduction to
the Human Body
This course introduces the student to the study of human
the human body, particularly the anatomy and physiology.
Structure and function of the human body provides a background
that enables students to understand the basic concepts of health
and the physiologic aspects of aging. This course will explore
each of the systems of the body, highlighting key organs along the
way. Online laboratories will offer a unique perspective into many
of the anatomical features of the human body.
Lower
Introductory
Accounting
Accounting systems are the universal language for business
worldwide. This introductory course covers the complete
accounting cycle, from the recording of transactions in journals to
the preparation of common types of financial statements used by
businesses in Canada. Students examine how to record and
summarize transactions into financial statements used by external
stakeholders, prospective investors and businesses to manage
internal operations.
Upper
Josef Stalin:
Red Tsar of the
USSR
Of all the major political leaders in the first half of the 20th century,
Josef Stalin demonstrated an almost unique ruthlessness in his
efforts to transform the Soviet Union into a global superpower,
one that Communist Party propaganda claimed followed the
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 84
liberating and humane principles of Marxism-Leninism. While
most historians agree that by the time of Stalin’s death the USSR
had indeed made great progress, these same historians point out
that such progress came at far too high a price. For under Stalin
the Soviet Union was the world’s most repressive totalitarian
dictatorship, a regime responsible for the deaths of millions in
prisons, slave-labour camps, mass executions and war. Josef
Stalin: Red Tsar of the USSR seeks to explain just how and why
this tragedy happened.
Lower
Justice: A
Philosophical
and Literary
Approach
HUMA 413
The demand for justice seems timeless and universal. Yet just
what is it that we seek? What is the nature of justice? How can it
be administered? Is it a realizable goal or an unachievable ideal?
This course addresses these three issues through a reading of
key texts in the philosophy and literature of law. Considering the
relationship between law and morality, the nature of crime, the
concept of due process, and the purpose of punishment, students
explore the ideas of such legal scholars as Hart, Fuller, Posner
and Dworkin through a study of Sophocles’ Antigone,
Dostoyevsky’s Crime and Punishment, Kafka’s The Trial and
Camus’s The Outsider.
Upper
Knowing and
Believing:
Epistemology
PHIL 402
Not only does the theoretical investigation of knowledge –
epistemology – occupy one of the main branches of philosophical
study, but as Louis Pojman has ventured, it is also arguably “the
central subject in philosophy…basic to virtually everything else”.
Epistemologists have wrestled with such age-old questions as:
What is the difference between knowledge and opinion? How do I
know the external world? What counts as adequate justification
for my beliefs? And what, if anything, can I know for certain?
But while the approach to such questions has grown increasingly
refined in the Anglo-American world since the early part of the 20th
century, challenges from feminist and other post-colonial writers
have been gaining momentum in recent times, threatening the
“epistemological project” as it has traditionally been conceived.
These challengers have insisted on new questions such as: What
is the relationship between knowledge and power? What political
interests underlie the quest for objectivity? And is the sex of the
knower epistemologically significant?
These and other such questions will be examined throughout the
course, as we navigate a path through the history of epistemology
– from a brief survey of its Ancient origins and Early Modern
rebirth, to a more sustained investigation of its present-day
concerns and outlook for the future.
Lower
Leaders
Through Time
Leaders have had a significant impact throughout our history. In
this course, students will study leadership styles and theories
through readings, videos, case studies, research and classroom
discussion. Various aspects of leadership and how leaders have
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helped shape the social movements that have defined our society
will be explored.
Lower
Leadership
POLS 410
Leaders surround us – we find them in the political arena, the
military, families, and the workplace. The quality of our lives
depends on how well our leaders perform. This course explores
what it means to be an effective leader. Using both classical and
contemporary writings, the course examines the psychological,
moral, and socially acquired characteristics of leaders. We will
consider the tasks and challenges leaders face, such as initiating
change, motivating people, formulating strategy, communications,
decision-making, negotiations, and crisis management. The
course ends with a case study of a famous leader.
Lower
Love and Sex:
Philosophical
Perspectives
What is sexually ethical? What is sexually normal? Are men and
women held to different standards of sexual conduct? Should they
be? What is the nature of erotic love? Do men and women love in
the same way? Do we love someone because he is beautiful or
virtuous, or do we see him as beautiful or virtuous because we
love him? Can friendship and sex be successfully combined? Are
erotic love, friendship and love of family in conflict with a duty to
love all human kind? These are just some of the questions to be
explored in Philosophical Perspectives on Sex and Love. We will
use philosophical techniques of rational analysis to articulate
contemporary problems concerning sex and love and to develop
arguments for and against a variety of viewpoints on these issues.
This philosophical process aims to help us examine our own
beliefs about sex and love so that we can better understand
ourselves, our relationships, and the societies in which we live.
Lower
Love Stories
ENGL 403
A young man and woman sit next to each other in a garden,
reading a love story. They look up from the page, their eyes
meet, and … “we read no more in the book that day,” the young
woman later tells the poet Dante, who records their story in the
Divine Comedy. Francesca and Paolo were condemned to hell
for their adulterous affair, but they were not the first couple, nor
the last, to be seduced by tales of sex, love and romance. In this
course, we will enjoy stories of passion, obsession, perversity,
sexual games and romantic transgression. From a proper English
drawing room to a decidedly improper transsexual cabaret, from a
sultan’s bedchamber to a New Jersey funeral parlour, we’ll meet
some famous lovers and some infamous ones. We’ll contemplate
the diverse and sometimes ambiguous nature of passion, delve
into the joys and pains of romance, and consider the connections
between love, desire and storytelling.
Lower
Marketing
This course provides an overview of all aspects of marketing as
practiced by Canadian organizations today, both domestically and
internationally. Students examine product, price, promotion and
distribution frameworks as separate and integrated subsets of the
marketing mix. These are explored as strategies to satisfy
consumer wants and needs and to achieve organizational
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 86
objectives. The course focuses on developing competencies in
understanding the business environment and applying the tools
and techniques of marketing research and analysis to develop
effective marketing strategies. Legal, social, cultural and other
elements of the marketing environment are considered in case
studies requiring research of current materials and practical
application of concepts.
Lower
Material Culture
Material culture refers to our social interaction with the multitude
of everyday items, objects, and spaces that populate our shared
milieu. Household objects, work environments, sacred items,
roads, buildings and even written language itself are objects of
material culture through which we make ourselves sensible to
others and to ourselves. This course concerns itself with our
ongoing ability to make meaning of our world by naming,
designating, and assigning attributes to things, something we do
in everyday life often without reflection. Both as theorists and as
users of objects, we can address how we come to see as normal
and natural the everyday physical objects and built forms that we
as a culture have created through the collective imagination.
Human made objects are durable and persist through
generations, making their presence known to subsequent
generations, who may use them as devices to interpret past lives
and past ways of acting and thinking. Sociology of material
culture, then, can be thought of as archaeology of the present,
investigating how we understand ourselves and each other
through the physical things around us.
Lower
Microbiology
This course introduces students to the biology of microorganisms
such as bacteria, viruses, fungi, and protozoa. These organisms
will be studied in terms of their classification, physiology and
distribution with an emphasis on their medical significance.
Epidemiology of infectious disease including disease
transmission, control procedures and body defense mechanisms
will also be studied.
Lower
Microeconomics
Students are introduced to the concepts and analytical tools of
microeconomics to examine how society and individuals use
limited resources to meet their needs. Students develop an
understanding of current events in the context of microeconomic
theories including supply, demand, prices, incomes, markets,
competition and market structures. Students examine the
concepts of market failure and market power and the need for
government intervention to achieve social and political goals.
Lower
Money, Markets
and Democracy
ECON 200
Over the past two-and-a-half decades, capital markets have
markedly grown in influence, increasingly taking over from
governments and banks the tasks of financing economic activity
and serving the public’s saving and retirement needs. After
introducing students to the operational and regulatory framework
of the currency, bond, equity, mutual/hedge funds, and derivative
markets, the course poses the question: Do these markets, on
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balance, negatively or positively influence the social structure,
economy, and politics of nations? In assessing this issue, the
course surveys the debate surrounding theories of capital market
efficiency and rationality, the history of recurring financial bubble
and crash sequences, social justice issues raised by investment
in morally suspect industries and emerging economies, the
constraints imposed by the markets on governments’ ability to
manage their economies, the tension between democratic
governance and central banking, the spread of an equity culture,
and proposals for a new international financial architecture.
Essentially, this course stresses the institutional details of capital
markets, while placing them within their socio-economic and
political contexts.
Lower
Music in
Contemporary
Society
Music may be ubiquitous but its role in society is multifaceted and
complex. It has the power to move us to the greatest emotional
heights or depths, act as an agent of ideology, assist in worship,
celebrate life’s events and memories, facilitate a sense of
community, contribute to our own unique identity, or simply make
our shopping environment or elevator ride more hospitable. But
music does not just happen on its own; it is what we make it, and
what we make of it. This course explores important sociological
themes through the study of musical expression in North America.
Students critically analyze the influence of technology, ideology,
aesthetics, class, ethnicity, race, age and gender, on various
genres of music including jazz, heavy metal, hip hop, punk rock,
country music, World Beat and rock ‘n’ roll. Class discussions
centre on critical reading of texts and ideas from Adorno, Small,
Frith, Hebdige, among others, with the purpose of engaging with
some of the significant cultural issues of our time.
Lower
Music, Meaning
and Values
Does music involve meanings and values that address whole
communities? This course examines music across a range of
western musical genres in light of the notion of musical value.
While different people find music valuable for a number of
reasons, this course asks how different musics themselves
articulate different values and considers the extent to which those
values support or contradict the values that we hold both as
individuals and as members of the world community. Focusing on
issues raised in Julian Johnson’s provocative book, Who needs
classical music? the course is concerned, not with distinctions
between “popular” and “classical” music, but with addressing
questions related to human and musical meaning. These
questions cut across boundaries of genre and probe the heart of
why and how we make the musical judgments we do. Such
questions demand that we engage music self-critically, as it
unfolds, and that we consider why, years after its initial creation,
the music of the Beatles or of Mozart remains central to our
humanity.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 88
Lower
Music in World
Cultures
This course surveys the music from various world cultures
(including that of India, Latin America, West Africa, Indonesia and
China) within the framework of ethno-musicological theory.
Musical systems, instruments, performance practice, notational
systems, oral traditions, political and social structures, religious
belief systems, rituals and other social interactions, are integrated
with anthropological and sociological theory including concepts of
race, ethnicity and cultural identity, cultural imperialism, the
impact of technology and mass media, post-colonialism, and
globalization.
Lower
Nanotechnology
This course is an introduction to the multidisciplinary field of
nanotechnology, and its associate, nanoscience. It will cover the
fundamental sciences and nanostructures behind
nanotechnology, to key inventions that helped in the advancement
of the subject, to many of the present and proposed future
applications in very broad, diverse fields such as the manufacture
of autoparts to nanorobots used in medicine. Also discussed will
be the technical, social, ethical and economic impact
nanotechnology has, and the role it will play in the future. Finally,
because it is a relatively new technology that deals with extremely
small sizes some of the controversies concerning potential risks to
health and the environment will be discussed.
Upper
Online Social
Networks
Life on the Social Network has transformed the way we
communicate in the digital age. This course examines how digital
technology, especially on the internet, enables people to connect
with others in revolutionary new ways. Digital technology has
transformed how we exchange information, communicate, and
form intimate and professional relationships. This course focuses
on social networking sites and how they facilitate and enhance
communication online and are used by people to coordinate,
change, and organize events in the real world. In fact, as students
will learn, the distinction between the real world and the digitalvirtual world is blurred by such activity. Students will engage with
a number of quantitative and qualitative studies from an
international and multi-disciplinary perspective, investigating how
social networking has transformed privacy, impression
management, strategic writing, word-of-mouth communication,
intimacy, political protest, therapy, health research, and
collaborative efforts in the workplace.
Lower
People, Mind
and Body:
Selfish Thoughts
PHIL 412
In our daily lives, we often claim that we care a great deal about
“self-expression.” We might also worry about being “true to
ourselves,” and about acquiring greater “self-knowledge.” Our
bookstores are increasingly full of books described as offering
“self help.” But what exactly is this “self” that needs to know itself,
express itself, be true to itself, and why does it need so much help
in doing so?
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 89
In this course, we will explore some of the classic philosophical
answers to the question of what makes a self. Some will say that
it’s all about having a soul. Others will say that it’s our memories
that make us who we are. We will even take a serious look at a
theory which claims that there is no such thing as a self! But
while we will have one eye trained on the grand philosophical
visions of such figures as Rene Descartes, John Locke, David
Hume, and Jean-Paul Sartre, we will have another eye directed
towards the research of contemporary psychologists and
neurologists such as Stanley Milgram, Philip Zimbardo, Antonio
Damascio, and Oliver Sacks. These scientific perspectives
sometimes support one or another of the philosophical theories
about human nature, while at other times they give us excellent
reason to think that the philosophers –and our common sense –
has got things completely wrong. What they never do, however,
is to put the philosophers out of work. The more that science has
to tell us about human nature, the more deeply mysterious
becomes that “self” that I think I am.
Lower
Performance
Enhancing
Drugs,
Nutritional
Supplements
and Athletic
Performance
This course examines the science behind many of the
commercially available ergogenic aids in today’s society,
including: caffeine, protein supplements, fat burning supplements,
creatine, and sodium bicarbonate. Students will also explore the
scientific aspects of illegal performance enhancing drugs (PED)
used by both amateur and professional athletes, musicians, and
surgeons, including:
Amphetamines, Steroids, Growth Hormone, IGF-1, Beta-blockers,
and Erythropoeitin (EPO). Students in this course will investigate
the mechanisms by which PED and nutritional supplements
deliver their effects, and the detrimental side effects of improper
or prolonged usage.
Upper
Personality
Psychology
PSYC 404
We spend every moment of our waking hours dealing with
personalities (even if it's just our own). This course will introduce
students to the field of personality psychology by examining the
theoretical approaches, assessment instruments, and research
findings that help us understand the fascinating complexity of
human personality. Students will become familiar with the main
theoretical approaches to understanding personality, including
Psychoanalytic, Trait, Humanistic, and Social-Learning, and the
research generated by these approaches that have, in turn,
informed their development.
Lower
Philosophy of
Law
This course will provide a context for our existing legal system by
exploring the bodies of legal thought that theorize the sources and
shaping of our laws. This course on legal philosophy seeks to
reveal the historical, moral and cultural basis of our legal
concepts, to examine the classical debate between positivist and
naturalist schools of thought, and to critically compare the
formalist and realist approaches to jurisprudence. The issue of
morally motivated disobedience to particular unjust laws, and
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 90
challenges to the legitimacy of entire legal orders are examined in
exploring the limits of legal order. Students will also explore the
tensions between law as a protector of individual liberty and as a
tool of democratic self-rule by analyzing the writing of Catharine
MacKinnon, John Stuart Mill, Patrick Devlin, and Ronald Dworkin.
The study of such contemporary issues as civil liberties, defining
equality rights in the context of social justice and feminist
approaches to the rule of law enable students to understand law
in its function as a social institution.
Lower
Popular Culture:
An
Interdisciplinary
Perspective
HUMA 407
Exactly what is popular culture? We all see it, hear it, watch it,
read it, dance to it, and even play it. But where does it come
from? What role does it fulfill? Is it worth studying more closely?
Many sociologists certainly think it is a worthwhile topic of study.
This course will explore how popular culture intersects with other
social aspects such as class, race, and gender, and how it shapes
our social history and participates in creating what George Lipsitz
calls our “collective memory.” By analyzing such areas of popular
culture as popular film, narrative, music, and television, we shall
evaluate how it formulates an important and often complex role in
the cultural experience of our lives. We shall also examine how
we can usefully apply the theoretical ideas of post-structuralism,
Marxism, and feminism to help us analyze popular culture.
Finally, we shall investigate popular culture’s relation to politics
and consider the following question: Are we simply foolish and
ignorant consumers manipulated by the mass culture industries,
or can we actually draw on popular culture as a form of individual
expression and engage in a productive dialogue with others in
society?
Lower
Popular Diets
and Metabolism
This course examines basic aspects of human nutrition which
include but may not be limited to understanding the three
macronutrients (carbohydrates, protein, and fat) and how the
human body digests, processes, and stores them. Students will
also be introduced to basic concepts in human metabolism (Basal
Metabolic Rate, Total Daily Energy Expenditure, and tissue/organ
specific metabolic rates), including the impact fad diets have on
whole body energy expenditure. In addition, the course will cover
alternative weight loss strategies to dieting (i.e. Gastric banding,
gastric bypass) and the impact they have on metabolism.
Lower
Power
POLS 250
Power. It is something that most of us strive for but few of us
obtain. Why do we desire power? Why is it, that for many, power
is allusive? In order to address these questions, it is first
necessary to ask: What is power? How is power acquired? How
is power maintained? In this course, we will examine the answers
to these questions provided by some of the central figures in the
history of political theory. In so doing, we will investigate
underlying issues concerning the relation between ethics and
politics, the notion of good government, the qualities of leaders,
the rationality of the use of violence, the importance of property,
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 91
and the relationship between power and truth. Students will be
asked to employ the theories and concepts studied in the analysis
of issues in contemporary society and political issues.
Upper
Power: The
Question of
Legitimation
POLS 451
When historians in the future stand back and reflect upon the 20th
century, they will no doubt see it as a time period marked by
violence. That this will be the legacy of this century is surprising,
for as the philosopher Hannah Arendt noted, “All great nineteenthcentury thinkers were convinced that the next century would be
the one of progress and reason. And yet, from Auschwitz to the
Gulag, the barbarians ruled.” Why was this the case? Why, when
the world had become smaller and we had mastered a vast array
of technology, did we so vehemently turn against each other? And
what will be the repercussions of this violence and its increasing
acceptance as we enter the 21st century?
This course attempts to address these issues focusing on the
problem of legitimation. In a time in which violence infiltrates our
public and private lives, it is important to question when and under
what circumstances, if any, violence can legitimately be
employed. However, before addressing these issues, it is first
necessary to examine the meaning of the term violence, to look at
the conditions which give rise to violent action and to examine the
variety of contexts in which violence flourished in the 20th century.
Students will be challenged to reflect on these issues, considering
how they inform not only our past but also our future.
Lower
Principles of
Anthropology
ANTH 200
Why do people in different cultures think and act differently than
we do? Why do different cultures have such divergent economic
systems and ways of life? Why do some cultures seem to
embrace ‘modern development’ while others resist? Why do
people engage in practices that seem, to Western eyes, unfair or
violent? How are consumerism and the global economy reshaping
cultural forms and beliefs? How do gender, social class, caste,
race, age, and indigenous status shape people’s lives and the
decisions they make?
This course will seek to answer these questions from an
anthropological perspective. While providing grounding in the
various fields of anthropology – biological/physical,
archaeological, and linguistic, the course focuses on the
social/cultural dimensions of anthropology. It uses these
dimensions to examine people across nations and cultures, their
socialization, the dynamics of their culture that shape the
decisions they make, the impact of overarching forces, such as
globalization, war, ethnic conflict, and nationalism and the various
social categories of inequality, such as gender, class, ethnicity,
and age, that shape these decisions. It exposes students to
research methodologies that seek to explore and analyze human
condition as it is lived. Lastly, the course provides a focus on
analyzing various forms of “development” and how they intersect
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with the impact of an integrating, global economic, political and
cultural order.
Lower
Principles of
Sociology
SOCI 201
In a dynamic society, it is important for everyone to understand
the social forces, cultural values, and ideological beliefs that
frame and shape their behaviour and the pace and direction of
change. Sociology, as the scientific study of collective human life,
attempts to understand why people think, function and behave the
way they do. This course examines the classical sociological
theories of Marx, Durkheim, and Weber, in addition to more
contemporary social theorists. This theoretical examination is then
applied to understanding the importance of economic and political
power, cultural and religious values, ethnic and racial identity, as
well as gender, age, and class, in shaping who we are both as
individuals and as members of a social group.
Lower
Prohibition
We are currently living in an era of Prohibition: possession and
trafficking of substances such as marijuana, heroin, and cocaine
are illegal, as are behaviours such as polygamy, and procuring
prostitution. Smoking in a bar used to be commonplace; now it
can land you with a hefty fine. What motivates governments to
engage in such social control? What members of society use their
power to impose their values on others? What are the
consequences of these different forms of moral regulation? This
course examines three hundred years of the regulation of
behaviours and substances believed to be ‘bad’ in North America.
It introduces students to some of the most recent scholarship on
social and moral regulation, focusing on issues such as smoking,
gambling, alcohol and drug consumption, prostitution, venereal
diseases and sex education, homosexuality, abortion, and
pornography. Regulation of these practices has been the work of
reformers, social and commercial interest groups, religious and
morally based organizations, as well as the state through law
enforcement agencies, courts, and educational systems. At
different points in history these various groups worked together to
have their views imposed on Canadian and American societies.
In this course, we will trace the evolution of these regulation
movements and determine how successful they were in shaping
discourse, influencing state policies, and creating a morally
‘better’ world.
Lower
Project
Management
This course provides students with the skills and knowledge to
deliver change to organizations through the successful use of
projects. Students will learn and apply project management
methodologies, tools, and techniques required to initiate, plan,
execute, and close projects. The students' general understanding
of project management is further developed by applying the skills
and knowledge to business projects. Project management
software is employed.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 93
Upper
Race and
Gender
When the internet was first introduced into homes, it was
interpreted as a free space where issues of race and gender, in
particular, could be left behind. But the digital reality, from dating
and social networking sites to video games and porn, has turned
out to be quite different from those idealized predictions. This
course attempts to re-introduce the notions of race and gender in
the study of the digital world, since visible minorities and women
were functionally absent from the internet at precisely the time
when its imagery was being cemented in our consciousness. We
will commence the course by examining the major debates
around race and gender in society. Once an understanding of
these concepts is developed, we will examine digital technology in
the forms of the internet and mobile technology. In particular, we
will examine how race and gender happen online and in the digital
world, focusing on how race, gender, and digital technology
intersect from a multi-disciplinary perspective. Topics include
gender and the digital world, race and the digital world,
representations on social networking sites such as Facebook and
MySpace and in video games such as Grand Theft Auto and The
Sims2, and minority women’s use of mobile technologies, among
others. We will ask: 1. How does race and gender shape digital
technologies?; and 2. What gets revealed when we ask questions
about race and gender in relation to digital technologies? We will
engage with a number of case studies to serve as the foundation
for students’ own research
Upper
Religion in
Society
Is religion a force used for good or for evil in society? Is it used to
promote peace or is it more often a catalyst for warfare and
violence? For the last several hundred years questions about
religion and its roles, for good or bad, have been intensely
scrutinized. The debate swirls around us and touches on
countless issues including cults, abortion, terrorism, religious wars
and persecution, religious freedoms and liberation, and, of course,
creationism vs. evolution. In fact, recent and very popular ‘new
atheists’ have proclaimed religion as one of the world’s great
evils. Yet others have argued that religion historically (and even
today) is one of the main forces for social cohesion and the
promotion of non-violence. This course puts religion ‘on trial’,
examining evidence on both sides, drawing on evolution, history,
sociology, psychology, and politics. And while students may reach
no decisive conclusion on these issues, they will be better
equipped to critically engage in this utterly inescapable
conversation.
Lower
Religions of the
World
The majority of people in the world today consider themselves to
be "religious" in some way or other. This is true despite the rise of
secular society in the modern world. Religion continues to play a
major role in culture, in world events, and in the ways individuals
live their daily lives. To have knowledge of how people
understand and express themselves religiously is important for
any citizen in today’s society, as it fosters moral insight, global
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 94
awareness and cultural sensitivity. This course will introduce
students to some of the world's most significant religious
traditions, including Hinduism, Buddhism, Judaism, Christianity
and Islam. Students may also be introduced to one of the
following traditions: Jainism, Sikhism, Japanese traditions,
Indigenous traditions, Chinese and Korean traditions, or new
religious movements. Students will study the central beliefs,
practices, teachings, people, institutions, histories, and writings of
each tradition. Students will also consider more broadly the
question of what it means to live “religiously” in the contemporary
world. Through this study, students will examine the impact
religion has on perceptions of politics, society, ethics, law, war,
the economy, the environment, and the status of women.
Lower
Remix Culture
Wired magazine recently profiled “Remix Culture” as one of the “7
essential skills you didn’t learn in college.” This course attempts to
remedy the situation. The re-use of other people’s work has
become central to the creative practice not just of many
recognized artists but of everyone who can use a computer. The
explosion in remix and mashup is an exciting and rich new
creative mode, but it also raises a number of politically-charged
questions: Who owns creative work? Who benefits from our
current legal system of intellectual property rights? Should we
accept works built on plagiarism, however artful they may seem,
as serious artistic endeavors? Is it necessary to know one’s
sources fully in their original historical contexts in order to
appreciate, understand, or create truly meaningful remix art?
What do we owe to the creators of the past whose work we
appropriate and remix? This class will place contemporary artistic
practices of remix and mashup within their historical context,
looking at how variation and adaptation have been practiced (and
often condemned) in the Western tradition. We will explore the
use of remix-like forms of appropriation by 20th century avantgarde artists and writers, and we will focus on hip hop musical
practice (and its antecedents and offshoots). Finally, students will
create their own remix in one of the arts, and will critically engage
in analysis of their own creative work as remixers.
Upper
Renewable
Energy Systems
Achieving solutions to environmental problems that we face today
requires long-term potential actions for sustainable development.
Renewable energy technologies, such as wind, solar, and
geothermal, are particularly sustainable, although some may have
negative ecological impacts. This course focuses on the
technological, cost, and environmental fundamentals of emerging
sources of energy including solar, wind, hydropower, and
geothermal. At the conclusion of the course, students will have a
concrete understanding of current energy situation and they will
be able to appraise the use of renewable energy for sustainable
future.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 95
Lower
Role of Media in
Society
In this course, students will be introduced to the historical
foundations and purposes of modern media beginning with the
emergence of rudimentary newspapers as purveyors of shipping
schedules and trade data and continuing through the rise of the
free press as a bulwark of democratic societies. Emphasis will
be given to examining the role of modern media as witness to
events of historical moment and in exposing corrupt practices
and violations of the public interest in both government and
private-sector contexts. Media will also be positioned as
commercial enterprises with an historical interest in scandal and
subject to their own deviations from their stated mandates to
report with impartiality and balance. Contemporary
developments to be analyzed include the impact on traditional
media roles from 24-hour cable news, online news services and
the increasing convergence between news media and the other
industries of popular culture.
Lower
Science and
Pseudoscience
Science permeates our lives with indispensable technologies,
cures and discoveries – both subtle and profound. Our
understanding of the natural world has never been greater, yet,
paradoxically, distrust of science has grown and the ideas of
science have been intermingled with myths or distorted into bad
science. Strangely, one of scientific technology’s most
conspicuous successes, the internet, has become the greatest
source of misinformation. Pseudoscientific claims are all around
us, and old myths still persist in our information age.
In this course we will study many of the amazing claims made in
the name of science and analyze them using the guiding
principles of science and scientific methodology. From astrology
and Tarot cards to ESP and UFOs, we distinguish between
science and pseudoscience and gain a better understanding of
the scientific method that has been at the heart of many of
science’s truly great discoveries and innovations. This method
allows us to test paradigms, challenge hoaxes and myths, and
discover if there really is anything to all those claims about
paranormal phenomena, telekinesis, numerology, aliens, and
other topics on the fringes of science. Without a doubt, weird
things are out there. This course helps us to find out which ones
are real. Science and Pseudoscience is designed for students
without any mathematics or science background.
Lower
Science Matters:
Introduction to the
Sciences
The effect of science in our society is profound, subtle and
sometimes shocking. Its rich history has given us insights into
our place in the universe, revealed our relationship with other
species on this planet, and has yielded technologies that
permeate our lives.
Science is a way of understanding natural phenomena, a way of
seeking patterns in the smallest components of the atom to the
grand expansion of the cosmos. We will cover topics such as
evolution, astronomy, modern genetics, ecosystems, mass
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extinctions, extraterrestrial life, the atom, the environment,
relativity, plagues, and the bizarre world of the quantum. Our
studies will touch upon the lives of famous scientists such as
Copernicus, Galileo, Newton, Darwin, Mendel, and Einstein, and
we will find that at the heart of their great insights lay a simple,
understandable idea.
Upper
Scientific
Achievements
SCIE 403
The twentieth century was a period of outstanding scientific
achievements. Breakthroughs answered ancient questions: the
source of heredity in the DNA molecule and the explanation of
earthquakes, volcanoes, and other geological mysteries through
plate tectonics. There was an expansion of our universe from
thousands to billions of light years and at the same time an
implosion into the weird quantum features of the subatomic
world, the mastery of which would lead to nanotechnologies that
make GigaByte storage devices and GigaHz processors
everyday terms by the end of the century. A shift occurred in
our fundamental understanding of nature from the familiar,
deterministic world of Newtonian Mechanics and Maxwell’s
Electromagnetism to the counterintuitive domains of Einstein’s
Relativity and Heisenbergs Uncertainty Principle. The productive
reductionism of previous centuries was supplemented by the
integrative approaches of ecology, systems and complexity
theory. These themes and the breakthroughs that resulted are
explored in a manner accessible and interesting to all students,
even those with minimal scientific backgrounds. Advanced
mathematics is NOT required. Emphasis is placed on a
descriptive and numerical understanding of the themes and their
implications to thought, society and our daily lives, rather than
developing specific science skills.
Lower
Shakespeare and
Film
“Look here upon this picture and on this . . .” Hamlet, 3:4.
When you read Hamlet do you see the title character as a noble
philosopher or as a clueless college student? Are Romeo and
Juliet elevated figures of romance or victims of their own
hormones? Is Richard III a fascist? Is Twelfth Night a simple
comedy about mistaken identity or a complex meditation on
gender? Every filmmaker who approaches a Shakespearean
play interprets the text differently—and film provides a wide
range of strategies and techniques to express that specific
vision. This course looks at some of the ways that film versions
of Shakespeare’s work have approached the task of uncovering
different levels of meaning within the plays. Beginning with a
careful reading of Hamlet, Twelfth Night, Richard III and Romeo
and Juliet, we’ll go on to consider how adaptation to film can
add nuance, depth, and significance to the original texts.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 97
Lower
Social and Digital
Media
Social media is emerging, overtaking broadcast media as the
dominant media form. It is reshaping institutions in all sectors
everywhere, with a special relevance for the profession of public
relations. A power enabler focused on building communities of
special interest, social media technology offers both risks and
rewards. This course will provide a strategic context and
overview, defining best practices, critically analyzing major
social media. Students will learn about a variety of social media
applications, blog regularly, learn about metrics and SEO, and,
as a capstone for the course, develop a social media client
workshop. The course will foster a collaborative, peer to peer,
open source, online, 24-7 culture that is essential to social
media success. The course provides the foundation of
knowledge and skill in planning, executing and measuring
effective use of social media.
Upper
Social
Entrepreneurship
Can entrepreneurs operate in a free market where success is
measured not just in financial profit but also in the improvement
of the quality of people’s lives? What are social entrepreneurs
and what is social entrepreneurship? Social entrepreneurship
has rapidly become the most influential idea of our time. It
represents an exciting and emerging set of models for systemic,
positive, social and environmental change. Our best hopes for
the future of humanity lie in the power and effectiveness of
socially motivated, highly empowered individuals who will fight
for changes in the way we live, think and behave. Social
entrepreneurs are the practical dreamers who have the skill and
the vision to solve problems and to change the world for the
better. Social entrepreneurs develop micro-level political
structures to challenge established institutional patterns that
block social change. Most social entrepreneurship is not the
product of single charismatic individuals but of ideas generated,
propagated, and implemented by groups, networks, and formal
or informal organizations. In this course, we will examine the
growth in the number of socially entrepreneurial organizations
globally that address various social and environmental issues
and also look at how these organizations are moving into the
mainstream. This course will synthesize research and lessons
from practice by leading social entrepreneurs and scholars in
the field. It aims to help future social entrepreneurs succeed in
building a better world where all people, regardless of
geography, background, or economic status, enjoy and employ
the full range of their talents and abilities.
Lower
Social Psychology
PSYC 403
Social Psychology is an extremely diverse field that generally
deals with people in social situations. Core topics include social
behaviour such as aggression, obedience, conformity, intimate
relationships, discrimination, and how groups function. They
also include attitudes, social cognition, social perception,
prejudice, and feelings of guilt, all of which are assumed to
affect social behaviour. In addition, we will cover some applied
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areas, such as psychology and the law. We will also discuss
basic methodological issues as they pertain to the above topics.
Class discussion will be an integral part of the course.
Upper
Sociology of
Consumption
SOCI 401
It’s not who you know, but who you wear. Such is the advice
from dedicated followers of fashion and others who might urge
us to declare our identities and allegiances through the codes of
consumption. The pursuit of the good life has been replaced by
that of the “goods life.” As the globalization process seeks to
expand the market economy, this expansion requires the
manufacture of desire for ever more “stuff” and an industry
devoted to the creation of the false hope that just one more
purchase may buy happiness. This course tackles some of the
most compelling interpretations of the function of consumption.
Through exposure to a variety of contemporary and classical
theories, students reflect on the social patterns of consumption
and how these patterns reproduce, subvert, or reformulate
inequalities of class, gender, and ethnicity. In order to promote
self-reflexivity about our own role in the marketplace, methods
of resistance are studied and arguments for ecological
constraint are considered.
Lower
Sociology of
Health
SOCI 200
This course presents new ways to think about the body, health
and illness and to see them not only as biological phenomena
but also as culturally and socially mediated experiences.
Students are asked to explore questions that frame mainstream
views on health and health care, as well as perspectives that
challenge these views. Medical practice traditionally sees the
patient as a physical body, yet the social reality of the lived body
is always present. The individual, and his/her family and
friends, as well as medical practitioners, play a key role in
negotiating the contested territory between these two realities.
Also, there are many different bodies—the body of the child, the
pregnant woman, the athlete, the surgical body, the body in
pain—and all are culturally framed.
Lower
Sociology of the
Everyday
SOCI 204
Our everyday lives are taken up with a myriad of practical
accomplishments, and we routinely carry out activities and
conversations and patterns often without thinking about how the
world is constituted and negotiated in such work. Sociology of
the everyday topicalizes the ways in which we as social actors
animate the world and establish its order and sensibility through
our ongoing practices, while simultaneously acting as if the
world is something outside and external to us. It makes a
distinction between our orientation as everyday actors, who are
caught up in successfully accomplishing and achieving what we
need to do in the course of a day, and our orientation as social
inquirers, who are interested in understanding the
accomplishment of the world in and through what we routinely
do and say. The readings and examples developed in this
course will make vivid how we stand as both the everyday
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person who is immersed in the ‘natural attitude’ of daily life and
the social inquirer who seeks to raise the question of what in
such practices and talk is taken-for-granted. In this difference
and tension, the ‘seen but unnoticed’ qualities and
characteristics of everyday life can be brought into view,
allowing us not only to orient to what actually occurs in our
practices of living, but to what also could be. Sociology can
then serve as an imaginative aid, inviting us to temporarily
bracket our common sense orientations in the interest of
reflective understanding.
Lower
Sport &
Performance
Psychology
This course examines the history, purpose, discipline, and basic
techniques of sport and performance psychology. Students will
be introduced to the basic concepts of sport and performance
psychology including the characteristics of peak performance
and barriers to performance. In addition, students will be
exposed to the psychological skills training (PST) techniques
used to enhance performance in a variety of settings. Topics
will include but are not limited to anxiety and stress
management, self-confidence, motivation, goal-setting,
leadership, communication, imagery, focus and concentration,
and group dynamics.
Upper
Strange Science
In the last century, the landscape of science has been covered
with some of the strangest ideas and discoveries in history: the
big bang, time travel, baby universes, black holes, wormholes,
superstrings, warped space-time, faster-than-light-travel, parallel
universes, quantum strangeness, teleportation, dark matter,
dark energy, and, no doubt, something even weirder just around
the corner. These are all terms that most people have heard and
read about, and even seen them used as convenient plot
devices in movies, TV, and literature. But, as is usually the case
in modern physics, truth is often stranger than fiction. In this
course we will explore some of the strange discoveries,
concepts, theories and interpretations that have riddled modern
physics. This course is open to students without a mathematics
or science background, although a willingness to engage in
some basic mathematics and use of scientific notation will
enrich the learning experience.
Lower
Survey of
Emerging Media
A survey of the history of new media and its contemporary
applications including a study of the parallel values and history
of film. Through readings, online screenings, guest speakers
and group projects, students will develop a greater
understanding of the inherent complexities of converging old
and new media and the ethical considerations that occur.
Upper
Technology and
Social Change
SOCI 402
The course introduces technology as a social concept rather
than a term relating to the mechanics of artifacts. The main goal
of this course is to explore the many ways in which technology
enters into and structures our lives. Understanding technology
as a social construct allows the students to uncover the
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 100
economic, political and social characteristics of everyday
technologies. A unique sociological understanding of
technology will allow the students to view technology as a
method of practice and as a social movement. This course will
examine technology in a variety of environments including local
communities, the workplace and the marketplace, while
analyzing diverse issues such as surveillance, gender issues,
the information society and overall communication. The end
result will be a well-rounded understanding of how technology
affects our social systems and how social systems influence
technology, thereby providing an understanding of technology
as practice.
Lower
The Body During
Normal and
Extreme
Conditions
This course, aimed at students who have not taken a physiology
course at the degree level, will explore how the human body
functions to meet the normal demands of everyday life and how
this changes during extreme conditions such as altitude, breathhold and sport diving, extreme heat or cold, microgravity space
flight, heart attack and prolonged exercise. Topics covered
include structures and functions of the cell, overview of energy
metabolism, physiology of muscular contraction, and physiology
of the nervous, the cardiovascular, and the respiratory systems
under normal and extreme conditions.
Lower
The Corporation in
Society
POLS 212
Traditionally, corporations have been permitted to operate free
from the moral and social obligations imposed on other
institutions. The maximization of profits for shareholders has
long been seen as the only appropriate object for corporations.
Recently, however, this view has been challenged. A growing
movement insists that corporations ought to subordinate the
pursuit of profit to the fulfilment of social responsibilities. This
course explores how socially responsible corporations should
conduct their business affairs. The course begins by laying out
the general principles of corporate social responsibility, while
identifying the parties, known as stakeholders, whose interests
corporations ought to heed. Afterwards, the course proceeds
through each of the stakeholders, analyzing the particular
challenges each pose to the socially responsible corporation. At
the end of the course, a framework for the comprehensive social
evaluation of corporations is developed in the form of a social
audit.
Lower
The Good Life: A
Philosophic
Investigation
PHIL 201
Why have you chosen to study at Humber College this year? Do
you think that doing so will make you more employable and
therefore increase your income? Are you hoping to satisfy your
intellectual curiosity or develop new skills? Do you hope that
these skills will help you to make a difference in the lives of
others? Or is school simply a good way to meet new friends and
romantic partners?
If you answered ‘yes’ to any of the above, you already have
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some ideas about “the good life” – you have some thoughts, that
is, on what sort of things make our lives as good as they can
be. Rather than assuming that we already know what
ingredients go into making “the good life,” however, we will take
a big step backwards in this course in order to study a broad
range of thinkers as each attempts to find the key to the good
life. For some, it will be found in the happiness of pleasurable
experiences (Epicurus, Fischer, and Montaigne). For others, it
will found in overcoming physical, psychological, or political
obstacles to happiness (Marx, Freud, Sacks). For Rousseau,
the good life consists in a tranquil celebration of nature; for
Nietzsche and Emerson, in artistic individualism; and for Plato,
in wisdom and knowledge. Our task will be to determine if any of
these approaches – alone or in combination – can offer us any
guidance as we ourselves seek to achieve “the good life.”
Lower
The Imagination:
Self and Society
ENGL 103
This course is an elective for students in Humber degree
programs. It is designed to develop students’ reading, writing,
and critical skills through understanding, discussing, and writing
about a variety of non-fiction essays drawn from different
academic disciplines and focused on the theme of the
imagination. Its main objectives are to develop students’ critical
skills and academic writing abilities by 1) encouraging analytical
depth in textual analysis and 2) developing students’ breadth of
understanding through a focus on the interrelatedness of the
texts studied. These skills will be developed through lecture,
class discussion, and a series of written essay assignments that
will increase in complexity and evaluative weight as the term
progresses. The principles of clear writing and reasoned
argumentation will be emphasized in lectures and expected in
all assignments. In the final essay and final exam, students will
be expected to present a cumulative and synthetic
understanding of all texts studied during the term.
Lower
The Making of a
Beautiful Mind
Borrowing from the University of Toronto’s Rotman School of
Management’s integrative thinking approach to solving real‐
world challenges – the kinds of challenges students will most
certainly encounter in their lives and careers – this course aims
to produce clear writers, strong thinkers, and aspiring leaders
who, when faced with these challenges and no appealing
solutions, see it as an exciting opportunity to build a new
solution.
Engaging with a variety of readings, case studies, and models,
students will realize that writing and thinking are inseparably
related and that good thinking requires good writing. Students
will be encouraged to consider their personal knowledge system
as they explore their stance, beliefs, and mental models through
self‐reflection and analysis exercises.
As a writing intensive course with a strong emphasis on
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 102
expository, analytical, creative, and argumentative skills, this
course will involve a number of in‐class and online writing
activities and assignments that may take the form of group
discussion and collaborative writing, essays, critical analyses,
and journal responses. The course will culminate in a final group
presentation that tackles and attempts to resolve a wicked real‐
world problem.
Lower
The Underground
Economy
Have you ever purchased a counterfeit product? Are you aware
that the underground economy represents an estimated ten
percent of GDP in Canada and the U.S. and over fifty percent in
many less developed countries? How can illegal trade and
exchange be so hidden yet employ an estimated 1.8 billion
people globally? Transnational criminal activities such as the
illegal trade of arms, gold, drugs, money, products, information,
and people are among the least understood aspects of
globalization, and they contribute to growing tensions and
conflict in domestic and world politics. This course will introduce
students to the underground economy and illegal finance with a
view to understanding their impact on and cost to the legitimate,
law-governed economy. Students will also have the opportunity
to understand both successful and unsuccessful strategies for
restricting this activity as well as examining why political actors
(like states and police forces) are more motivated to tackle
some parts of the underground economy than others.
Lower
The Wireless Web
This course is for non-specialists who would like to get an
overview of some of the current technologies and standards
used in the wireless field. Emphasis will be on terminology,
scale of different networks, types of wireless networks,
applications used on wireless networks, and the advantages
and disadvantages of wireless networks.
Lower
Theories of
Beauty
PHIL 405
Beauty is mesmerizing. It captures our attention, fuels our
imagination and leads us to risk our money, our time, our
energy, our values, and even on occasion, our lives in its
pursuit. Yet despite its influence and power, we rarely sit back
and consider the nature of beauty. What is beauty? Where is it
to be found? And why is it so captivating? To a great extent,
beauty remains to us a mystery.
This course explores the answers to these questions offered by
central figures in the history of aesthetics including Plato, Kant,
Tolstoy, Bell, Benjamin, Danto and Bourdieu. In the course of
this investigation, students consider how beauty is constructed,
how it is appreciated and why it is of such importance to us.
What is the purpose or goal of creating a work of art? How do
artists transform their ideas of/about beauty onto a canvas or
into a poem? How do they judge the success or failure of their
own works? Is beauty really in the eye of the beholder? How
do we judge works of art? How do we address difference and
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 103
diversity in the interpretation of artworks? Reflecting on these
issues, students apply the theoretical ideas/concepts developed
in the lectures and readings to works of art from the fields of fine
art, music, film, architecture and literature.
Upper
Trauma and
Memory in
Literature
ENGL 201
“The term ‘trauma fiction’ represents a paradox or contradiction:
if trauma comprises an event or experience which overwhelms
the individual and resists language or representation, how then
can it be made into a narrative, made into fiction?” from Anne
Whitehead’s Trauma Fiction.
Telling stories is one of the main ways in which we make sense
of our experiences. But what happens when experience is so
harrowing that it overpowers the emotions and cannot be
encompassed by the mind? What kind of stories can contain,
explain and perhaps even transcend horrors that overwhelm
human consciousness? In this course, we will read a range of
fictional responses to trauma and hysteria and think about the
relationship between narrative and memory. Can fiction provide
what novelist Pat Barker calls “regeneration”—the recovery of
psychic and emotional wholeness in the wake of shattering
events?
Lower
Understanding
Mass
Communication
SOCI 203
This course will lead students through an investigation of the
impact of mass media on culture; specifically Canadian culture.
The role of mass communication in society will be examined in
terms of its theoretical and practical applications. The
transmission and transformation of mass media content will be
discussed in terms of political and corporate interests,
behavioural dynamics, national and international concerns,
advertising and marketing agendas and technological
implications. An emphasis on Canadian cultural goods such as
television, radio, film, print media and the Internet will lay the
groundwork for an extensive discussion on the overall impact of
mass media on a national and global scale particularly the US
and Europe. The role of mass communications in socialisation,
the formation of public opinion, critical journalism, democracy
and social change will also be investigated.
Upper
Visual
Communications
The Visual Communications course provides students with the
experience of analyzing the visual artifacts of our contemporary
culture. Students use the resulting knowledge in designing their
own visual creations. They examine both static and dynamic
imagery (advertisements, photographs, films, television
programs and interactive media), as they broaden their
understanding of the underlying principles of "massaging
images" in our electronic age.
Upper
War and Morality
The past century has seen a shocking increase in the power –
and perhaps even the willingness – that human beings have to
destroy each other. Two world wars, the targeting of civilians
with atomic bombs, the development of even more deadly
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 104
nuclear weapons, countless revolutions, military coups, civil
wars, and the rise of international terrorism all testify to the
continuing use of violence and war as means to achieve political
ends. This tendency is even found in calls for “humanitarian
wars” that would be fought for the preservation of human rights
and the protection of vulnerable populations.
In light of the pervasiveness of war in many regions around the
world today, it is important to critically examine the issue of how
military force might be used for “moral reasons.” This course will
explore the possibilities of waging a moral war (if this is indeed
possible) by applying various perspectives from political theory
and philosophy to case studies.
Lower
Web Development
This course addresses the creation of usable and accessible
websites and how to achieve these objectives. It focuses on
methods of integrating various forms of information (text,
graphics, animation, sound and video) on to a website and
analyzes the advantages of each of those methods. Students
evaluate the integration of multimedia components as used in
graphical user interfaces (GUI). Students are introduced to
interactive programming on the web and build a web application
using HTML, CSS, and scripting languages.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 105
D5.1.1 Core Course Schedule 2
Core
Course
Credit
Hours
NonCore
Course
Credit
Hours
Course Prerequisites and
CoPrerequisites
Highest Qualification
earned (or required
of faculty to be
hired)
Semester
Course Title
Semester 1
The Human Body
and Disease
3
None
Ph.D. Biosciences
Working in
Health and
Wellness
3
None
M.Sc.in Rehabilitation
Sciences
Health &
Wellness
Concepts
3
None
Ph.D. Kinesiology
AWCR:
Multiculturalism
3
None
M.A. English
Ph.D. English
Breadth Elective
Semester 2
Introduction to
Psychology
3
3
None
Dependent on
selection
None
PhD (developmental
process psychology)
Ph.D. Psychology
Health Behaviour
3
None
Ph.D. Sport
Psychology
Ph.D. Kinesiology
Global Health
Issues
3
None
PhD in Health Policy
Ph.D. Sociology
Research &
Writing on Issues
in Health
Sciences
3
None
M.A. English
Ph.D. English
Breadth Elective
Semester 3
Mathematics for
Health Sciences
3
3
None
Dependent on
selection
None
Ph.D. Mathematics
and Physics
M.Sc. Mathematics
Environmental
Health
3
None
Ph.D. Biology
Reflective &
Critical Practice
3
None
M.Sc. Health Sciences
M.A. Philosophy,
CHRP
Business
3
None
M.B.A.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 110
Semester
Course Title
Core
Course
Credit
Hours
NonCore
Course
Credit
Hours
Course Prerequisites and
CoPrerequisites
Communications
M.A. English
Literature
Breadth Elective
Semester 4
Semester 5
Highest Qualification
earned (or required
of faculty to be
hired)
3
Dependent on
selection
Dependent on
selection
Food, Nutrition
and Active Living
3
None
M. Sc. Nutrition
Human
Resources in
Workplaces
3
None
PhD Psychology
Ph.D. Health Policy
Ph.D. Organizational
Psychology
Occupational
Health & Safety
3
None
M.B.A. (human
resources/ labour
relations)
Breadth Elective
3
None
Dependent on
selection
Breadth Elective
3
None
Dependent on
selection
Biostatistics and
Research
3
Mathematics for
Health Sciences
(or equivalent)
Ph.D. Applied
Mathematics
Ph.D. Social
Psychology
M.Sc. Mathematics
Mental Health &
Addictions
3
Introduction to
Psychology or
Equivalent
Ph. D. Sport
Psychology
M.S.W.
Ph.D. Social Work
The Business
Case for
Workplace
Health &
Wellness
3
Occupational
Health & Safety
Business
Communications
or Equivalent
Ph.D. Organizational
Behaviour
Ph. D. Industrial
Relations and Human
Resources
Health Literacy
3
Research &
Writing on Issues
in Health
Sciences or
Equivalent
M.A. Psychology
Dependent on
Selection
Dependent on
selection
The Human Body
and Disease or
Equivalent
Ph.D. Biology
Breadth Elective
Semester 6
Applied
Epidemiology
3
3
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 111
Semester
Course Title
Interprofessional
Leadership
Core
Course
Credit
Hours
3
Ethical & Legal
Considerations in
Workplace
Health &
Wellness
3
Digital
Innovations in
Workplace
Health &
Wellness
3
Semester 8
Course Prerequisites and
CoPrerequisites
Highest Qualification
earned (or required
of faculty to be
hired)
Working in
Health and
Wellness or
Equivalent
M. Ed. (Nursing)
Occupational
Health & Safety
Ph.D. Philosophy
M.A. Adult Learning
LLM
Breadth Elective
Semester 7
NonCore
Course
Credit
Hours
3
Business
Communications
(or equivalent)
M.A. in Human
Resources or M.B.A.
in New Media, Digital
Culture or related area
Dependent on
selection
Dependent on
selection
None
(non-credit work
placement
preparation
course)
B.A.
Professional
Practice
0
Capstone Project
1
3
Disability
Management
3
The Business
Case for WH&W
Ph.D. Human
Resources and
Industrial Relations
M.B.A. , CHRP
M.A. Philosophy,
CHRP
Project
Management in
Workplace
Health &
Wellness
3
The Business
Case for WH&W
M.B.A. and PMI
Certification in Project
Management
Ph.D. in related field
Breadth Elective
3
Dependent on
selection
Dependent on
selection
Breadth Elective
3
Dependent on
selection
Dependent on
selection
Capstone Project
2
3
Capstone Project
1
Ph.D. in related field
Wellness
Coaching
Principles
3
Human
Resources in
Workplaces
M.H. Sc.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 112
Semester
Course Title
Change in 21st
Century
Organizations
Knowledge
Translation
Core
Course
Credit
Hours
NonCore
Course
Credit
Hours
3
3
Breadth Elective
Subtotal
3
90
Total Course Credit Hours
Course Prerequisites and
CoPrerequisites
Highest Qualification
earned (or required
of faculty to be
hired)
Ethical & Legal
Considerations in
Workplace
Health &
Wellness
Ph.D. Organizational
Behaviour
Health Literacy
M.A. Psychology
Dependent on
selection
Dependent on
selection
Ph.D. Psychology
30
120
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 113
D5.2.1 Non- Core Electives Course Schedule 2
Lower versus Upper Level Course Characteristics
• All lower level courses are foundation courses.
• All upper level courses require that students have completed one lower level breadth
course in at least two of the three breadth categories as a prerequisite.
• Students are required to complete one upper level breadth courses in at least two of the
three breadth categories.
Non-Core Courses
Total NonCore
Course
Credit
Hours
FRAS 301
th
20 Century Fashion
3
Abnormal Psychology
3
Course Title
Level
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
Lower
MA (art history)
Fashion Management
Society, Culture and
Commerce
MBA
Lower
PhD (developmental
processes psychology)
PhD (Psychology)
Criminal Justice,
Nursing, Child & Youth
Care, Bachelor of
Behavioural Science
PhD (Psychology)
ACWR1004 Approaches to
Literature
3
Lower
PhD (English)
Nursing
PhD (English)
PhD (English)
PhD (English)
MA (English)
MA (second language
education)
MA (English)
MA (English)
SOCI 1205
Behaviour Change for
Healthy Living and
Personal Growth
3
Lower
PhD (sport and exercise
psychology)
Criminal Justice
Child & Youth Care
Bachelor of Health
Sciences (Workplace
Health and Wellness)
BUS 154
Business
Communications
3
Lower
MBA
B.Comm Degree
Bachelor of Health
Sciences (Workplace
Health and Wellness)
MBA
LLM (labour and employment
law)
BUS 152
Business Information
3
Lower
MSc (advanced computing)
B. Comm. Degrees
PhD (computer science)
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 128
Total NonCore
Course
Credit
Hours
Course Title
Level
Systems
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
MA (conflict analysis&
management; military studies)
LAW 104
Business Law
3
Lower
LLM (European business law
and international trade law)
B.Comm. Degrees
LLM (labour and employment
law)
LLM
LLM
ECON 402
Business and Politics
3
AWCR 1002 –
Business & Society
3
Lower
MBA (finance)
None
PhD (social and political
thought)
Lower
PhD (English)
Nursing
PhD (English)
PhD (English)
MA. (English)
POLS 202 -Canada
and the World: Trade,
Diplomacy and War
3
SOCI 202
Canadian Families:
Past, Present and
Future
3
SOCI 405
City Life
3
Lower
MA (history)
None
PhD (history)
Lower
PhD (sociology)
PhD (sociology)
Upper
PhD (sociology)
Bachelor of
Behavioural Science
None
PhD (sociology)
MA (sociology)
Cross-Cultural
Communication
3
Lower
MBA (IT)
MSc (business science)
B.Comm International
Business
MA (English literature)
Cultural Psychology
3
Upper
PhD (developmental
processes psychology)
None
PhD (cultural psychology)
POLS 204 - Democracy
and Dictatorship:
Comparative
Perspectives
3
PSYC 402
Developmental
Psychology
3
Lower
MA (political science)
None
PhD (social & political thought)
Lower
PhD (developmental
processes psychology)
Bachelor of
Behavioural Science
MA (psychology)
Nursing.
PhD (experimental
psychology)
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 129
Total NonCore
Course
Credit
Hours
ACWR 106
Ecology, Nature and
Society
3
Economic Boom &
Bust: Capitalism In
Question
3
Course Title
Level
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
Lower
PhD (English)
Nursing
PhD (English)
Upper
PhD (social and political
thought)
None
MBA (finance)
PhD (social and political
thought)
Gender, Culture &
Power
3
Global International
Politics
3
Lower
PhD (sociology)
None
PhD (sociology)
Lower
PhD (social & political thought)
PhD (social and political
thought)
Bachelor Child & Youth
Care
MA (political science)
PSYC 160
Human Growth and
Development
3
Lower
MES (human factors/
ergonomics)
PhD (child development)
Child & Youth Care
Bachelor of
Behavioural Science
MSc (family)
POLS 201
Human Security and
World Disorder
3
Lower
PhD (social and political
thought)
None
PhD (philosophy)
PhD (social and political
thought)
Human Sexuality
3
Lower
PhD (psychology)
None
PhD (psychology)
PhD (psychology)
ACWR 1005
Individuals and
Communities
3
Introduction to
Canadian Justice
System
3
Lower
PhD (English)
Nursing
PhD (English)
Lower
Ph.D.(criminology)
PhD (higher education)
Criminal Justice,
Paralegal
MSc (criminal justice)
PhD (political science)
MA (criminology)
MSW
ADV 110
Introduction to
Advertising
3
Lower
PhD (experimental
psychology)
Creative Advertising
MA (advertising design)
MA (Renaissance history –
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 130
Total NonCore
Course
Credit
Hours
Course Title
Level
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
drama)
CRIM 151
Introduction to
Criminology
3
Lower
PhD (sociology)
PhD (criminology)
Paralegal
Criminal Justice
PhD (higher education)
MSc (criminal justice)
PhD (political science)
MA (criminology)
POLS 200
Introduction to Politics
3
Lower
PhD (social and political
thought)
None
MA (political science)
MA (history)
PhD (social and political
thought)
PSYC 200
Introduction to
Psychology
3
Lower
PhD (developmental process
psychology)
MA (psychology)
PhD (psychology)
ACT 103
Introductory Accounting
3
Lower
PhD (economics)
CMA, CGA
Bachelor of
Behavioural Science
Criminal Justice
Child & Youth Care
Bachelor of Health
Sciences (Workplace
Health and Wellness)
B. Comm. Degrees
MBA
MAcc, CA
MBA (financial management),
CMA
HIST 146
Leaders Through Time
3
Lower
PhD (economics)
None
PhD (management)
PhD (business)
PhD (economics)
POLS 210 Leadership
3
Lower
MBA (finance)
None
MKT 101
Marketing
3
Lower
PhD (international marketing)
PhD (management)
Bachelor of Digital
Communications
B.Comm Creative
Advertising
PhD (sociology)
None
Material Culture
MBA
3
Lower
PhD (communication &
culture)
PhD (sociology)
ECN 102
3
Lower
PhD (economics)
B.Comm. Degrees
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 131
Total NonCore
Course
Credit
Hours
Course Title
Level
Microeconomics
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
PhD (economics)
PhD (economics)
ECON 200
Money, Markets and
Democracy
3
Music in World Cultures
3
Lower
MBA (finance)
None
PhD (social and political
thought)
Lower
PhD
None
MME
Online Social Networks
3
Upper
PhD (communication &
culture)
Bachelor of Digital
Communications
MA (sociology)
PhD
PSYC 404
Personality Psychology
3
Upper
PhD (developmental
processes psychology)
None
PhD (experimental
psychology)
PhD (psychology)
PLBA 100
Philosophy of Law
3
Lower
LLM
Paralegal, Criminal
Justice
POLS 250
Power
3
Lower
PhD (philosophy)
None
PhD (social and political
thought)
PhD (religious studies)
POLS 451
Power: The Question
of Legitimation
3
Upper
PhD (philosophy)
None
ANTH 200 – Principles
of Anthropology
3
Lower
PhD (anthropology)
None
SOC 201
Principles of Sociology
3
Lower
PhD (sociology)
Criminal Justice
PhD (social and political
thought)
PhD (sociology)
PhD (sociology)
PhD (sociology)
PhD (sociology)
MGT. 354 - Project
Management
3
RSMT 201
3
Lower
DBA, PEng, PMP
MBA (IT)
Lower
PhD (adult education)
B.Comm eBusiness
Marketing
B.Comm Human
Resource Management
B.Comm Management
Studies
Criminal Justice
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 132
Total NonCore
Course
Credit
Hours
Course Title
Level
Qualitative Research
Methods
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
PhD (social and political
thought)
MA (psychology)
PhD (sociology)
Restrictions
Child & Youth Care
B.Comm Management
Studies
International
Development
SOCI 300
Race, Gender & the
Digital Age
3
Upper
PhD (communication &
culture)
None
MSTU 100
Role of Media in
Society
3
Lower
PhD (mass communications)
Bachelor of Journalism
Bachelor of Digital
Communications
Social and Digital
Media
3
SOCI 301
Social
Entrepreneurship
3
PSYC 403
Social Psychology
3
SOCI 401
Sociology of
Consumption
3
MA (journalism)
Lower
MA (adult education)
MA (politics and international
affairs)
Upper
PhD (sociology)
Bachelor of Digital
Communications
None
MEd (higher education)
Lower
MA (psychology)
Criminal Justice
PhD (psychology)
Upper
PhD (sociology)
None
MA (sociology)
PhD (sociology)
PhD (sociology)
SOCI 200
Sociology of Health
3
Lower
PhD (sociology)
None
PhD (sociology)
PhD (sociology)
PhD (sociology)
SOCI 204
Sociology of the
Everyday
3
Lower
PhD (sociology)
None
PSYC 220
Sport & Performance
Psychology
3
Lower
PhD (kinesiology and sport
studies)
None
MSU 120
Survey of Emerging
Media
3
Lower
MA (English language and
literature)
Bachelor of Digital
Communications
SOCI 402
Technology and Social
Change
3
PhD (sociology)
PhD (media studies)
Upper
PhD (sociology)
MA (sociology)
Film & Media
Production
PhD (communications and
culture)
POLS 212
3
Lower
MBA (finance)
None
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 133
Total NonCore
Course
Credit
Hours
Course Title
Level
The Corporation &
Society
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
PhD (social and political
thought)
PhD (social and political
thought)
AWCR 1003
The Imagination – Self
and Society
3
Lower
PhD (English)
Nursing
PhD (English)
PhD (English literature)
The Making of a
Beautiful Mind
3
The Underground
Economy
3
Lower
MA (English)
Nursing/1 AWCR credit
MBA
Lower
MBA (finance)
None
PhD (social and political
thought)
MA (economics)
SOCI 203 –
Understanding Mass
Communication
3
Lower
PhD (communication and
culture)
Bachelor of Digital
Communications
ADV 120
Visual Communication
3
Upper
MA (English language and
literature)
Bachelor of Digital
Communications
Creative Advertising
Film & Media
Production
PhD (media studies)
POLS 401 -War and
Morality
3
Upper
PhD (social and political
thought)
None
HIST 401 - Adolf Hitler
and the Rise and Fall of
Nazi Germany
3
Upper
MA (history)
None
ENGL 202
Betrayal in
Contemporary Fiction
3
PHIL 409
Brainstorm: Ideas and
Arguments
3
Arts and Humanities
PhD (history)
Lower
PhD (English)
None
PhD (English)
Lower
PhD, (social & political
thought)
None
PhD (philosophy)
PhD (philosophy)
MA (philosophy)
PHIL 413 - Business
and Professional
Ethics: Your Money
and Your Life
3
Upper
PhD (philosophy)
None
HIST 200
Canadian Studies: The
Challenge Ahead
3
Lower
MA (history)
None
PhD (history)
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 134
Total NonCore
Course
Credit
Hours
HUMA 406
Desire and Discontent
3
PHIL 203
Ethics and Moral
Theory
3
Course Title
Level
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
Upper
PhD (philosophy)
None
PhD (social and political
thought)
Lower
PhD (philosophy)
None
PhD (philosophy)
PhD (social and political
thought)
PhD (theology)
PhD (social and political
thought)
PhD (philosophy)
MA (comparative literature)
PhD (philosophy)
Existentialism
3
Upper
PhD (philosophy)
None
PhD (religious studies)
PhD (philosophy)
HUMA 200
Film: Styles, Narratives
and Techniques of the
Moving Image
3
Lower
MA (comparative literature)
PhD (culture and
communications)
Bachelor of Digital
Communications
PhD (communication and
culture)
HUMA 408
Good and Evil
3
Upper
PhD (social and political
thought)
None
PhD (religious studies)
HIST 148
Great Performances in
Jazz
3
Upper
PhD (music)
Music
MA (composition)
MMusic
MMusic
History of Canadian
Music
3
Upper
PhD (music)
Music
History of Jazz
3
Lower
PhD (music)
Music
MA (composition)
MMusic
MMusic
History of Popular
Music
3
Lower
PhD (music)
Music
HIST 201
Hitler and Stalin:
3
Lower
MA (history)
None
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 135
Total NonCore
Course
Credit
Hours
PHIL 404
How is Society
Possible? Conflict,
Cooperation & Social
Theory
3
HIST 402 - Josef Stalin:
Red Tsar of the USSR
3
HUMA 413
Justice: A
Philosophical and
Literary Approach
3
Lower
PhD (philosophy)
None
PHIL 402
Knowing and Believing:
Epistemology
3
Upper
PhD (philosophy)
None
Course Title
Level
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
Lower
PhD (philosophy)
None
Architects of Evil
MA (comparative literature)
Upper
MA (history)
None
PhD (history)
PhD (philosophy)
MA (philosophy)
PHIL 205 -Love and
Sex: Philosophical
Perspectives
3
Lower
MA (philosophy)
None
ENG 403
Love Stories
3
Lower
PhD (English)
None
SOCI 206
Music in Contemporary
Society
3
PhD (English)
Lower
M Music Education
Music
PhD (music)
PhD (ethnomusicology)
HUMA 203 - Music,
Meaning and Values
3
Lower
PhD (music)
Music
PHIL 412
People, Mind and Body:
Selfish Thoughts
3
Lower
PhD (philosophy)
None
HUMA 407
Popular Culture: An
Interdisciplinary
Approach
3
Lower
PhD (sociology)
None
PhD (music)
PhD (culture and
communications)
PhD (communication and
culture)
HIST 202 – Prohibition:
The History of Bad
Behaviour
3
HUMA 300
Religion in Society
3
Lower
MA (history)
None
PhD (history)
Upper
PhD (religion)
None
PhD (religious studies)
PhD (theology)
HUMA 202
3
Lower
PhD (religion)
None
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 136
Total NonCore
Course
Credit
Hours
Course Title
Level
Religions of the World
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
PhD (religious studies)
PhD (theology)
Remix Culture
3
Lower
PhD (communication &
culture)
Music
MA (history)
HUMA 405 Shakespeare and Film
3
Lower
PhD (English)
None
PHIL 201
The Good Life: A
Philosophic
Investigation
3
Lower
PhD (philosophy)
None
PHIL 405
Theories of Beauty
3
Lower
PhD (philosophy)
None
PhD (English)
PhD (philosophy)
PhD (philosophy)
ENGL 201
Trauma and Memory in
Literature
3
Upper
PhD (English)
None
PhD (English)
Science and
Technology
SCIE 200
Astronomy:
Discovering our Place
in the Universe
3
Lower
MSc (astronomy)
None
Electronic
Fundamentals
3
Evolution: Unraveling
Life’s Mysteries
3
Lower
PhD (theoretical physics)
None
Fundamentals of Digital
Electronics
3
Lower
PhD (space science)
None
SCIE 207
History of Technology
3
PhD (theoretical physics)
Lower
PhD (space science)
None
PhD (electrical engineering)
PhD (electrical engineering)
Lower
PhD (materials science &
engineering)
Industrial Design
PhD (electrical and computer
engineering)
MEd
SCIE 202
Introduction to
Environmental Studies
3
Lower
PhD (biology)
None
Introduction to the
Human Body
3
Lower
PhD (animal physiology and
genetics)
Bachelor of Nursing
PhD (biology)
PhD (medical sciences)
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 137
Course Title
Total NonCore
Course
Credit
Hours
Level
Microbiology
3
Lower
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
PhD (animal physiology and
genetics)
Restrictions
Bachelor of Nursing
PhD (biology)
PhD (medical sciences)
SCIE 208
Nanotechnology
3
Lower
PhD
None
MA
PhD (electrical engineering)
MESc, PEng
Performance
Enhancing Drugs,
Nutritional Supplements
& Athletic Performance
3
SCIE 204
Popular Diets &
Metabolism
3
SCIE 408
Renewable Energy
Systems
3
Lower
PhD (kinesiology and health
science)
None
PhD (kinesiology)
Lower
PhD (kinesiology and health
science)
None
PhD (physiology)
Upper
PhD, PEng
MA
Bachelor of Interior
Design
PhD, PEng
Science and
Pseudoscience
3
Lower
PhD (biology)
None
SCIE 203 - Science
Matters: Introduction to
the Sciences
3
Lower
PhD (theoretical physics)
None
SCIE 403
Scientific Achievements
3
Upper
PhD (theoretical physics)
None
Strange Science
3
MSc (earth and space
science)
MSc (earth and space
science)
Upper
PhD (biology)
None
MSc (earth and space
science)
The Body During
Normal and Extreme
Conditions
3
Lower
PhD (kinesiology)
None
PhD (kinesiology and health
science)
PhD (Physiology)
PhD (kinesiology and health
science)
SCIE 206
The Wireless Web
3
Lower
PhD (space science)
MASc (electrical engineering)
Bachelor of Digital
Communications
PhD (electrical and computer
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 138
Course Title
Total NonCore
Course
Credit
Hours
Level
Highest Qualification earned
(or required of faculty to be
hired) and, only where
applicable, highest
qualifications in progress
Restrictions
engineering)
Web Development
3
Lower
MSc (advanced computing)
MBA
Bachelor of Digital
Communications
B.Comm eBusiness
Marketing
B.Comm Fashion
Management
Bachelor Journalism
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 139
D6
Work Experience Required for Degree Completion
D6.1
Program Structure Requirement
Year
September
January
April
Fall Semester
Winter Semester
Summer Semester
Year One
On-campus studies
On-campus studies
Vacation
Year Two
On-campus studies
On-campus studies
Vacation
Year Three
On-campus studies
On-campus studies
Paid or Unpaid fulltime work term
Year Four
On-campus studies
On-campus studies
GRADUATION
Paid/Unpaid full-time work term =
D6.2
14
consecutive weeks
Nature of Work Placement
Students will participate in one mandatory paid/unpaid work term of 14 weeks of professional
experience. The placement may be in for-profit and non-profit enterprises, health and wellness
consulting firms, governmental or educational institutions or others. Students will have an
opportunity to work in the protection and promotion of health and wellness in employment
settings. During their work placement, students may have a variety of responsibilities and take
on roles to create, publish or assist in administrative duties. Students will have an opportunity to
identify a specific area of interest for their work placement.
D6.3
Support for Work Experience
Similar to the placement of students in Humber’s diploma program, it is expected that not all of
these positions will be paid positions. In the employer needs assessment survey conducted for
this proposal, it was found that the majority of organizations would provide more unpaid
placements than paid. Every effort will be made to assist students to find paid work placements;
however, there will be unpaid work opportunities which will be more appealing to some students
depending on their career interests and the work that is available. Humber has a history of
successfully finding quality work placements for students in its health sciences and fitness and
nutrition programs. It is anticipated that many of the employers who provided placements in the
past will provide opportunities for degree students. Based on the experience in the Schools, it is
not expected that there will be any difficulties finding both paid and unpaid work for the students.
The Schools currently place 100% of their diploma students.
Students will be supported by a placement advisor from the Schools of Health Sciences and/or
Hospitality, Recreation and Tourism. Currently the placement advisor provides tools and
resources for securing placements and will continue to do so for students in the proposed
program. Each year, the schools establish new employer contacts, permitting students to be
better informed about the fields’ functions, needs and career opportunities. Students are
responsible for identifying the nature of their work experience, gaining faculty approval, and
setting up an interview with the industry partner and discussing and agreeing to the job
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 140
functions and proposed learning outcomes from the job experience. This process prepares
students with real life job search skills.
Students are required to take a non-credit one-hour course, Professional Practice, in the first
semester of the third year of the degree program. (See following course outline.) In this course,
students complete a job/work placement search and document the process through a series of
assignments. This allows them to practice the skills required in self-assessment, resume and
cover letter preparation, Internet and telephone research, job interviews and networking. Guest
speakers from program related industries are invited to speak on employer expectations, the
industry environment and potential career opportunities.
D6.4
Work Experience Learning Outcomes
Note: To reference program learning outcome numbers, please see Section D3.2.1
Work Experience Learning Outcomes
How work experience puts into practice the
program learning outcomes
During their work experience, students may
perform some or all of the following types of tasks
which support achievement of program learning
outcomes:
Describe the organizational and
operational functions of their workplace.
Observe record and evaluate existing conditions,
behaviours and decisions made within the field
and/or organization noting the organizational
hierarchy and reporting structures.
Supports program learning outcomes: 3, 5, 9, 18,
27
Demonstrate and evaluate the
components of professionalism at work.
Adhere to company conduct, dress code and
communication styles. Follow protocols with
respect to the roles and responsibilities of
professional communicators concerns relating to
accuracy, liability and deadlines.
Supports program learning outcomes: 22, 24, 25,
29, 30
Synthesize the many facets of
communications, decision-making,
planning and problem solving.
Function in a workplace setting by working
effectively both individually and as a member of a
team. Participate in the development of health &
wellness projects.
Supports program learning outcomes: 13, 16, 17,
18, 28, 31, 32
Solve problems, make decisions and
evaluate the outcomes of decisions.
Research and analyze data and make
recommendations. Identify and analyze needs
and goals. Assess resources and limitations in a
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 141
Work Experience Learning Outcomes
How work experience puts into practice the
program learning outcomes
decision making context. Assist in formulating
plans and concepts to satisfy a particular need or
strategy. Assess strategies used in reaching
target audiences.
Supports program learning outcomes: 11, 12, 14,
15, 16
Communicate clearly, concisely and
correctly as appropriate to the
requirements of the position.
Participate in organizational meetings. Meet with
clients. Communicate with managers, supervisors,
team colleagues, employees. Assist with
presentations. Communicate information,
interpretations, conclusions and recommendations
to all parties involved.
Prepare content.
Supports program learning outcomes: 20, 21, 22,
23, 24
Manage the use of time and other
resources effectively, to attain work goals
within established timelines.
Assist in the preparation of schedules, adhering to
deadlines and timeframes and monitoring
progress. Adjust timeframes if necessary or
redesign work assignments to meet deadlines.
Complete assigned work on deadline.
Supports program learning outcomes: 28, 29, 30,
32
Demonstrate improvement after receiving
constructive feedback and take
responsibility for own actions and
decisions.
Solicit and respond to supervisor feedback on
performance. Refine work output in response to
feedback.
Supports program learning outcomes: 25, 26, 27,
28, 29
Interact with others in groups or teams in
ways that contribute to effective working
relationships and the achievement of
mutual goals.
Meet with managers/supervisor to determine
organizational relationships, department
functionality and decision- making processes.
Participate in and contribute to team meetings.
Work collaboratively with other professionals.
Supports program learning outcomes 3, 9, 13, 14,
18, 19
Articulate ideas and information
comprehensibly in oral and written forms.
Recognize the importance of producing content
that is timely and accurate. Prepare effective
content and respond to input.
Supports program learning outcomes: 20, 21, 22,
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 142
Work Experience Learning Outcomes
How work experience puts into practice the
program learning outcomes
23, 24
Apply, consolidate and extend learning in
different contextual frameworks and
situations.
Apply learning from program to contribute to
health and wellness challenges on the job.
Supports program learning outcomes: 25, 27, 31
Generate ideas, concepts, proposals,
solutions or arguments independently
and/or collaboratively in response to set
tasks.
Conduct research and prepare reports, proposals
and recommendations. Take part in meetings to
learn about project development and ideas.
Supports program learning outcomes: 11, 12, 13,
14, 15
Methods of Evaluating Student During Placement
All on-the-job performance will be evaluated as follows:
A letter of agreement outlining types of work and expected outcomes will be agreed upon by the
employer, student and Humber.
The employer will (using a format provided by Humber):
 review the agreed upon outcomes and the records maintained by the student and evaluate
the student’s performance against each of those outcomes, providing specific examples of
tasks the student performed related to each objective and a rating of how well he/she
performed them;
 complete a checklist evaluating basic characteristics such as punctuality, willingness to take
on different tasks, contribution to the team, etc.; and
 provide an overall rating using a scale provided by Humber which highlights the student’s
strengths and weaknesses.
The student will prepare a journal on the work experience to include:
 a summary of major job responsibilities;
 a summary of agreed upon work outcomes and an analysis of the extent to which each
outcome was accomplished;
 a record of job tasks completed during the work experience and an assessment of how they
contributed to achieving the learning outcomes;
 an assessment of classroom learning used to complete job-related tasks during the work
experience;
 a list of new learning acquired on the job;
 a discussion of problems encountered on the job and how they were resolved;
 a self-assessment of performance on the job based on the agreed upon work outcomes; and
 identification of personal strengths and competency areas needing additional development
in the final year of study.
Both employer and student reports will be reviewed by college staff and a final grade will be
assigned.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 143
Each student will be assigned an advisor for their work term. The advisor will be the student’s
point of contact for the work experience. The advisor will monitor the student during the work
term. In addition to discussing expectations and performance with the student, the advisor
holds similar discussions with the employer. The advisor serves as a mediator in the event of
problems with the work experience and ensures that the experience is meaningful and at an
appropriate level.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 144
D6.5 Professional Practice Course Outline
Bachelor of Health Sciences (Workplace Health and Wellness)
School of Health Sciences and School of Hospitality, Recreation and Tourism
Year 3 and Semester 6
Course Outline
Course Name:
Professional Practice
Pre-requisite(s):
None
Co-requisite(s):
None
Course Restrictions:
N/A
Credit Value:
0
Hours of Instruction:
14
Minimum qualifications required to
facilitate/supervise course:
Degree in PR, communications, business or
related field, and experience in career advising
1.0
Course Description
This non-credit course provides students with the skills and knowledge necessary to
prepare for a placement in health and wellness departments or consulting firms in
today’s challenging employment market. Preparation for the work placement includes
job search techniques and discussion of such issues as employer expectations,
company policies, professionalism and self-management. The need for career planning,
lifelong learning and interpersonal communication skills are discussed.
Students conduct a self-assessment of their personality and skills and perform
occupational and company research. Students prepare covering letters and resumes,
create their own database of potential employers within their sector of interest, and
practice their interview skills in mock interviews and by conducting information
interviews. Guest speakers from business and industry provide students with a range of
perspectives on current and future trends in business and priorities and competencies
required in corporate, government, non-profit and health and wellness agency sectors.
Course Learning Outcomes
Upon completion of this course, students are able to:
1. Develop a personal career plan by identifying areas of interest, preferences, values,
strengths, weaknesses, aptitudes, and transferable skills.
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 145
2. Complete the components of a job search including researching potential employers,
developing networks, making cold calls to uncover opportunities in the hidden job
market, and following up on applications submitted.
3. Effectively use the telephone and Internet to research the labour market, employers,
occupations, salaries, and job opportunities.
4. Prepare a professional resume and cover letter targeted to a specific employer,
company and position.
5. Develop future employment contacts through networking and information interviews.
6. Formulate personal choices and goals based on a self-assessment of personal traits,
interests, preferences, values, strengths, and aptitudes.
7. Demonstrate time management skills and professional behaviour with respect to
punctuality, attendance, and appropriate attire.
8. Identify potential employers within the sector of interest.
9. Role play in a mock interview situation.
2.0
Methods of Instruction/Delivery Format



3.0
Lectures, seminars, workshops, guest speakers, and on-line research.
Role plays
Course notes, resources, assignments and job postings are available on-line
(Blackboard), allowing students access to information and communication with the
facilitator and each other, outside regularly scheduled class hours.
Reference Texts and Supplies
Greene, Susan D., Martel, Melanie C.L., The Ultimate Job Hunter’s Guidebook Fifth
Edition, Houghton Mifflin, 2008.
Recommended:
Current related literature, related web sites, career directories.
Evaluation
Assignment One (self-assessment)
Assignment Two (informational interview and report)
Assignment Three (resume and cover letter)
Assignment Four (strategies and e-portfolio)
Assignment Five (simulated job interviews)
Professionalism
Total
15%
15%
15%
25%
15%
15%
100%
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 146
The course and the assignments within it are graded on a satisfactory/unsatisfactory
basis.
4.0
Course Schedule
Weeks
Topics
Readings/Assignments
1
Planning Your Job Search:
Researching the job market
Chapter 1, Greene &
Martel
2
Conducting a Self-Assessment
Chapter 2, Greene &
Martel
Assignment One
Completing self-assessment
module
3
Targeting Potential Employers
Chapter 7, Greene &
Martel
4
Have You Considered…?:
Different types of employment
Backdoor Your Way Into a Job:
Various ways of gaining
experience in your field
Chapters 9 & 10, Greene
& Martel
Assignment Two
Informational interview and report
5-6
7
Preparing Your Resume
Chapter 4, Greene &
Martel
Writing Cover Letters
Chapter 5, Greene &
Martel
Assignment Three
Resume and cover letter in
response to job posting
8
Obtaining References and
Assembling a Portfolio
Chapter 6, Greene &
Martel
9
Planning and Organizing the Job
Hunt
Taking Your Job Hunt Online
Chapters 3 & 8, Greene &
Martel
10
Interviewing: Preparation and
Strategies
Assignment Four
Strategies for job interview
Chapter 12, Greene &
Martel
11
Evaluating Job Offers
Chapter 13, Greene &
Martel
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 147
Weeks
5.0
Topics
Readings/Assignments
12
Learning Your New Job
Chapter 14, Greene &
Martel
13-14
Assignment Five
Simulated job interviews
Classroom and Equipment Requirements
Humber Standard A classroom
Bachelor of Health Sciences (Workplace Health and Wellness) Section D, Page 148
D7.3
Identification of Previously Assessed Non-Core Courses
There are no new breadth courses for this submission.
D8
Bridging Courses
D8.1
Bridging Course Descriptions:
Not Applicable to this submission
D8.2
Bridging Course Outlines:
Not Applicable to this submission
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 428
D9
Gap analysis – Diploma and Advanced Diploma to Degree Transfer
D 9.1 Summary of Gaps: Transfer Graduates of Humber 2-year Diploma programs: Fitness
& Health Promotion, Food & Nutrition Management, Occupational Therapist Assistant &
Physiotherapist Assistant, Paramedic, Pharmacy Technician and Practical Nursing and the 3year Advanced Diploma in Massage Therapy.
It is anticipated that some graduates from the Fitness & Health Promotion, Food & Nutrition
Management, Massage Therapy, Occupational Therapist Assistant & Physiotherapist Assistant,
Paramedic, Pharmacy Technician and Practical Nursing programs will be interested in
transferring into the Bachelor of Health Sciences (Workplace Health and Wellness) program.
Humber’s methodology for identifying and bridging the learning gaps that inevitably exist
between parallel diploma and degree programs has been well documented in its earlier
submissions for degree level study. Following this established practice, the Bachelor of Health
Sciences (Workplace Health and Wellness) program learning outcomes were compared to the
MTCU program standards of the 2 year diploma programs. Outlined below are the degree and
diploma learning outcomes, skill and knowledge gaps, and a summary of the learning required
to bridge those gaps.
Diploma holders in Fitness & Health Promotion, Food & Nutrition Management, Massage
Therapy, Occupational Therapist Assistant & Physiotherapist Assistant, Paramedic, and
Pharmacy Technician will be granted block transfer of 39 core credits, and 9 non-core breadth
credits. Those with diplomas in Practical Nursing will be awarded block transfer of core 36
credits and 6 non-core breadth credits are required to make up 3 non-core breadth credits
during their degree program years. All diploma holders will enter the degree program in Year 2
Semester 4, joining direct entry students
The degree program has been designed to capitalize on the prior learning of diploma graduates
with attention paid to review and extension of key content, knowledge, skills and attitudes
throughout the program. In some cases, there may not be full direct one-to-one correspondence
between the stated learning outcomes from diploma to degree; however, the curriculum
designers have worked in consultation with professors from the diploma programs to ensure
that students are prepared for the rigours of the degree program. In some cases, modifications
to the curricula for diploma programs are planned to more directly and transparently address the
key concepts and skills developed in the first three semesters of the direct-entry degree
program. Diploma students have received instruction in critical reading and writing, and often
also in mathematics. In addition, all candidates admitted to the degree program must hold
Grade 12 U/C Mathematics and English or equivalent credits which provide adequate
preparation for the core courses in the program. It is recognized that these are common areas
where further development is sometimes required for success in degree level courses and for
future employment. Where transfer students are deficient in knowledge in critical reading,
writing and mathematics, they will be directed to Humber’s Mathematics Centre or Writing
centre for additional assistance.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 429
D 9.1.1 Gaps Identified
The development team has not identified significant learning outcome gaps between the 2 year
Diploma and the first three semesters of the degree program, with the possible exception of
Mathematics, Research and Writing for Issues in Health Sciences. So, as a result the students
who have completed the diploma program will enter Semester 4 of the regular program with
provision for extra assistance in these key skills through Humber’s Writing Centre and
Mathematics Centre as needed on a case-by-case basis to allow these students to advance
through the required courses in 5 semesters.
Note that the comparisons were made with the program learning outcomes for Fitness & Health
Promotion, Food & Nutrition Management, Massage Therapy, and Occupational Therapist
Assistant & Physiotherapist Assistant, Paramedic and, Pharmacy Technician Diplomas and the
degree program outcomes, leading to specific transfer recommendations for students
transferring from the 2 and 3-year year diploma programs offered at Humber. Graduates of the
2-year Practical Nursing Diploma Program will be required to complete 1 reach-back non-core
course. Graduates of similar 2 or 3-year diplomas from other Colleges may not have sufficient
non-core breadth courses for transfer and/or may be asked to complete additional “reach back”
courses and thus would have to complete additional courses to meet the degree requirements.
Students transferring from other 2 or 3-year diploma programs will be assessed on a case-bycase basis.
Any gaps in depth and breadth of study will be addressed in the completion of an additional 7
elective breadth courses (8 for Practical Nursing Diploma transfer students) and senior
specialization courses in the final two years of the degree in combination with the lab learning
experiences, volume of reading and the nature of assignments associated with the degree level
courses.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 430
Non-Core Requirements for Transfer Students:
Humber graduates of most the two- and three year diplomas will have taken 3 designated
general education courses (Practical Nursing graduates will have taken 2). If graduates of the
diploma programs have met the 75% grade requirement, they will receive credit for 3 breadth
courses towards the degree. (Practical Nursing graduates will receive credit for 2).
BHS(WH
W) NonCore
Requirem
ents
Humber Diploma-Level Courses which meet criteria for approved bachelor level
credit transfer achieved at 75% average in each course
Fitness &
Health
Promotion
Food &
Nutrition
Mgt.
Massage
Therapy
OT/PT
Assistant
Paramedic
Pharmacy
Tech
Practical
Nursing
Non-core
elective
1
Intro to
Arts &
Science
Intro to
Arts &
Science
Intro to
Arts &
Science
Intro to
Arts &
Science
Intro to
Arts &
Science
Intro to
Arts &
Science
Non-core
elective
2
Gen Ed
Elective
Gen Ed
Elective
Gen Ed
Elective
Gen Ed
Elective
Gen Ed
Elective
Gen Ed
Elective
Sociology
: An
Introducti
on
Develop
mental
Psycholo
gy
Non-core
Elective
3
Sociology
of Sport
Gen Ed
Elective
Gen Ed
Elective
Gen Ed
Elective
Gen Ed
Elective
Addition
al Noncore
Electives
required
Total
7 Degree
Breadth
Electives
7 Degree
Breadth
Electives
7 Degree
Breadth
Electives
Develop
mental
Psycholo
gy
7 Degree
Breadth
Electives
7 Degree
Breadth
Electives
7 Degree
Breadth
Electives
8 Degree
Breadth
Electives
10 noncore
electives
10 noncore
electives
10 noncore
electives
10 noncore
electives
10 noncore
electives
10 noncore
electives
10 noncore
electives
Non-Core Requirements for Transfer Students from other program and institutions:
In the case of other transfers, students who have completed a 2-year diploma or a 3-year
advanced diploma may have completed two or more or fewer general education credits, for
which they will be awarded credit in the Bachelor of Health Sciences (Workplace Health and
Wellness) provided they have achieved a 75% average in those courses.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 431
D9.2 Core Program Gap Analysis By Specific Diploma
Below are summaries of analyses for each of the seven identified diploma transfer scenarios.
For each the MTCU published overall standards are listed, and then compared with the stated
overall Program Learning Outcomes of the BHS(WHW) degree program. Where gaps in
knowledge, skills or attitudes are determined, courses to address these gaps are identified.
Humber has on file a fully detailed gap analysis aligning specific elements of performance for
each diploma program against the specific program learning outcomes of the BHS(WHW).
The Overall Program Learning Outcomes for the BHS(WHW) are listed below:
On completion of the BHS(WHW) graduates reliably demonstrate the ability to:
1. Evaluate determinants of workplace health and wellness in order to make
evidence-informed decisions which are supported by theoretical and practical
knowledge of key health and wellness concepts.
2. Employ appropriate methodologies for research, dissemination of information,
program planning, implementation and renewal, problem-solving,
interprofessional education and collaboration and project management.
3. Apply ethical, evidence-informed strategies to develop and sustain inclusionary
proactive and reactive practices which support continuous improvements in
workplace health and wellness.
4. Communicate health and wellness messages effectively in a variety of traditional
and innovative media modalities.
5. Develop habits of mind which demonstrate awareness of the scope and limits of
professional practice.
6. Demonstrate responsible leadership, accountability and effective collaboration,
modeling the embodiment of personal and workplace health and wellness
principles.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 432
9.2.1. Core Program Gap Analysis: Occupational Therapist Assistant / Physiotherapist
Assistant Diploma to Bachelor Health Sciences (Workplace Health and Wellness)
Note: comparisons were made with the program learning outcomes for the: Occupational
Therapist Assistant / Physiotherapist Assistant Diploma (MCTU Code 51502) specifically
with the Humber 2-year diploma in mind. Graduates of the diploma from other colleges may not
have sufficient non-core courses for transfer and/or may be asked to complete additional “reach
back” core courses.
The Occupational Therapist Assistant / Physiotherapist Assistant Program Standards have
clearly identified description and detailed program learning outcomes, (OTA & PTA Program
Standards, MTCU 2008, Queen’s Printer for Ontario) which while not identical to program
learning outcomes articulated for the Bachelor of Health Sciences (Workplace Health and
Wellness), indicate affinity and transferable levels of knowledge, skills, proficiencies, attitudes
and capabilities.
Occupational Therapist Assistant & Physiotherapist Assistant Diploma
Occupational Therapist Assistants (OTAs) and Physiotherapist Assistants (PTAs) are health
care workers who work under the supervision of and in collaboration with occupational
therapists and/or physiotherapists, respectively. Graduates assist these therapists to teach and
enable clients to effectively cope with their limitations in movement, daily functioning, and
activities whether temporary or permanent, during and following recovery. As health care team
members, OTAs and PTAs work with individuals, families, and groups of varying abilities, and
provide support and enable participation in meaningful activities across the lifespan. OTAs and
PTAs assist in the implementation of intervention/treatment plans and programs that have been
developed by the occupational therapist or physiotherapist. Occupational therapy promotes
clients’ optimal independent function, with the purpose of enabling individuals to perform selfcare, be productive, and to contribute to their environment. Physiotherapy improves and
maintains clients’ functional independence and physical performance, and promotes fitness,
health, and wellness. Both OTAs and PTAs are responsible for the implementation of those
activities/exercises that have been assigned to them. Under current legislation, occupational
therapists and physiotherapists are legally accountable for the safe, effective, and efficient
planning, delivery, and evaluation of the activities/exercises assigned to the OTA / PTA.
Graduates demonstrate interpersonal and communication skills that respect the uniqueness of
individuals. They work together with clients, occupational therapists, physiotherapists, and other
health care and social service providers to enable clients to meet their own expected goals.
Their behaviour is consistent with relevant legislation and the policies and procedures
established by the practice setting. OTAs and PTAs use judgment in making decisions; behave
in an ethical manner; contribute to the development, implementation, and modification of
occupational therapy and physiotherapy programs and services; and contribute occupational
therapy and physiotherapy concepts and perspectives at health care team meetings. Becoming
an OTA and PTA enables an individual to enter a dynamic and challenging career that offers
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 433
opportunities in a variety of health and community settings. Graduates may find employment
within health care facilities, community agencies, and private practices.
Program Learning Outcomes Synopsis
The graduate has reliably demonstrated the ability to
1. Communicate appropriately and effectively, through verbal, nonverbal, written and
electronic means, with clients, their families, and significant others, occupational
therapists, physiotherapists, other health care providers, and others within the
role of the therapist assistant.
2. Participate in the effective functioning of interprofessional health care teams
within the role of the therapist assistant.
3. Establish, develop, maintain, and bring closure to client-centered, therapeutic
relationships within the role of the therapist assistant.
4. Ensure personal safety and contribute to the safety of others within the role of the
therapist assistant.
5. Practice competently in a legal, ethical, and professional manner within the role of
the therapist assistant.
6. Document and complete client records in a thorough, objective, accurate, and
nonjudgmental manner within the role of the therapist assistant.
7. Develop and implement strategies to maintain, improve, and promote professional
competence within the role of the therapist assistant.
8. Perform effectively within the roles and responsibilities of the therapist assistant
through the application of relevant knowledge of health sciences, psychosociological sciences, and health conditions.
9. Perform functions common to both physiotherapy and occupational therapy
practices that contribute to the development, implementation and modification of
intervention/treatment plans, under the supervision of and in collaboration with
the occupational therapist and/or physiotherapist.
10. Enable the client’s occupational performance by contributing to the development,
implementation, and modification of intervention/treatment plans, under the
supervision of and in collaboration with the occupational therapist.
11. Enable the client’s optimal physical function by contributing to the development,
implementation, and modification of intervention/treatment plans, under the
supervision of and in collaboration with the physiotherapist.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 434
Below, is an analysis of the affinity and transferability of learning outcomes within the two
programs.
Degree Program Level
Learning Outcomes
A. Evaluate
determinants of
workplace health
and wellness in
order to make
evidence-informed
decisions which are
supported by
theoretical and
practical knowledge
of key health and
wellness concepts.
Gap Analysis Occupational
Therapist Assistant /
Physiotherapist Assistant
Diploma
Remediation of Gap - Courses
Some attention has been
paid to causes of disease.
Subsequent work is required
in applied epidemiology.
Applied Epidemiology,
Occupational Health and Safety
OTA/PTA graduates have
advanced understanding of
musculoskeletal structures
and functions and disorders.
Other factors require further
investigation.
Food, Nutrition and Active
Living,
Applied Epidemiology,
Occupational Health and
Safety, Mental Health and
Addictions
OTA/PTA graduates have
advanced understanding of
health professions. They are
prepared to study
interprofessional leadership.
Interprofessional Leadership
Diploma graduates have
some knowledge of
healthcare systems which
will be extended in degree
program
Interprofessional Leadership
Mental Health and Addictions
Occupational Health and
Safety, Applied Epidemiology,
Diploma graduates have
some knowledge of
determinants of health which
will be extended in degree
program
Applied Epidemiology,
Occupational Health and
Safety, Mental Health and
Addictions,
Health Literacy
Diploma graduates have
some knowledge of
theoretical models which will
be extended in degree
program
Food, Nutrition and Active
Living Applied Epidemiology,
Occupational Health and
Safety, Mental Health and
Addictions.
Interprofessional Leadership,
Health Literacy,
The Business Case for WHW,
Human Resources in
Workplaces
Diploma graduates have
some knowledge of
standards within the OT/ PT
practice which will be
extended in degree program
to include other health
Ethical & legal Issues in WHW
Occupational Health and
Safety, Mental Health and
Addictions,
Change in 21st Century Orgs.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 435
Degree Program Level
Learning Outcomes
Gap Analysis Occupational
Therapist Assistant /
Physiotherapist Assistant
Diploma
Remediation of Gap - Courses
professions
B. Employ appropriate
methodologies for
research,
dissemination of
information,
program planning,
implementation and
renewal, problemsolving,
interprofessional
education and
collaboration and
project
management.
Diploma graduates have
some knowledge of lifestyle
factors, which will be
extended in degree program
Food, Nutrition and Active
Living Applied Epidemiology,
Occupational Health and
Safety, Mental Health and
Addictions,
Health Literacy, Human
Resources in Workplaces
Diploma graduates have
limited knowledge of duty of
care, which will be extended
in degree program
The Business Case for WHW
Ethical & legal Issues in WHW
Occupational Health and
Safety, Mental Health and
Addictions Disability
Management
Change in 21st Century Orgs.
Diploma graduates have
some knowledge of specific
terminologies which will be
extended in degree program
Applied Epidemiology,
Occupational Health and
Safety,
Mental Health and Addictions,
Interprofessional Leadership,
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Health Literacy
Diploma graduates have
some knowledge of research
methods which will be
extended in degree program
Health Literacy,
Biostatistics & Research,
Knowledge Translation,
Capstone Projects 1 & 2,
Diploma graduates have
some knowledge of program
implementation which will be
extended in degree program
Biostatistics & Research,
Health Literacy,
Knowledge Translation,
Capstone Projects 1 & 2,
Project Management in WHW,
OTA/PTA graduates have
advanced understanding of
interprofessional practice
which will be enhanced and
applied in the degree
program.
Interprofessional Leadership.
Health Literacy, The Business
Case for WHW
Human Resources in
Workplaces,
Change in 21st Century Orgs. ,
Work Placement
Diploma graduates have
some knowledge of problem-
Interprofessional Leadership
Occupational Health and Safety
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 436
Degree Program Level
Learning Outcomes
C. Apply ethical,
evidence-informed
strategies to
develop and sustain
inclusionary
proactive and
reactive practices
which support
continuous
improvements in
workplace health
and wellness.
D. Communicate health
and wellness
messages
effectively in a
Gap Analysis Occupational
Therapist Assistant /
Physiotherapist Assistant
Diploma
Remediation of Gap - Courses
solving which will be
extended in degree program
Human Resources in
Workplaces
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Project Management in WHW
Capstone Projects 1 & 2
Work Placement
Diploma graduates have
some limited knowledge of
statistical methods which will
be extended in degree
program
The Business Case for WHW
Biostatistics & Research
Health Literacy
Knowledge Translation
Diploma graduates have
some limited knowledge of
evidence-informed practices
which will be extended in
degree
Biostatistics & Research
Health Literacy
Knowledge Translation,
Change in 21st Century Orgs.
Capstone Projects 1 & 2
OTA/PTA graduates have
advanced understanding of
legal and ethical issues
within their scope of practice.
This will be extended to
workplace issues.
Occupational Health and Safety
Ethical & Legal Issues in WHW
Diploma graduates have
some proficiency cultural
sensitivity towards clients
which will be extended in
degree program to
Organizations.
Mental Health and Addictions,
The Business Case for WHW
Human Resources in
Workplaces
Ethical & legal Issues in WHW
Disability, Management
Change in 21st Century Orgs.
Work Placement
Diploma graduates have
some knowledge of
principles of behavioural
change at an individual client
level which will be extended
in degree program to include
organizational change.
The Business Case for WHW,
Interprofessional Leadership
Food, Nutrition and Active
Living Human Resources in
Workplaces
Change in 21st Century Orgs.
Project, Management in WHW
Diploma graduates have
some limited knowledge of
knowledge translation
methods which will be
extended in degree program.
Biostatistics & Research
Health Literacy
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 437
Degree Program Level
Learning Outcomes
variety of traditional
and innovative
media modalities.
E. Develop habits of
mind which
demonstrate
Gap Analysis Occupational
Therapist Assistant /
Physiotherapist Assistant
Diploma
Remediation of Gap - Courses
Diploma graduates have
some limited exposure
communication methods
which will be extended in
degree
Biostatistics & Research
Health Literacy
Knowledge Translation
Project Management in WHW
Diploma graduates have
some knowledge of
interpersonal communication
in health care settings which
will be extended in degree
program to include Business
Communications.
Interprofessional Leadership,
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of
interpersonal communication
in health care settings which
will be extended in degree
program to include multimedia communications.
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Wellness Coaching Principles
Digital Innovations In WHW,
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of
interpersonal communication
in health care settings which
will be extended in degree
program to include wellness
coaching and team
facilitation.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Wellness Coaching Principles
Work Placement
Diploma graduates have
some knowledge of the
range of health professions
which will be extended in
Interprofessional Leadership
The Business Case for WHW
Disability Management
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 438
Degree Program Level
Learning Outcomes
awareness of the
scope and limits of
professional
practice.
F. Demonstrate
responsible
leadership,
accountability and
effective
collaboration,
modeling the
embodiment of
personal and
workplace health
and wellness
principles.
Gap Analysis Occupational
Therapist Assistant /
Physiotherapist Assistant
Diploma
Remediation of Gap - Courses
degree program to a broader
scope.
Diploma graduates have
some knowledge of health
care services, which will be
extended in degree program.
Interprofessional Leadership
Health Literacy
Human Resources in
Workplaces
Ethical & legal Issues in WHW
Wellness Coaching Principles
Disability Management
Diploma graduates have
some knowledge of health
care services, which will be
extended in degree program
to include a range of
Organizations.
Interprofessional Leadership
The Business Case for WHW
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Knowledge Translation
Diploma graduates have
developed networks and
personal commitment which
will be extended in degree
program.
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Project Management in WHW
Wellness Coaching Principles
Digital Innovations In WHW
Diploma graduates have
developed responsive
attitudes in health care
settings which will be
extended in degree program
to include a range of
Organizations.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation,
Capstone Projects 1 & ,
Project Management in WHW
Work Placement
Diploma graduates have
developed integrity in health
care settings which will be
extended in degree program
to include a range of
Organizations.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2,
Project Management in WHW
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 439
Degree Program Level
Learning Outcomes
Gap Analysis Occupational
Therapist Assistant /
Physiotherapist Assistant
Diploma
Remediation of Gap - Courses
Work Placement
Diploma graduates have
some knowledge of
interpersonal communication
in health care settings which
will be extended in degree
program to include focus on
change processes.
The Business Case for WHW
Human Resources in
Workplaces,
Change in 21st Century Orgs.
Knowledge Translation,
Interprofessional Leadership,
Capstone Projects 1 & 2,
Project Management in WHW,
Work Placement
Diploma graduates have
some knowledge of
Interprofessional practices
communication in health care
settings which will be
extended in degree program
to include focus on
leadership.
Interprofessional Leadership,
The Business Case for WHW
Human Resources in
Workplaces,
Change in 21st Century Orgs.
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of self-care
practices in health care
settings which will be
extended in degree program
to include organizational
settings
Food, Nutrition & Active Living
Business Case for WHW
Human Resources in
Workplaces
Ethical & Legal Issues in WHW
Capstone Project 1 & 2
Wellness Coaching
Diploma graduates have
some knowledge of
reflective practice which will
be extended in degree
program to include
organizational settings
Health Literacy
Digital Innovations in WHW
Capstone Project 1 & 2
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 440
D9.2.2 Core Program Gap Analysis: Food and Nutrition Management Diploma
to Bachelor Health Sciences (Workplace Health and Wellness)
Note: comparisons were made with the program learning outcomes for the Food and Nutrition
Management Diploma (MCTU Code 53204) specifically with the Humber 2-year diploma in
mind. Graduates of the diploma from other Colleges may not have sufficient non-core courses
for transfer and/or may be asked to complete additional “reach back” core courses.
The Food and Nutrition Management Diploma Program Standard has clearly identified
description and detailed program learning outcomes, ( Food and Nutrition Management
Program Standards, MTCU 1998, www.tcu.gov.on.ca) which while not identical to program
learning outcomes articulated for the Bachelor of Health Sciences (Workplace Health and
Wellness), indicate affinity and transferable levels of knowledge, skills, proficiencies, attitudes
and capabilities.
9.2.2. Core Program Gap Analysis: Food and Nutrition Management Diploma
Graduates from Food and Nutrition Management Programs are employed in a variety of foodservice settings. Most commonly these settings require the graduate to supervise the
preparation and service of food to various client groups, and to ensure the day-to-day
maintenance of a healthy food-service environment.
Additionally, in many situations, they are required to work under the direction of a clinical
dietician responsible for the appropriate feeding of a health care clientele. For all of these
employment settings, a common requirement of skills, knowledge, and behaviours has been
identified.
The consultative process used in this standard development process further identified some
emerging areas for which graduates should be prepared. These include a need to be able to
work and supervise employees in a "multitasking" environment, an increasingly culturally and
educationally diverse workforce, and in situations requiring a growing demand for a customeroriented approach in residential settings. These developments will also make the provision of a
safe food-service environment increasingly challenging. In addition there is a growing trend for
program graduates to work in community as well as institutional settings.
In Canada, the national and provincial associations of professionals working in this field have
created, published, and endorsed educational standards that define an entry level requirement
for graduates who wish to enter this profession. The program standard that follows is based on
those well-stated requirements as well as input from appropriate stakeholders.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 441
Program Learning Outcomes Synopsis
The graduate has reliably demonstrated the ability to
1. Practice in accordance with the code of ethics of the appropriate professional
association.
2. Evaluate personal strengths and limitations in practice.
3. Exhibit professional conduct.
4. Apply a knowledge of normal and clinical nutrition.
5. Participate in the provision of nutritional care in a variety of settings including
institutional and community environments.
6. Participate in master menu planning.
7. Participate in procurement of goods and services.
8. Supervise the preparation of food products and special feedings following
standardized recipes and production procedures.
9. Supervise food distribution according to established standards.
10. Supervise operational procedures to meet established standards for safety and
sanitation according to established policy, procedures, and regulations.
11. Participate in the management and coordination of catering activities and
cafeteria promotions.
12. Participate in the management of the food service and nutrition department.
13. Participate in facility-wide quality management programs.
14. Participate in the management of departmental human resources.
15. Supervise personnel through the use of appropriate management, training, and
motivational techniques.
16. Participate in the financial planning for and management of the department.
17. Develop and maintain clear communication channels both within the department
and externally.
18. Use computers and other available electronic technology for activities in food
service management and nutritional care.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 442
Degree Program Level
Learning Outcomes
A. Evaluate
determinants of
workplace health
and wellness in
order to make
evidenceinformed
decisions which
are supported by
theoretical and
practical
knowledge of key
health and
wellness
concepts.
Gap Analysis Food and
Nutrition Management
Diploma
Remediation of Gap - Courses
Some attention has been
paid to causes of disease.
Subsequent work is
required in applied
epidemiology.
Applied Epidemiology
Occupational Health and Safety
FNM graduates have some
understanding of the role of
nutrition in health. Other
factors require further
investigation.
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
FNM graduates have some
understanding of health
professions. They are
prepared to study
interprofessional
leadership.
Interprofessional Leadership
Diploma graduates have
little formal knowledge of
healthcare systems which
will be extended in degree
program
Interprofessional Leadership
Mental Health and Addictions
Occupational Health and Safety
Applied Epidemiology
Diploma graduates have
some knowledge of
determinants of health
which will be extended in
degree program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Diploma graduates have
limited knowledge of
theoretical models which
will be extended in degree
program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Diploma graduates have
some knowledge of
standards within the FNM
practice which will be
extended in degree
program
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Change in 21st Century Orgs.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 443
Degree Program Level
Learning Outcomes
B. Employ
appropriate
methodologies
for research,
dissemination of
information,
program
planning,
implementation
and renewal,
problem-solving,
interprofessional
education and
collaboration and
project
management.
Gap Analysis Food and
Nutrition Management
Diploma
Remediation of Gap - Courses
Diploma graduates have
some knowledge of lifestyle
factors, which will be
extended in degree
program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Human Resources in
Workplaces
Diploma graduates have
limited knowledge of duty of
care, which will be
extended in degree
program
The Business Case for WHW
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Disability Management
Change in 21st Century Orgs.
Diploma graduates have
some knowledge of specific
terminologies which will be
extended in degree
program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Interprofessional Leadership
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Health Literacy
Diploma graduates have
some knowledge of
research methods which
will be extended in degree
program
Health Literacy
Biostatistics & Research
Knowledge Translation
Capstone Projects 1 & 2
Diploma graduates have
some knowledge of
program implementation
which will be extended in
degree program
Biostatistics & Research
Health Literacy
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
FNM graduates have some
understanding of
interprofessional practice
which will be enhanced and
applied in the degree
program.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Work Placement
Diploma graduates have
some knowledge of
problem-solving which will
be extended in degree
Interprofessional Leadership
Occupational Health and Safety
Human Resources in
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 444
Degree Program Level
Learning Outcomes
C. Communicate
health and
wellness
messages
effectively in a
variety of
traditional and
innovative media
modalities.
D. Communicate
health and
wellness
Gap Analysis Food and
Nutrition Management
Diploma
Remediation of Gap - Courses
program
Workplaces
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Project Management in WHW,
Capstone Projects 1 & 2
Work Placement
Diploma graduates have
some limited knowledge of
statistical methods which
will be extended in degree
program
The Business Case for WHW
Biostatistics & Research, Health
Literacy
Knowledge Translation
Diploma graduates have
some limited knowledge of
evidence-informed
practices which will be
extended in degree
Biostatistics & Research
Health Literacy
Knowledge Translation
Change in 21st Century Orgs.
Capstone Projects 1 & 2
FNM graduates have
advanced understanding of
legal and ethical issues
within their scope of
practice. This will be
extended to workplace
issues.
Occupational Health and Safety
Ethical & Legal Issues in WHW
Diploma graduates have
some proficiency in cultural
sensitivity towards clients
which will be extended in
degree program to
Organizations.
Mental Health and Addictions
The Business Case for WHW
Human Resources in
Workplaces
Ethical & legal Issues in WHW
Disability, Management
Change in 21st Century Orgs.
Work Placement
Diploma graduates have
some knowledge of
principles of behavioural
change at an individual
client level which will be
extended in degree
program to include
organizational change.
The Business Case for WHW
Interprofessional Leadership
Food, Nutrition and Active Living
Human Resources in
Workplaces,
Change in 21st Century Orgs.
Project Management in WHW
Diploma graduates have
some limited knowledge of
knowledge translation
methods which will be
Biostatistics & Research
Health Literacy
Knowledge Translation,
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 445
Degree Program Level
Learning Outcomes
messages
effectively in a
variety of
traditional and
innovative media
modalities.
E. Develop habits of
mind which
Gap Analysis Food and
Nutrition Management
Diploma
Remediation of Gap - Courses
extended in degree
program.
Diploma graduates have
some limited exposure
communication methods
which will be extended in
degree
Biostatistics & Research,
Health Literacy
Knowledge Translation
Project Management in WHW
Diploma graduates have
some knowledge of
interpersonal
communication in health
care settings which will be
extended in degree
program to include
Business Communications.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of
interpersonal
communication in food
service settings which will
be extended in degree
program to include multimedia communications.
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces,
Change in 21st Century Orgs.
Knowledge Translation,
Wellness Coaching Principles
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of
interpersonal
communication in food
service settings which will
be extended in degree
program to include wellness
coaching and team
facilitation.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces,
Change in 21st Century Orgs. ,
Knowledge Translation
Digital Innovations In WHW,
Capstone Projects 1 & 2,
Project Management in WHW
Wellness Coaching Principles,
Work Placement
Diploma graduates have
some knowledge of the
range of health professions
Interprofessional Leadership
The Business Case for WHW
Disability Management
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 446
Degree Program Level
Learning Outcomes
demonstrate
awareness of the
scope and limits
of professional
practice.
F. Demonstrate
responsible
leadership,
accountability
and effective
collaboration,
modeling the
embodiment of
personal and
workplace health
and wellness
principles.
Gap Analysis Food and
Nutrition Management
Diploma
Remediation of Gap - Courses
which will be extended in
degree program to a
broader scope.
Diploma graduates have
some knowledge of health
care services and
confidentiality principles
which will be extended in
degree program.
Interprofessional Leadership
Health Literacy
Human Resources in
Workplaces
Ethical & legal Issues in WHW
Wellness Coaching Principles
Disability Management
Diploma graduates have
some knowledge of food
services, which will be
extended in degree
program to include a range
of Organizations.
Interprofessional Leadership
The Business Case for WHW
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Knowledge Translation
Diploma graduates have
developed networks and
personal commitment which
will be extended in degree
program.
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Project Management in WHW
Wellness Coaching Principles
Digital Innovations In WHW
Diploma graduates have
developed responsive
attitudes in food service
settings which will be
extended in degree
program to include a range
of Organizations.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
developed integrity in food
service settings which will
be extended in degree
program to include a range
of Orgs.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 447
Degree Program Level
Learning Outcomes
Gap Analysis Food and
Nutrition Management
Diploma
Remediation of Gap - Courses
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of
interpersonal
communication in food
service settings which will
be extended in degree
program to include focus on
change processes.
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Interprofessional Leadership
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of
interprofessional practices
communication in food
service settings which will
be extended in degree
program to include focus on
leadership.
Interprofessional Leadership
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of selfcare practices in which will
be extended in degree
program to include
organizational settings
Food, Nutrition & Active Living
Business Case for WHW
Human Resources in
Workplaces
Ethical & Legal Issues in WHW
Capstone Project 1 &2
Wellness Coaching
Diploma graduates have
some knowledge of
reflective practice which will
be extended in degree
program to include
organizational settings
Health Literacy
Digital Innovations in WHW
Capstone Project 1 & 2
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 448
D9.2.3 Core Program Gap Analysis: Paramedic Diploma
to Bachelor Health Sciences (Workplace Health and Wellness)
Note: comparisons were made with the program learning outcomes for the Paramedic Diploma
(MCTU Code 51637) specifically with the Humber 2-year diploma in mind. Graduates of the
diploma from other Colleges may not have sufficient non-core courses for transfer and/or may
be asked to complete additional “reach back” core courses.
The Paramedic Diploma Program Standard has clearly identified description and detailed
program learning outcomes, (Paramedic Program Standard, MTCU 2008, Queen’s Printer for
Ontario) which while not identical to program learning outcomes articulated for the Bachelor of
Health Sciences (Workplace Health and Wellness), indicate affinity and transferable levels of
knowledge, skills, proficiencies, attitudes and capabilities.
Paramedic Diploma Program Description
The Paramedic program includes an integration of complex knowledge, skills, and attitudes that
are necessary to practise safely, competently, and efficiently as a primary care paramedic in the
pre-hospital emergency care field either during an emergency or non-emergency situation. The
practice of paramedicine requires high levels of accuracy, responsibility, and accountability and
is founded on caring and compassion. Graduates of paramedic programs will have
demonstrated the ability to integrate complex knowledge, skills, and attitudes in a variety of
simulated patient-related situations, and clinical placements. Since the field of paramedicine has
a strong physical requirement and is a high-stress occupation, graduates must have attained
and developed plans to maintain their personal health, fitness levels, and well-being. Graduates
of paramedic programs use critical-thinking and problem-solving strategies to accurately and
competently assess and reassess patients, interpret and prioritize significant patient findings,
and implement and evaluate the effectiveness of the patient management strategies used.
Graduates employ decision-making skills in determining patient acuity levels and transport
priority in daily practice and ensure patient safety, comfort, and ongoing assessment and care
during ambulance transportation. The practice of paramedicine requires the ability to act
independently, simultaneous with the ability to work collaboratively with patients, other
paramedics, other emergency services personnel, ambulance communications officers,
physicians, nurses, and other allied health care personnel. Being able to effectively
communicate with patients and families in stressful situations is critical to the role of the
paramedic. Additionally, graduates are responsible for accurate and complete documentation
related to pre-hospital emergency care.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 449
Program Learning Outcomes Synopsis
The graduate has reliably demonstrated the ability to
1. Communicate and interact effectively and appropriately with patients and others.
2. Assess patients using relevant theory and practices and in compliance with
current legislation, regulations, standards, and best practice guidelines.
3. Establish patients’ treatment and transport priorities based on assessment
findings.
4. Implement preventive and therapeutic patient management strategies to maintain
and promote patients’ well-being in compliance with current legislation,
regulations, standards, and best practice guidelines.
5. Integrate and perform delegated controlled medical acts in a simulated, clinical,
and field setting.
6. Evaluate in an ongoing manner the effectiveness of patient management
strategies used and adapt or change strategies to provide optimal care for
patients.
7. Report and document patient information completely, accurately, and in a timely
manner, in compliance with current legislation, regulations, standards, and
applicable policies and procedures in a simulated, clinical, and/or field setting.
8. Ensure personal safety and contribute to the safety of partners, patients, and
others.
9. Ensure the operational safety and preparedness of an ambulance and its
equipment and operate an ambulance-type vehicle in a simulated setting.
10. Collaborate with a broad range of personnel such as first responders, paramedics,
emergency services personnel, health care professionals, and other allied health
care workers.
11. Integrate and meet legal, ethical, and professional responsibilities while providing
optimal care for patients.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 450
Below, is an analysis of the affinity and transferability of learning outcomes within the two
programs.
Degree Program Level
Learning Outcomes
Gap Analysis Paramedic
Diploma
Remediation of Gap - Courses
A. Evaluate
determinants of
workplace health
and wellness in
order to make
evidence-informed
decisions which are
supported by
theoretical and
practical knowledge
of key health and
wellness concepts.
Some attention has been
paid to causes of disease.
Subsequent work is required
in applied epidemiology.
Applied Epidemiology
Occupational Health and Safety
Paramedic graduates have
some understanding of
injury and acute illness.
Other factors require further
investigation.
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Paramedic graduates have
some understanding of
health professions. They are
prepared to study
interprofessional leadership.
Interprofessional Leadership
Diploma graduates have
little formal knowledge of
healthcare systems which
will be extended in degree
program
Interprofessional Leadership
Mental Health and Addictions
Occupational Health and Safety
Applied Epidemiology
Diploma graduates have
some knowledge of
determinants of health
which will be extended in
degree program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Diploma graduates have
limited knowledge of
theoretical models which will
be extended in degree
program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Diploma graduates have
some knowledge of
standards within the
Paramedic practice which
will be extended in degree
program
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Change in 21st Century Orgs.
Diploma graduates have
Food, Nutrition and Active Living
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 451
Degree Program Level
Learning Outcomes
B. Employ
appropriate
methodologies
for research,
dissemination of
information,
program
planning,
implementation
and renewal,
problem-solving,
interprofessional
education and
collaboration
and project
management.
Gap Analysis Paramedic
Diploma
Remediation of Gap - Courses
little formal knowledge of
lifestyle factors, which will
be addressed in degree
program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Human Resources in
Workplaces
Diploma graduates have
some limited knowledge of
duty of care, which will be
extended in degree program
The Business Case for WHW
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Disability Management
Change in 21st Century Orgs.
Diploma graduates have
some knowledge of specific
terminologies which will be
extended in degree program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Interprofessional Leadership
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Health Literacy
Diploma graduates have
some knowledge of
research methods which will
be extended in degree
program
Health Literacy
Biostatistics & Research
Knowledge Translation
Capstone Projects 1 & 2
Diploma graduates have
some knowledge of program
implementation which will be
extended in degree program
Biostatistics & Research
Health Literacy
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Paramedic graduates have
some understanding of
interprofessional practice
which will be enhanced and
applied in the degree
program.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Work Placement
Diploma graduates have
some knowledge of
problem-solving which will
be extended in degree
program
Interprofessional Leadership
Occupational Health and Safety
Interpersonal Relation,
Ethical & legal Issues in WHW
Disability Management
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 452
Degree Program Level
Learning Outcomes
Gap Analysis Paramedic
Diploma
Remediation of Gap - Courses
Change in 21st Century Orgs.
Project Management in WHW
Capstone Projects 1 & 2
Work Placement
C. Apply ethical,
evidenceinformed
strategies to
develop and
sustain
inclusionary
proactive and
reactive
practices which
support
continuous
improvements in
workplace health
and wellness.
D. Communicate
health and
wellness
messages
effectively in a
variety of
Diploma graduates have
limited formal knowledge of
statistical methods which
will be addressed in degree
program
The Business Case for WHW
Biostatistics & Research, Health
Literacy
Knowledge Translation
Diploma graduates have
some limited knowledge of
evidence-informed practices
which will be extended in
degree
Biostatistics & Research
Health Literacy
Knowledge Translation
Change in 21st Century Orgs.
Capstone Projects 1 & 2
Paramedic graduates have
advanced understanding of
legal and ethical issues
within their scope of
practice. This will be
extended to workplace
issues.
Occupational Health and Safety
Ethical & Legal Issues in WHW
Diploma graduates have
limited formal training in
cultural sensitivity towards
Orgs. and employees which
will be addressed in degree
program
Mental Health and Addictions
The Business Case for WHW
Human Resources in
Workplaces
Ethical & legal Issues in WHW
Disability, Management
Change in 21st Century Orgs.
Work Placement
Diploma graduates have
some knowledge of
principles of behavioural
change at an individual
client level which will be
extended in degree program
to include organizational
change.
The Business Case for WHW
Interprofessional Leadership
Food, Nutrition and Active Living
Human Resources in
Workplaces
Change in 21st Century Orgs.
Project Management in WHW
Diploma graduates have
some limited knowledge of
knowledge translation
methods which will be
extended in degree
program.
Biostatistics & Research
Health Literacy,
Knowledge Translation
Diploma graduates have
Biostatistics & Research
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 453
Degree Program Level
Learning Outcomes
traditional and
innovative media
modalities.
E. Develop habits
of mind which
demonstrate
awareness of the
scope and limits
Gap Analysis Paramedic
Diploma
Remediation of Gap - Courses
some limited exposure
communication methods
which will be extended in
degree
Health Literacy
Knowledge Translation
Project Management in WHW
Diploma graduates have
some knowledge of
interpersonal
communication in health
care settings which will be
extended in degree program
to include Business
Communications.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Interpersonal Relation,
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of
interpersonal
communication in health
care settings which will be
extended in degree program
to include multi-media
communications.
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Wellness Coaching Principles
Digital Innovations In WHW
Capstone Projects 1 & 2,
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of
interpersonal
communication in health
care settings which will be
extended in degree program
to include wellness coaching
and team facilitation.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Wellness Coaching Principles
Work Placement
Diploma graduates have
some knowledge of the
range of health professions
which will be extended in
degree program to a
broader scope.
Interprofessional Leadership
The Business Case for WHW
Disability Management
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 454
Degree Program Level
Learning Outcomes
of professional
practice.
F. Demonstrate
responsible
leadership,
accountability
and effective
collaboration,
modeling the
embodiment of
personal and
workplace health
and wellness
principles.
Gap Analysis Paramedic
Diploma
Remediation of Gap - Courses
Diploma graduates have
some knowledge of health
care services and
confidentiality principles
which will be extended in
degree program.
Interprofessional Leadership,
Health Literacy
Human Resources in
Workplaces,
Ethical & legal Issues in WHW
Wellness Coaching Principles
Disability Management
Diploma graduates have
some knowledge of health
care services which will be
extended in degree program
to include a range of
Organizations.
Interprofessional Leadership
The Business Case for WHW
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Knowledge Translation
Diploma graduates have
developed networks and
personal commitment which
will be extended in degree
program.
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Project Management in WH,
Wellness Coaching Principles
Digital Innovations In WHW
Diploma graduates have
developed responsive
attitudes in health care
settings which will be
extended in degree program
to include a range of
Organizations.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
developed integrity in health
care settings which will be
extended in degree program
to include a range of
Organizations.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
The Business Case for WHW
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 455
Degree Program Level
Learning Outcomes
Gap Analysis Paramedic
Diploma
Remediation of Gap - Courses
some knowledge of
interpersonal
communication in health
care settings which will be
extended in degree program
to include focus on change
processes.
Human Resources in
Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Interprofessional Leadership
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of
interprofessional practices
communication in health
care settings which will be
extended in degree program
to include focus on
leadership.
Interprofessional Leadership
The Business Case for WHW
Human Resources in
Workplaces
Change in 21st Century Orgs.
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
some knowledge of selfcare practices in health care
settings which will be
extended in degree program
to include organizational
settings
Food, Nutrition & Active Living
Business Case for WHW
Human Resources in
Workplaces
Ethical & Legal Issues in WHW
Capstone Project 1 &2
Wellness Coaching
Diploma graduates have
some knowledge of
reflective practice which will
be extended in degree
program to include
organizational settings
Health Literacy
Digital Innovations in WHW
Capstone Project 1 & 2
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 456
9.2.4 Core Program Gap Analysis: Pharmacy Technician Diploma to Bachelor Health
Sciences (Workplace Health and Wellness)
Note: comparisons were made with the program learning outcomes for the Pharmacy
Technician Diploma (MCTU Code 51623) specifically with the Humber 2-year diploma in
mind. Graduates of the diploma from other Colleges may not have sufficient non-core courses
for transfer and/or may be asked to complete additional “reach back” core courses.
The Pharmacy Technician Diploma Program Standard has clearly identified description and
detailed program learning outcomes, (Pharmacy Technician Program Standard, MTCU 2008,
Queen’s Printer for Ontario) which while not identical to program learning outcomes articulated
for the Bachelor of Health Sciences (Workplace Health and Wellness), indicate affinity and
transferable levels of knowledge, skills, proficiencies, attitudes and capabilities.
Pharmacy Technician Diploma Program Description
At all times, learners in the Pharmacy Technician program will act in compliance with the
pertinent legislation and established standards, policies and procedures in their roles and
responsibilities within the scope of practice of the pharmacy technician. Graduates of the
Pharmacy Technician program will have attained a solid basis in the theory, principles and
practices needed to enter this patient-centred health care profession. They will apply critical
thinking skills to process prescriptions accurately and safely, control inventory according to
established policies and procedures, use paper and electronic processes to generate and
maintain accurate and confidential records and third party payer documents, and assist in the
provision of optimal medication therapy management and cost effective pharmacy services.
Being able to effectively communicate verbally, electronically and in writing is a key requirement
of graduates. In addition, graduates will contribute to the operation of a pharmacy by performing
work that requires high levels of accuracy and responsibility, including the legal and technical
management of receiving prescriptions; transferring or copying prescriptions; product
preparation; the independent double check; and the release and distribution of pharmaceutical
products pursuant to a prescription drug order. As members of an interprofessional health care
team, graduates will work with pharmacists, pharmacy technicians, pharmacy assistants and
other health care providers in order to optimize the health and well-being of patients. Graduates
will also use pharmacy informatics to enter patient and prescription information; access
information, such as drug interchangeability; and respond to computer warnings pertaining to
drug interactions, adverse effects and allergies by informing the pharmacist as required.
Graduates are awarded an Ontario College Diploma following the successful completion of the
Pharmacy Technician program. Graduates of Pharmacy Technician programs accredited by the
Canadian Council for Accreditation of Pharmacy Programs (CCAPP) are eligible for the
Pharmacy Technician Qualifying Examinations for entry-to-practice of the Pharmacy Examining
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 457
Board of Canada (PEBC). The PEBC Qualifying Examinations consist of a written Multiple
Choice Question (MCQ) examination and a performance-based examination, called an
Objective Structured Practical Examination (OSPE). After successful completion of the PEBC
Qualifying Examinations, applicants must successfully complete the Ontario College of
Pharmacists (OCP) Jurisprudence Examination before they can proceed with their application
for registration with OCP.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 458
Pharmacy Technician Diploma
Program Learning Outcomes Synopsis
The graduate has reliably demonstrated the ability to
1. Practice safely within a legal, ethical and professional framework in practice
settings.
2. Process prescriptions accurately in compliance with pertinent legislation and
established standards, policies and procedures in practice settings.
3. Prepare pharmaceutical products for dispensing in compliance with pertinent
legislation and established standards, policies and procedures in practice
settings.
4. Release pharmaceutical products in compliance with pertinent legislation and
established standards, policies and procedures in practice settings.
5. Collaborate with the pharmacist and other health care providers to optimize the
patient’s health and well-being within the scope of practice of the pharmacy
technician.
6. Promote quality assurance by performing effective and efficient administrative
functions in practice settings.
7. Optimize medication therapy management and product distribution using current
technologies in practice settings.
8. Develop and implement effective strategies for ongoing personal and professional
development that support currency, competence, ethics and values in the
pharmacy sector.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 459
Below, is an analysis of the affinity and transferability of learning outcomes within the two
programs.
Degree Program Level
Learning Outcomes
A. Evaluate
determinants of
workplace health
and wellness in
order to make
evidenceinformed
decisions which
are supported by
theoretical and
practical
knowledge of
key health and
wellness
concepts.
Gap Analysis Pharmacy Technician
Diploma
Remediation of Gap - Courses
Some attention has been paid to
causes of disease. Subsequent
work is required in applied
epidemiology.
Applied Epidemiology
Occupational Health and Safety
Pharmacy Technician graduates
have some understanding of injury,
chronic and acute illness. Other
factors require further investigation.
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Pharmacy Technician graduates
have some understanding of health
professions. They are prepared to
study interprofessional leadership.
Interprofessional Leadership
Diploma graduates have little formal
knowledge of healthcare systems
which will be extended in degree
program
Interprofessional Leadership
Mental Health and Addictions
Occupational Health and Safety
Applied Epidemiology
Diploma graduates have some
knowledge of determinants of
health which will be extended in
degree program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Diploma graduates have limited
knowledge of theoretical models
which will be extended in degree
program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Diploma graduates have some
knowledge of standards within the
Pharmacy Technician practice
which will be extended in degree
program
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Change in 21st Century Orgs.
Diploma graduates have little formal
knowledge of lifestyle factors, which
will be addressed in degree
program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Human Resources in Workplaces
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 460
Degree Program Level
Learning Outcomes
B. Employ
appropriate
methodologies
for research,
dissemination of
information,
program
planning,
implementation
and renewal,
problem-solving,
interprofessional
education and
collaboration
and project
management.
Gap Analysis Pharmacy Technician
Diploma
Remediation of Gap - Courses
Diploma graduates have some
limited knowledge of duty of care,
which will be extended in degree
program
The Business Case for WHW
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Disability Management
Change in 21st Century Orgs.
Diploma graduates have some
knowledge of specific terminologies
which will be extended in degree
program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Interprofessional Leadership
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Health Literacy
Diploma graduates have some
knowledge of research methods
which will be extended in degree
program
Health Literacy
Biostatistics & Research,
Knowledge Translation
Capstone Projects 1 & 2
Diploma graduates have some
knowledge of program
implementation which will be
extended in degree program
Biostatistics & Research, Health
Literacy
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Pharmacy Technician graduates
have some understanding of
interprofessional practice which will
be enhanced and applied in the
degree program.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Work Placement
Diploma graduates have some
knowledge of problem-solving
which will be extended in degree
program
Interprofessional Leadership
Occupational Health and Safety
Human Resources in Workplaces
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Project Management in WHW
Capstone Projects 1 & 2
Work Placement
Diploma graduates have limited
formal knowledge of mathematical
and statistical methods which will
be addressed in degree program
The Business Case for WHW
Biostatistics & Research, Health
Literacy
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 461
Degree Program Level
Learning Outcomes
C. Apply ethical,
evidenceinformed
strategies to
develop and
sustain
inclusionary
proactive and
reactive
practices which
support
continuous
improvements in
workplace health
and wellness.
D. Communicate
health and
wellness
messages
effectively in a
variety of
traditional and
innovative media
modalities.
Gap Analysis Pharmacy Technician
Diploma
Remediation of Gap - Courses
Diploma graduates have some
limited knowledge of evidenceinformed practices which will be
extended in degree
Biostatistics & Research
Health Literacy
Knowledge Translation
Change in 21st Century Orgs.
Capstone Projects 1 & 2
Pharmacy Technician graduates
have advanced understanding of
legal and ethical issues within their
scope of practice. This will be
extended to workplace issues.
Occupational Health and Safety
Ethical & Legal Issues in WHW
Diploma graduates have limited
formal training in cultural
sensitivity towards Orgs. and
employees which will be addressed
in degree program
Mental Health and Addictions
The Business Case for WHW
Human Resources in Workplaces
Ethical & legal Issues in WHW
Disability, Management
Change in 21st Century Orgs.
Work Placement
Diploma graduates have limited
formal knowledge of principles of
behavioural change at an individual
client level which will be addressed
in degree program to include
organizational change.
The Business Case for WHW
Interprofessional Leadership
Food, Nutrition and Active Living
Human Resources in Workplaces
Change in 21st Century Orgs.
Project, Management in WHW
Diploma graduates have some
limited knowledge of knowledge
translation methods which will be
extended in degree program.
Biostatistics & Research, Health
Literacy
Knowledge Translation
Diploma graduates have some
limited exposure communication
methods which will be extended in
degree
Biostatistics & Research, Health
Literacy
Knowledge Translation
Project Management in WHW
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended in
degree program to include
Business Communications.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended in
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 462
Degree Program Level
Learning Outcomes
E. Develop habits
of mind which
demonstrate
awareness of the
scope and limits
of professional
practice.
F. Demonstrate
responsible
leadership,
accountability
and effective
collaboration,
Gap Analysis Pharmacy Technician
Diploma
Remediation of Gap - Courses
degree program to include multimedia communications.
Change in 21st Century Orgs.
Knowledge Translation,
Wellness Coaching Principles
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended in
degree program to include wellness
coaching and team facilitation.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Wellness Coaching Principles
Work Placement
Diploma graduates have some
knowledge of the range of health
professions which will be extended
in degree program to a broader
scope.
Interprofessional Leadership
The Business Case for WHW
Disability Management
Diploma graduates have some
knowledge of health care services
and confidentiality principles which
will be extended in degree program.
Interprofessional Leadership
Health Literacy
Human Resources in Workplaces
Ethical & legal Issues in WHW
Wellness Coaching Principles
Disability Management
Diploma graduates have some
knowledge of health care services
which will be extended in degree
program to include a range of
Organizations.
Interprofessional Leadership
The Business Case for WHW,
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Knowledge Translation
Diploma graduates have developed
networks and personal commitment
which will be extended in degree
program.
The Business Case for WHW
Human Resources in Workplaces,
Change in 21st Century Orgs.
Project Management in WHW
Wellness Coaching Principles
Digital Innovations In WHW
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 463
Degree Program Level
Learning Outcomes
modeling the
embodiment of
personal and
workplace health
and wellness
principles.
Gap Analysis Pharmacy Technician
Diploma
Remediation of Gap - Courses
Diploma graduates have developed
responsive attitudes in health care
settings which will be extended in
degree program to include a range
of organizations.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation, Capstone
Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have developed
integrity in health care settings
which will be extended in degree
program to include a range of
organizations.
Interprofessional Leadership,
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended in
degree program to include focus on
change processes.
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Interprofessional Leadership
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of interprofessional
practices communication in health
care settings which will be extended
in degree program to include focus
on leadership.
Interprofessional Leadership
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of self-care practices in
health care settings which will be
extended in degree program to
include organizational settings
Food, Nutrition & Active Living
Business Case for WHW
Human Resources in Workplaces
Ethical & Legal Issues in WHW
Capstone Project 1 &2
Wellness Coaching
Diploma graduates have some
knowledge of reflective practice
and portfolio creation which will be
extended in degree program to
include organizational settings
Health Literacy
Digital Innovations in WHW
Capstone Project 1 & 2
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 464
9.2.5 Core Program Gap Analysis: Massage Therapy Advanced Diploma to Bachelor
Health Sciences (Workplace Health and Wellness)
Note: comparisons were made with the program learning outcomes for the Massage Therapy
Advanced Diploma (MCTU Code 61618) specifically with the Humber 3-year advanced
diploma in mind. Graduates of the diploma from other Colleges may not have sufficient non-core
courses for transfer and/or may be asked to complete additional “reach back” core courses.
The Massage Therapy Advanced Diploma Program Standard has clearly identified description
and detailed program learning outcomes, (Massage Therapy Program Standard, MTCU 2010,
Queen’s Printer for Ontario) which while not identical to program learning outcomes articulated
for the Bachelor of Health Sciences (Workplace Health and Wellness), indicate affinity and
transferable levels of knowledge, skills, proficiencies, attitudes and capabilities.
Massage Therapy Advanced Diploma
Program Description
Graduates of the Massage Therapy program from an Ontario College of Applied Arts and
Technology are awarded an Ontario College Advanced Diploma. They have demonstrated the
theoretical knowledge, professional commitment and technical skills needed to provide safe
and effective treatment, as entry-level practitioners.
Graduates have completed a program that has a firm basis in massage therapy theory,
principles and practices. They have developed a holistic view of the client, the massage
therapist and of massage therapy that reflects awareness of the dynamic relationship between
the profession and the physical, psychological, environmental and social dimensions of the
individual. The vocational learning outcomes are based on the Standards of Practice and the
Code of Ethics as established by the College of Massage Therapists of Ontario and comply with
current legislation and regulations.
Graduates are able to use a client-centred approach to practise as independent practitioners
and/or members of an interprofessional team. Graduates of the Massage Therapy program
have developed the knowledge, skills and attitudes needed to promote clients’ health and
wellness, and quality of life throughout their lifespan. They are expected to use personal
experience, current evidence-based research, critical thinking skills and decision-making
processes to guide their massage therapy practice.
Following completion of their program, graduates may apply to take the certification
examinations set by the College of Massage Therapists of Ontario (CMTO). Successful
candidates of this examination, who also meet the additional requirements for Registration as
set out in the legislation, will be entitled to use the professional designation of Registered
Massage Therapist (RMT).
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 465
Graduates may, through articulation agreements between colleges and universities, be granted
credits towards relevant degrees and certificates. Students should contact individual colleges for
further details of a college’s articulation agreements with other institutions or professional
associations.
Massage Therapy Advanced Diploma
Program Learning Outcomes Synopsis
The graduate has reliably demonstrated the ability to
1. Conduct a massage therapy practice within a legal, professional and ethical
framework.
2. Apply business principles relevant to a massage therapy practice.
3. Communicate and collaborate effectively and professionally with clients,
colleagues and members of the interprofessional team.
4. Develop and maintain therapeutic relationships to optimize clients’ health and
wellness.
5. Collect and assess clients’ information to determine their state of health and the
treatment goals.
6. Develop a plan of care according to the client’s condition and the treatment goals.
7. Implement the plan of care according to the client’s condition and the treatment
goals.
8. Evaluate the effectiveness of the plan of care.
9. Maintain documentation securely, accurately and in a timely manner.
10. Develop and implement ongoing effective strategies for personal and professional
development to ensure quality care.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 466
Below is an analysis of the affinity and transferability of learning outcomes within the two
programs.
Degree Program Level
Learning Outcomes
A. Evaluate
determinants of
workplace health
and wellness in
order to make
evidenceinformed
decisions which
are supported by
theoretical and
practical
knowledge of
key health and
wellness
concepts.
Gap Analysis Massage Therapy
Advanced Diploma
Remediation of Gap - Courses
Some attention has been paid to
causes of disease. Subsequent
work is required in applied
epidemiology.
Applied Epidemiology
Occupational Health and Safety
Massage Therapy graduates have
some understanding of injury,
chronic and acute illness. Other
factors require further investigation.
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Massage Therapy graduates have
some understanding of health
professions. They are prepared to
study interprofessional leadership.
Interprofessional Leadership
Diploma graduates have little formal
knowledge of healthcare systems
which will be addressed in degree
program
Interprofessional Leadership
Mental Health and Addictions
Occupational Health and Safety
Applied Epidemiology
Diploma graduates have some
knowledge of determinants of
health which will be extended in
degree program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Diploma graduates have some
knowledge of theoretical models
which will be extended in degree
program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Diploma graduates have some
knowledge of standards within
Massage Therapy practice which
will be extended in degree program
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions,
Change in 21st Century Orgs.
Diploma graduates have some
knowledge of lifestyle factors, which
will be extended in degree program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Human Resources in Workplaces
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 467
Degree Program Level
Learning Outcomes
B. Employ
appropriate
methodologies
for research,
dissemination of
information,
program
planning,
implementation
and renewal,
problem-solving,
interprofessional
education and
collaboration
and project
management.
Gap Analysis Massage Therapy
Advanced Diploma
Remediation of Gap - Courses
Diploma graduates have some
limited knowledge of duty of care,
which will be extended in degree
program
The Business Case for WHW
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Disability Management
Change in 21st Century Orgs.
Diploma graduates have some
knowledge of specific terminologies
which will be extended in degree
program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Interprofessional Leadership,=
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Health Literacy
Diploma graduates have some
knowledge of research methods
which will be extended in degree
program
Health Literacy
Biostatistics & Research
Knowledge Translation
Capstone Projects 1 & 2
Diploma graduates have some
knowledge of program
implementation which will be
extended in degree program
Biostatistics & Research, Health
Literacy
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Massage Therapy graduates have
some understanding of
interprofessional practice which will
be enhanced and applied in the
degree program.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Work Placement
Diploma graduates have some
knowledge of problem-solving
which will be extended in degree
program
Interprofessional Leadership
Occupational Health and Safety
Human Resources in Workplaces
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Project Management in WHW
Capstone Projects 1 & 2
Work Placement
Diploma graduates have limited
formal knowledge of mathematical
and statistical methods which will
be addressed in degree program
The Business Case for WHW
Biostatistics & Research
Health Literacy
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 468
Degree Program Level
Learning Outcomes
C. Apply ethical,
evidenceinformed
strategies to
develop and
sustain
inclusionary
proactive and
reactive
practices which
support
continuous
improvements in
workplace health
and wellness.
D. Communicate
health and
wellness
messages
effectively in a
variety of
traditional and
innovative media
modalities.
Gap Analysis Massage Therapy
Advanced Diploma
Remediation of Gap - Courses
Diploma graduates have some
limited knowledge of evidenceinformed practices which will be
extended in degree
Biostatistics & Research
Health Literacy
Knowledge Translation
Change in 21st Century Orgs.
Capstone Projects 1 & 2
Massage Therapy graduates have
advanced understanding of legal
and ethical issues within their scope
of practice. This will be extended to
workplace issues.
Occupational Health and Safety
Ethical & Legal Issues in WHW
Diploma graduates have some
formal training in cultural
sensitivity towards Orgs. and
employees which will be addressed
in degree program
Mental Health and Addictions
The Business Case for WHW
Interpersonal Relation,
Ethical & legal Issues in WHW
Disability, Management
Change in 21st Century Orgs.
Work Placement
Diploma graduates have limited
formal knowledge of principles of
behavioural change at an individual
client level which will be addressed
in degree program to include
organizational change.
The Business Case for WHW
Interprofessional Leadership
Food, Nutrition and Active Living
Human Resources in Workplaces
Change in 21st Century Orgs.
Project Management in WHW
Diploma graduates have some
limited knowledge of knowledge
translation methods which will be
extended in degree program.
Biostatistics & Research, Health
Literacy
Knowledge Translation
Diploma graduates have some
limited exposure communication
methods which will be extended in
degree
Biostatistics & Research, Health
Literacy
Knowledge Translation, Project
Management in WHW
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended in
degree program to include
Business Communications.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 469
Degree Program Level
Learning Outcomes
E. Develop habits
of mind which
demonstrate
awareness of the
scope and limits
of professional
practice.
F. Demonstrate
responsible
leadership,
accountability
Gap Analysis Massage Therapy
Advanced Diploma
Remediation of Gap - Courses
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended in
degree program to include multimedia communications.
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation,
Wellness Coaching Principles
Digital Innovations In WHW,
Capstone Projects 1 & 2,
Project Management in WHW,
Work Placement
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended in
degree program to include wellness
coaching and team facilitation.
Interprofessional Leadership,
Health Literacy,
The Business Case for WHW
Human Resources in Workplaces,
Change in 21st Century Orgs. ,
Knowledge Translation,
Digital Innovations In WHW,
Capstone Projects 1 & 2,
Project Management in WHW,
Wellness Coaching Principles,
Work Placement
Diploma graduates have some
knowledge of the range of health
professions which will be extended
in degree program to a broader
scope.
Interprofessional Leadership.
The Business Case for WHW
Disability Management
Diploma graduates have some
knowledge of health care services
and confidentiality principles which
will be extended in degree program.
Interprofessional Leadership,
Health Literacy, Human
Resources in Workplaces, Ethical
& legal Issues in WHW, Wellness
Coaching Principles, Disability
Management
Diploma graduates have some
knowledge of health care services
which will be extended in degree
program to include a range of
Organizations.
Interprofessional Leadership,
The Business Case for WHW,
Ethical & legal Issues in WHW,
Disability Management,
Change in 21st Century Orgs. ,
Knowledge Translation,
Diploma graduates have developed
networks and personal commitment
which will be extended in degree
program.
The Business Case for WHW,
Human Resources in Workplaces,
Change in 21st Century Orgs. ,
Project Management in WHW,
Wellness Coaching Principles,
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 470
Degree Program Level
Learning Outcomes
and effective
collaboration,
modeling the
embodiment of
personal and
workplace health
and wellness
principles.
Gap Analysis Massage Therapy
Advanced Diploma
Remediation of Gap - Courses
Digital Innovations In WHW
Diploma graduates have developed
responsive attitudes in health care
settings which will be extended in
degree program to include a range
of Organizations.
Interprofessional Leadership,
Health Literacy,
The Business Case for WHW
Human Resources in Workplaces,
Change in 21st Century Orgs. ,
Knowledge Translation, Capstone
Projects 1 & 2,
Project Management in WHW,
Work Placement
Diploma graduates have developed
integrity in health care settings
which will be extended in degree
program to include a range of
Organizations.
Interprofessional Leadership,
Health Literacy,
The Business Case for WHW
Human Resources in Workplaces,
Change in 21st Century Orgs. ,
Knowledge Translation, Capstone
Projects 1 & 2,
Project Management in WHW,
Work Placement
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended in
degree program to include focus on
change processes.
The Business Case for WHW
Human Resources in Workplaces,
Change in 21st Century Orgs. ,
Knowledge Translation,
Interprofessional Leadership,
Capstone Projects 1 & 2,
Project Management in WHW,
Work Placement
Diploma graduates have some
knowledge of interprofessional
practices and communication in
health care settings which will be
extended in degree program to
include focus on leadership.
Interprofessional Leadership,
The Business Case for WHW
Human Resources in Workplaces,
Change in 21st Century Orgs. ,
Digital Innovations In WHW,
Capstone Projects 1 & 2,
Project Management in WHW,
Work Placement
Diploma graduates have some
knowledge of self-care practices in
health care settings which will be
extended in degree program to
include organizational settings
Food, Nutrition & Active Living
Business Case for WHW
Human Resources in Workplaces
Ethical & Legal Issues in WHW
Capstone Project 1 &2
Wellness Coaching
Diploma graduates have some
knowledge of reflective practice
and portfolio creation which will be
extended in degree program to
Health Literacy
Digital Innovations in WHW
Capstone Project 1 & 2
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 471
Degree Program Level
Learning Outcomes
Gap Analysis Massage Therapy
Advanced Diploma
Remediation of Gap - Courses
include organizational settings
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 472
9.2.6 Core Program Gap Analysis: Fitness and Health Promotion Diploma to Bachelor
Health Sciences (Workplace Health and Wellness)
Note: comparisons were made with the program learning outcomes for the Fitness and Health
Promotion Diploma (MCTU Code 52209) specifically with the Humber 2-year advanced
diploma in mind. Graduates of the diploma from other Colleges may not have sufficient non-core
courses for transfer and/or may be asked to complete additional “reach back” core courses.
The Fitness and Health Promotion Diploma Program Standard has clearly identified
description and detailed program learning outcomes, (Fitness and Health Promotion
Diploma MTCU 2003, Queen’s Printer for Ontario) which while not identical to program
learning outcomes articulated for the Bachelor of Health Sciences (Workplace Health and
Wellness), indicate affinity and transferable levels of knowledge, skills, proficiencies, attitudes
and capabilities.
Fitness and Health Promotion Diploma Program Description
The job market in the field of fitness and health promotion is changing as it is in most human
services. The growing demand and need for the provision of leisure and fitness services in our
complex society has imposed increased responsibilities on agencies and individuals responsible
for service delivery. Increasing emphasis on lifestyle modification through leisure services, and
the growing private sector opportunities in both community services and specific corporate
activities are current examples of these changes. There will be a significant growth in certain
types of recreational services in the future. An increasing thrust in fitness and health promotion
is in the area of lifestyle modification programs designed to meet the needs of individuals.
Counseling skills, instructional skills, and motivational capabilities are combined with the skill
and knowledge to design individual programs for clients. Training for the entire field of leisure
and fitness services includes detailed knowledge of current programs and skills in meeting the
needs of communities, organizations, and individual clients. Graduates are skilled in identifying
needs in the community and designing programs for individuals and groups to meet a wide
range of objectives and goals. Being often faced with the task of creating or adapting programs
requires special knowledge and skills in program administration and business practices, an
awareness of community resources in general, and the ability to communicate effectively with
managers, boards, committees, and funding agencies. Fitness professionals provide
assessment, counseling, exercise prescription, and leadership services that require keen
motivational, technical, and organizational abilities. Along with strong interpersonal and
communication skills, the practical and administrative skills of graduates are recognized by the
industry and are paramount in the provision and management of safe, effective fitness and
health programs. Graduates plan, promote, and deliver a wide range of services including
activity and educational programs, which enhance the health and fitness of individuals in many
diverse settings. The concept of wellness, especially the relationship between active living and
wellness, is an integral part of graduates’ learning. Additional areas where skills are exhibited
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 473
include operation/management of fitness facilities, program administration and promotion,
fitness testing procedures, planning/conducting of physical exercise programs, identification and
management of safety and injury issues, and development of leadership ability and
performance. Graduates may find employment in the retail fitness industry in a variety of
settings including fitness and health clubs, YMCA/YWCA, corporate recreation and fitness
program, and public and private fitness programs. Graduates may also find employment with
community institutions for special populations, hospitals, and municipal recreation departments.
In addition, graduates may choose to become consultants or business entrepreneurs. They are
prepared to meet the multi-dimensional demands of a growing market in fitness and health
promotion.
Fitness and Health Promotion Diploma
Program Learning Outcomes Synopsis
The graduate has reliably demonstrated the ability to
1. Conduct assessments of fitness, well-being, and lifestyle for clients and
effectively communicate assessment results.
2. Prescribe appropriate physical activity, fitness, active living, and lifestyle
programs to enhance health, fitness, and well-being of clients.
3. Utilize appropriate interviewing and counseling skills to promote or enhance
health, fitness, active living, and well-being of clients.
4. Collaborate with individuals in the selection and adoption of strategies that will
enable them to take control of and improve their health, fitness, and wellbeing.
5. Develop, implement, and evaluate activities, programs, and events which respond
to identified needs and interests of clients and maximize the benefits of health,
fitness, and well-being.
6. Train individuals and instruct groups in exercise and physical activities.
7. Contribute to community health promotion strategies.
8. Assist in the development of business plans for health and fitness programs,
activities, and facilities.
9. Implement strategies and plans for ongoing personal and professional growth and
development.
10. Develop and implement risk management strategies for health and fitness
programs, activities, and facilities.
11. Interact effectively with clients, staff, and volunteers in health and fitness
programs, activities, and facilities.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 474
Below is an analysis of the affinity and transferability of learning outcomes within the two
programs.
Degree Program Level
Learning Outcomes
A. Evaluate
determinants of
workplace health
and wellness in
order to make
evidenceinformed
decisions which
are supported by
theoretical and
practical
knowledge of
key health and
wellness
concepts.
Gap Analysis Fitness and Health
Promotion Diploma
Remediation of Gap - Courses
Some attention has been paid to
causes of disease. Subsequent
work is required in applied
epidemiology.
Applied Epidemiology
Occupational Health and Safety
Fitness and Health Promotion
graduates have some
understanding of injury, chronic and
infectious diseases. Other factors
require further investigation.
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Fitness and Health Promotion
graduates have some
understanding of health
professions. They are prepared to
study interprofessional leadership.
Interprofessional Leadership
Diploma graduates have little formal
knowledge of healthcare systems
which will be addressed in degree
program
Interprofessional Leadership
Mental Health and Addictions
Occupational Health and Safety
Applied Epidemiology
Diploma graduates have some
knowledge of determinants of
health which will be extended in
degree program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Diploma graduates have some
knowledge of theoretical models
which will be extended in degree
program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Diploma graduates have some
knowledge of standards within the
Fitness and Health Promotion
practice which will be extended in
degree program
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Change in 21st Century Orgs.
Diploma graduates have some
knowledge of lifestyle factors, which
will be extended in degree program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Human Resources in Workplaces
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 475
Degree Program Level
Learning Outcomes
B. Employ
appropriate
methodologies
for research,
dissemination of
information,
program
planning,
implementation
and renewal,
problem-solving,
interprofessional
education and
collaboration
and project
management.
Gap Analysis Fitness and Health
Promotion Diploma
Remediation of Gap - Courses
Diploma graduates have some
limited knowledge of duty of care,
which will be extended in degree
program
The Business Case for WHW
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Disability Management
Change in 21st Century Orgs.
Diploma graduates have some
knowledge of specific terminologies
which will be extended in degree
program
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addiction,
Interprofessional Leadership
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Health Literacy
Diploma graduates have some
knowledge of research methods
which will be extended in degree
program
Health Literacy
Biostatistics & Research
Knowledge Translation
Capstone Projects 1 & 2
Diploma graduates have some
knowledge of program
implementation which will be
extended in degree program
Biostatistics & Research
Health Literacy
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Fitness and Health Promotion
graduates have some
understanding of interprofessional
practice which will be enhanced
and applied in the degree program.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Work Placement
Diploma graduates have some
knowledge of problem-solving
which will be extended in degree
program
Interprofessional Leadership
Occupational Health and Safety
Human Resources in Workplaces
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Project Management in WHW
Capstone Projects 1 & 2
Work Placement
Diploma graduates have limited
formal knowledge of mathematical
and statistical methods which will
be addressed in degree program
The Business Case for WHW
Biostatistics & Research
Health Literacy
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 476
Degree Program Level
Learning Outcomes
C. Apply ethical,
evidenceinformed
strategies to
develop and
sustain
inclusionary
proactive and
reactive
practices which
support
continuous
improvements in
workplace health
and wellness.
D. Communicate
health and
wellness
messages
effectively in a
variety of
traditional and
innovative media
modalities.
Gap Analysis Fitness and Health
Promotion Diploma
Remediation of Gap - Courses
Diploma graduates have some
limited knowledge of evidenceinformed practices which will be
extended in degree
Biostatistics & Research
Health Literacy
Knowledge Translation
Change in 21st Century Orgs.
Capstone Projects 1 & 2
Fitness and Health Promotion
graduates have advanced
understanding of legal and ethical
issues within their scope of
practice. This will be extended to
workplace issues.
Occupational Health and Safety
Ethical & Legal Issues in WHW
Diploma graduates have some
formal training in cultural
sensitivity towards Orgs. and
employees which will be addressed
in degree program
Mental Health and Addictions
The Business Case for WHW
Human Resources in Workplaces
Ethical & legal Issues in WHW
Disability, Management
Change in 21st Century Orgs.
Work Placement
Diploma graduates have limited
formal knowledge of principles of
behavioural change at an individual
client level which will be addressed
in degree program to include
organizational change.
The Business Case for WHW
Interprofessional Leadership
Food, Nutrition and Active Living
Human Resources in Workplaces
Change in 21st Century Orgs.
Project Management in WHW
Diploma graduates have some
limited knowledge of knowledge
translation methods which will be
extended in degree program.
Biostatistics & Research
Health Literacy
Knowledge Translation
Diploma graduates have some
limited exposure communication
methods which will be extended in
degree
Biostatistics & Research
Health Literacy
Knowledge Translation
Project Management in WHW
Diploma graduates have some
knowledge of interpersonal
communication in health promotion
settings which will be extended in
degree program to include
Business Communications.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 477
Degree Program Level
Learning Outcomes
E. Develop habits
of mind which
demonstrate
awareness of the
scope and limits
of professional
practice.
F. Demonstrate
responsible
leadership,
accountability
and effective
Gap Analysis Fitness and Health
Promotion Diploma
Remediation of Gap - Courses
Diploma graduates have some
knowledge of interpersonal
communication in health promotion
settings which will be extended in
degree program to include multimedia communications.
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Wellness Coaching Principles,
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of interpersonal
communication in health promotion
settings which will be extended in
degree program to include wellness
coaching and team facilitation.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Digital Innovations In WHW,
Capstone Projects 1 & 2
Project Management in WHW
Wellness Coaching Principles
Work Placement
Diploma graduates have some
knowledge of the range of health
professions which will be extended
in degree program to a broader
scope.
Interprofessional Leadership
The Business Case for WHW
Disability Management
Diploma graduates have some
knowledge of health care services
and confidentiality principles which
will be extended in degree program.
Interprofessional Leadership
Health Literacy
Human Resources in Workplaces,
Ethical & legal Issues in WHW
Wellness Coaching Principles
Disability Management
Diploma graduates have some
knowledge of health promotion
services which will be extended in
degree program to include a range
of Organizations.
Interprofessional Leadership
The Business Case for WHW
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Knowledge Translation
Diploma graduates have developed
networks and personal commitment
which will be extended in degree
program.
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Project Management in WHW
Wellness Coaching Principles
Digital Innovations In WHW
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 478
Degree Program Level
Learning Outcomes
collaboration,
modeling the
embodiment of
personal and
workplace health
and wellness
principles.
Gap Analysis Fitness and Health
Promotion Diploma
Remediation of Gap - Courses
Diploma graduates have developed
responsive attitudes in fitness and
health promotion settings which will
be extended in degree program to
include a range of Organizations.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have developed
integrity in fitness and health
promotion settings which will be
extended in degree program to
include a range of Organizations.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of interpersonal
communication in Fitness and
health promotion settings which will
be extended in degree program to
include focus on change processes.
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Interprofessional Leadership
Capstone Projects 1 & 2,
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of interprofessional
practices and communication in
fitness and health promotion
settings which will be extended in
degree program to include focus on
leadership.
Interprofessional Leadership
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of self-care practices in
fitness and health promotion
settings which will be extended in
degree program to include
organizational settings
Food, Nutrition & Active Living
Business Case for WHW
Human Resources in Workplaces
Ethical & Legal Issues in WHW
Capstone Project 1 &2
Wellness Coaching
Diploma graduates have some
knowledge of reflective practice
and portfolio creation which will be
extended in degree program to
include organizational settings
Health Literacy
Digital Innovations in WHW
Capstone Project 1 & 2
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 479
9.2.7 Core Program Gap Analysis: Practical Nursing Diploma to Bachelor Health
Sciences (Workplace Health and Wellness)
Note: comparisons were made with the program learning outcomes for the Practical Nursing
Diploma MCTU Code 51407) specifically with the Humber 2-year diploma in mind. Graduates
of the diploma from other Colleges may not have sufficient non-core courses for transfer and/or
may be asked to complete additional “reach back” core courses.
The Practical Nursing Diploma Program Standard has clearly identified description and
detailed program learning outcomes, (Practical Nursing Diploma Standard, MTCU 2012,
Queen’s Printer for Ontario) which while not identical to program learning outcomes articulated
for the Bachelor of Health Sciences (Workplace Health and Wellness), indicate affinity and
transferable levels of knowledge, skills, proficiencies, attitudes and capabilities.
Practical Nursing Diploma Description
Practical Nursing programs comply with legislation, the practice standards and guidelines of the
College of Nurses of Ontario and its Entry to Practice Competencies for Ontario Registered
Practical Nurses (2011).
Through achievement of the program standard, the graduates, as entry-level workers, will have
the knowledge, skills, attitudes, and professional judgment that are necessary to perform their
role within the scope of nursing practice. Entry level practice is with clients with less acute
conditions. The level of acuity of the client and the appropriateness of an assignment to an
entry level Registered Practical Nurse (RPN) must be established by someone with the
experience and competence to make that determination, prior to the Registered Practical Nurse
initiating care. New graduates are expected to be competent in the consistent application of the
Three-Factor Framework to ensure they are working within their scope of practice . They are
always expected to recognize their own knowledge and practice boundaries and when and how
to seek out the expertise of other nurses and team members and, as appropriate, to consult
and/or collaborate regarding proposed client care.
Practical nursing is a profession with its foundation in caring, nursing theory, health related
theory, including the bio-psychosocial sciences, and research. Graduates of Practical Nursing
programs carry out nursing interventions that promote health and rehabilitation; prevent injury
and disease; maintain and restore health; and provide palliation. Given the serious and
challenging nature of this career, graduates have completed a program that has been informed
by the theory, principles, practices, and values needed to practice as a Registered Practical
Nurse. Through continuous learning and experience, graduates will be able to build on this
foundation to deliver care to increasingly complex clients.
Upon completion of this program, graduates, as part of their nursing practice, work together with
clients, families, groups and communities in a variety of practice settings. Graduates
demonstrate strong interpersonal and communication skills and respect for the uniqueness of
clients and colleagues. Graduates use reflective practice, critical-thinking, problem-solving,
and decision-making strategies competently to provide nursing care and to promote optimal
health and well-being of individuals, families, groups and communities.
Graduates are expected to act always within the legislated scope of practice and according to
practice standards and expectations.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 480
Graduates demonstrate the knowledge, skills, attitudes, and clinical judgment needed to be
competent entry-level practitioners. As independent practitioners, in collaboration and in
consultation with other nursing professionals and inter-professional team members, graduates
demonstrate leadership within their own practice role. Graduates work with individuals,
families, groups, communities (autonomously or in collaboration with nursing and other team
members, as appropriate) to assess, plan, implement, and evaluate outcomes-based nursing
care, services, and programs. Nursing, as a regulated health profession, requires registrants to
engage in quality assurance practices including reflective practice and ongoing learning as the
basis of their continued competence.
Graduates of practical nursing programs have employment opportunities in practice settings
such as hospitals, community, long-term care, residential settings and other health care
facilities, services, and programs. In addition, they may find employment opportunities within
other Orgs. and agencies that require nursing competence.
After successful completion of an approved program of practical nursing and of the national
registration examination, graduates are eligible for registration by the College of Nurses of
Ontario, under the Nursing Act (1991). Following registration by the College of Nurses of
Ontario and by maintaining and improving competence and by the payment of annual fees, the
registrant is entitled to use the professional designation of Registered Practical Nurse (RPN).
There are opportunities for graduates to pursue further education, qualifications (or professional
certification) or degree completion.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 481
Practical Nursing Diploma
Program Learning Outcomes Synopsis
The graduate has reliably demonstrated the ability to
1. Communicate therapeutically with clients and members of the health care
team.
2. Assess clients across the life span, in a systematic and holistic manner.
3. Plan safe and competent nursing care, based upon a thorough analysis of
available data and evidence-informed practice guidelines.
4. Select and perform nursing interventions using clinical judgment, in
collaboration with the client and, where appropriate, the health care team, that
promote health and well-being, prevent disease and injury, maintain and/or
restore health, promote rehabilitation, and/or provide palliation.
5. Evaluate the outcomes resulting from all interventions in the nurse-client
interaction and modify the plan of care as required.
6. Act equitably and justly with clients and members of the health care team.
7. Adapt to a variety of health care settings, using different leadership skills and
styles as appropriate to each setting.
8. Contribute to creating a healthy and safe work environment in a variety of
health care settings.
9. Practice in a self-regulated, professional and ethical manner, complying with
relevant legislation and with the standards of both the regulatory body and the
practice setting to provide safe and competent client care.
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 482
Below is an analysis of the affinity and transferability of learning outcomes within the two
programs.
Degree Program Level
Learning Outcomes
A. Evaluate
determinants of
workplace health
and wellness in
order to make
evidenceinformed
decisions which
are supported by
theoretical and
practical
knowledge of
key health and
wellness
concepts.
Gap Analysis Practical Nursing
Diploma
Remediation of Gap - Courses
Significant attention has been
paid to causes of disease.
Subsequent work is required in
applied epidemiology.
Applied Epidemiology, Occupational
Health and Safety
Practical Nursing graduates have
significant understanding of
injury, chronic and infectious
diseases. Other factors require
further investigation.
Food, Nutrition and Active Living,
Applied Epidemiology, Occupational
Health and Safety, Mental Health
and Addictions
Practical Nursing graduates have
significant knowledge of health
professions. They are prepared
to study Interprofessional
leadership.
Interprofessional Leadership.
Diploma graduates have some
formal knowledge of healthcare
systems which will be extended
in degree program
Interprofessional Leadership.
Mental Health and Addictions
Occupational Health and Safety,
Applied Epidemiology
Diploma graduates have some
knowledge of determinants of
health which will be extended in
degree program
Applied Epidemiology, Occupational
Health and Safety, Mental Health
and Addictions, Health Literacy
Diploma graduates have some
knowledge of theoretical models
which will be extended in degree
program
Food, Nutrition and Active Living
Applied Epidemiology, Occupational
Health and Safety, Mental Health
and Addictions
Interprofessional Leadership.
Health Literacy The Business Case
for WHW Human Resources in
Workplaces
Diploma graduates have
developed knowledge of
standards within the Practical
Nursing practice which will be
extended in degree program to
include other health professions.
Ethical & legal Issues in WHW
Occupational Health and Safety,
Mental Health and Addictions
Change in 21st Century Orgs.
Diploma graduates have some
knowledge of lifestyle factors,
which will be extended in degree
program
Food, Nutrition and Active Living
Applied Epidemiology
Occupational Health and Safety
Mental Health and Addictions
Health Literacy
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 483
Degree Program Level
Learning Outcomes
Gap Analysis Practical Nursing
Diploma
Remediation of Gap - Courses
Human Resources in Workplaces
B. Employ
appropriate
methodologies
for research,
dissemination of
information,
program
planning,
implementation
and renewal,
problem-solving,
interprofessional
education and
collaboration
and project
management.
Diploma graduates have some
limited knowledge of duty of
care, which will be extended in
degree program
The Business Case for WHW
Ethical & legal Issues in WHW
Occupational Health and Safety
Mental Health and Addictions
Disability Management
Change in 21st Century Orgs.
Diploma graduates have some
knowledge of specific
terminologies in health sciences
and wellness promotion which
will be extended in degree
program to include business
terminologies.
Applied Epidemiology
Occupational Health and Safety,
Mental Health and Addictions
Interprofessional Leadership
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Health Literacy
Diploma graduates have limited
knowledge of research methods
which will be extended in degree
program
Health Literacy
Biostatistics & Research
Knowledge Translation
Capstone Projects 1 & 2
Diploma graduates have limited
knowledge of program
implementation which will be
extended in degree program
Biostatistics & Research
Health Literacy
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Practical Nursing graduates have
gained understanding of
Interprofessional practice which
will be enhanced and applied in
the degree program.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Work Placement
Diploma graduates have some
knowledge of problem-solving
which will be extended in degree
program
Interprofessional Leadership
Occupational Health and Safety
Human Resources in Workplaces
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.
Project Management in WHW
Capstone Projects 1 & 2
Work Placement
Diploma graduates have limited
formal knowledge of
mathematical and statistical
methods which will be addressed
in degree program
The Business Case for WHW
Biostatistics & Research
Health Literacy
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 484
Degree Program Level
Learning Outcomes
C. Apply ethical,
evidenceinformed
strategies to
develop and
sustain
inclusionary
proactive and
reactive
practices which
support
continuous
improvements in
workplace health
and wellness.
D. Communicate
health and
wellness
messages
effectively in a
variety of
traditional and
innovative media
modalities.
Gap Analysis Practical Nursing
Diploma
Remediation of Gap - Courses
Diploma graduates have some
limited knowledge of evidenceinformed practices which will be
extended in degree
Biostatistics & Research
Health Literacy
Knowledge Translation
Change in 21st Century Orgs.
Capstone Projects 1 & 2
Practical Nursing graduates have
advanced understanding of legal
and ethical issues within their
scope of practice. This will be
extended to workplace issues.
Occupational Health and Safety
Ethical & Legal Issues in WHW
Diploma graduates have formal
training in cultural sensitivity
towards Orgs. and employees
which will be addressed in
degree program
Mental Health and Addictions
The Business Case for WHW
Human Resources in Workplaces
Ethical & legal Issues in WHW
Disability, Management
Change in 21st Century Orgs.
Work Placement
Diploma graduates have limited
formal knowledge of principles of
behavioural change at an
individual client level which will
be addressed in degree program
and also include organizational
change.
The Business Case for WHW
Interprofessional Leadership
Food, Nutrition and Active Living
Human Resources in Workplaces,
Change in 21st Century Orgs.
Project Management in WHW
Diploma graduates have some
limited knowledge of knowledge
translation methods which will be
extended in degree program.
Biostatistics & Research
Health Literacy
Knowledge Translation
Diploma graduates have some
limited exposure communication
methods which will be extended
in degree
Biostatistics & Research
Health Literacy,
Knowledge Translation
Project Management in WHW
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended
in degree program to include
business communications.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2,
Project Management in WHW
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 485
Degree Program Level
Learning Outcomes
Gap Analysis Practical Nursing
Diploma
Remediation of Gap - Courses
Work Placement
E. Develop habits
of mind which
demonstrate
awareness of the
scope and limits
of professional
practice.
F. Demonstrate
responsible
leadership,
accountability
and effective
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended
in degree program to include
multi-media communications.
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Wellness Coaching Principles
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW,
Work Placement
Diploma graduates have some
knowledge of interpersonal
communication in health care
settings which will be extended
in degree program to include
wellness coaching and team
facilitation.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Digital Innovations In WHW
Capstone Projects 1 & 2
Project Management in WHW
Wellness Coaching Principle
Work Placement
Diploma graduates have some
knowledge of the range of health
professions which will be
extended in degree program to a
broader scope.
Interprofessional Leadership
The Business Case for WHW
Disability Management
Diploma graduates have
significant knowledge of health
care services and confidentiality
principles which will be extended
in degree program.
Interprofessional Leadership
Health Literacy
Human Resources in Workplaces
Ethical & legal Issues in WHW
Wellness Coaching Principles
Disability Management
Diploma graduates have some
knowledge of health services
which will be extended in degree
program to include a range of
Organizations.
Interprofessional Leadership
The Business Case for WHW
Ethical & legal Issues in WHW
Disability Management
Change in 21st Century Orgs.,
Knowledge Translation
Diploma graduates have
developed networks and
personal commitment which will
be extended in degree program.
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Project Management in WHW
Wellness Coaching Principles
Digital Innovations In WHW
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 486
Degree Program Level
Learning Outcomes
collaboration,
modeling the
embodiment of
personal and
workplace health
and wellness
principles.
Gap Analysis Practical Nursing
Diploma
Remediation of Gap - Courses
Diploma graduates have
developed responsive attitudes
in health care settings which will
be extended in degree program
to include a range of
Organizations.
Interprofessional Leadership
Health Literacy
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2,
Project Management in WHW
Work Placement
Diploma graduates have
developed integrity in health care
settings which will be extended
in degree program to include a
range of Organizations.
Interprofessional Leadership
Health Literacy,
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Knowledge Translation, Capstone
Projects 1 & 2,
Project Management in WHW,
Work Placement
Diploma graduates have limited
knowledge of interpersonal
communication in health care
settings which will be extended
in degree program to include
focus on change processes.
The Business Case for WHW
Human Resources in Workplaces,
Interprofessional Leadership
Change in 21st Century Orgs.
Knowledge Translation
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have some
knowledge of Interprofessional
practices and communication in
health care settings which will be
extended in degree program to
include focus on leadership.
Interprofessional Leadership
The Business Case for WHW
Human Resources in Workplaces
Change in 21st Century Orgs.
Digital Innovations In WHW,
Capstone Projects 1 & 2
Project Management in WHW
Work Placement
Diploma graduates have
significant knowledge of selfcare practices in health care
settings which will be extended
in degree program to include
organizational settings
Food, Nutrition & Active Living
Business Case for WHW
Human Resources in Workplaces
Ethical & Legal Issues in WHW
Capstone Project 1 &2
Wellness Coaching
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 487
Degree Program Level
Learning Outcomes
Gap Analysis Practical Nursing
Diploma
Remediation of Gap - Courses
Diploma graduates have
significant knowledge of
reflective practice including
portfolio creation which will be
further developed in degree
program
Health Literacy
Digital Innovations in WHW
Capstone Project 1 & 2
Knowledge Translation
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 488
i
Workplace Health and Wellness Programs – Literature Review
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Services De Santé, 21(1), 26-32. doi: 10.1016/S0840-4704(10)60126-3
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SLUCgkxVOrC6Ljx2In7CwcxcAJP9vOX_P1DOFaZC41k7NK0JuJS6oqpkYKxt2YvEx0XfD1pMffNJ-PYZ2n9XaPvxyAqI7fHK36VlHYqMY1AGRobaxcRIQ1uQaruXRyyA5LbuGcCjBBiDWs5cGOIWD9HPx_f21lW0f72AnVw
Paying for good health brings a big payback. (2008). Hospital Employee Health, 27(3), 28-29.
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&site=ehost-live&scope=site
Ryan, M., Chapman, L., & Rink, M. (2008). The art of health promotion. Planning worksite
health promotion programs: models, methods, and design implications. American Journal Of
Health Promotion, 22(6), 1-12.
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&site=ehost-live&scope=site
Schwartz, S., Ireland, C., Strecher, V., Nakao, D., Wang, C., & Juarez, D. (2010). The economic
value of a wellness and disease prevention program. Population Health Management, 13(6),
309-317. doi:http://dx.doi.org/10.1089/pop.2009.0070
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Szabo, J. (2008). Taking wellness efforts to employers' doors. H&HN: Hospitals & Health
Networks, 82(1), 14.
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Thomas, J. D. (2010). Mandatory wellness programs: A plan to reduce health care costs or a
subterfuge to discriminate against overweight employees. Howard Law Journal, 53(2), 513.
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SKUCAlRREpDaXvtdFTcX2wQBYeYec18nDtHpYyFM3RWUe1iwjKykImBBMO9mLxMcFnq8w
H3Pzefj26dp_V6G34_AMNWMAys1pkJEdoYsWnyUM1MsZgyZvGakJN0cJL3RMAyRq21cfdn2
edXwskdaI-Lv97fWln7AGSjKbk
Vesely, R. (2011). The doctor will see you now...at your office: Workplace clinics making a
resurgence. Modern Healthcare, 41(22), 24-25.
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&site=ehost-live&scope=site
Bachelor of Health Sciences (Workplace Health and Wellness)Section D – Page 491
SECTION E:
PROGRAM DELIVERY
Humber ensures the quality of degree program delivery through a number of practices,
processes and strategies. These include:
1. Formal processes for the development and review of new programs by institutional
committees and councils, program advisory committees and the Board of Governors.
2. Formal processes for course development, course outline review and curriculum changes
3. Annual Review of Student Satisfaction Data
4. Additional mechanisms such as:
 Review of student feedback data
 Faculty development and review process
 A formal program review process
 Annual assessments and upgrading of college facilities and program specific resources.
These mechanisms are described further in the following sections.
1.
The Development of New Programs
At Humber, program quality starts with the development of new programs. New program
ideas for degrees are initially reviewed by the Vice President Academic, the Academic
Deans and the Associate Vice President of Planning and Development. The first step in
the development of a new degree program is to address a number of key variables
which are then further researched and analyzed as needed for the development of the
full submission. These include a review of the:
1. Background, Program Description and Rationale:
 Title and description of the program (What type of program is it? How does it fit
with other programs? What opportunities exist for students to experience
industrial placements, field placements and/or cooperative education?)
 The identification of occupations toward which the program is directed
 The identification of relevant licensing and regulatory requirements
 An analysis of the strategic fit of the new program (How is the proposed program
relevant to Humber’s mission and goals and specific school mandate. What
impact will this program have on other current Humber programs? How does it
complement other program areas? Will it overlap with any other Humber program
areas? What adjustments are needed in other programs offered by the school in
order to accommodate the new program? (e.g., decreases in enrolment, program
rationalization)
 Target Market (Define the target market and rationale. What type of student is
likely to enrol in the program? (e.g., high school graduates, college/university
graduates, those already employed, international students). Where are they likely
to come from (e.g., GTA, outside GTA)?
2. Market Research and Competitive Analysis:
 Labour Demand - What are the economic trends in the industry? What is the
level of employer demand for this program? What job opportunities exist for
graduates?
 Student Interest - What is the level of student or graduate (if appropriate) interest
in the proposed program? Include KPI student related employment data (relative
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comparison) if appropriate (program similar). Establish enrolment estimate for
start-up and steady state.
Analysis of Competition - How does the program compare with those offered by
other colleges and Ontario universities (particularly in the GTA)?
The development of the program proposal includes an analysis of the Humber’s capacity
to deliver the program which involves assessments of:
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Human Resource Requirements - Identify the human resources needed to complete
the development and implementation of the program. Will the program rely on
existing faculty or will there be new hires? Does the school have the faculty
members with the appropriate academic and professional credentials to develop and
deliver the program? If not, what will be required?
Physical Resource Requirements - What new physical resources, facilities and
equipment (if any) are required to deliver the program (including renovations, lab and
office space, installation, capital costs such as new equipment, furniture)? Is there
current space for the program? Are space improvements required? How will space
for the program be accommodated?
Library Resources Required - What library resources are available and/or need to be
purchased to support the new program?
Financial Requirements - Cash flow statement for 6 years that includes all of the
revenue that is available and needed and all of the costs of the program. The
statement addresses a number of questions listed here. What is the proposed
funding model? What external partnerships exist to help support the program and the
effect of these partnerships on program costs? What are the specific start up costs
((estimated program development costs (e.g., faculty release time), library costs,
capital costs (furniture, new lab, equipment), renovations, installation costs,
marketing costs))? What is the estimated delivery costs (faculty, technicians’ salary
and benefits) for each year? What are the operating expenses (e.g., lab supplies,
new software, chemicals)? What are the direct administrative costs (includes direct
support costs)? What is the level of risk (sunk costs)? How will start-up be funded
(by the School from current revenues or other sources)?
The development of the degree submission is managed by the Planning and
Development office whose staff members work with faculty and administrative
representatives from the academic schools and program advisory committees to prepare
those submissions.
2.
A formal process for the review of new programs by institutional committees and
councils, program advisory committees and the Board of Governors.
Institutional Operations and Advisory Committees
New programs are reviewed by the following operations committees and councils:
 The Vice President Academic and the Deans
 The Vice Presidents’ Operations Committee
 The Academic Operations Committee
 Degree Council
 The Academic Council of the College
 The Board of Governors
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New programs are reviewed at both the conceptual stage as well at the proposal stage.
At the conceptual stage for degree programs, the discussion normally addresses the
following:
 Program description
 An analysis of why Humber wants to offer the degree program (How does it fit with
the College Mission, strengths of the College and School, and College and School
strategic plans? What are the indications that there is an economic and educational
need for such a program?)
 An analysis of how the proposed degree program will affect any related diploma
program(s) as well an evaluation of the relationship of the proposed degree program
to programs in other Schools?
 The identification of when is the proposal expected to be ready and when the
program is likely to be offered.
Once a program proposal has been prepared, executive summaries are prepared for
review by the Academic Council and the Board of Governors. These summaries include:
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Program description
Credential to be awarded
Strategic fit analysis
Evidence of need
Competitive analysis
Entrance requirements
Academic course schedule
Target market analysis
Costs
In addition the Board of Governors requires confirmation that the program has passed
through all of the approval stages and that it is satisfied with the projected enrolment and
student satisfaction rates. Formal approval of the program by the Board is required
before programs may be submitted to the Minister for referral to PEQAB for review.
Additional Advisory Committees & Reviews
New programs and courses are reviewed by program advisory committees and
licensing, professional or regulatory groups. Advisory committees play a vital role in the
development of the new program. Every program (or cluster of programs) has an active
voluntary Advisory Committee of 8 to 12 members. Membership reflects both the private
and public sector and includes representatives from companies, trade and professional
associations, accreditation bodies, government and program graduates in the same or
related program areas. In the case of degrees every effort is made to have university
academics join the advisory committees or provide some level of external consultation.
Advisory Committees help to ensure that the curriculum is both current and relevant.
Desk Reviews by University Academics
In addition to the input from advisory committees, at the development stage the degree
curriculum is normally sent out for a desk review by a university faculty member in a
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related field of study. This independent review is to help assure that the program is at
the degree level, is comprehensive in depth and scope and relevant to the field of study.
Degree Council
Formed in 2002, Humber’s Degree Council also reviews new degree plans and the
progress of existing degrees. The majority of the Council members are faculty members
from across the eight academic schools who teach in the degree programs offered
directly by Humber and/or in partnership with the University of New Brunswick and the
University of Guelph.
The Council serves in an advisory capacity to the office of the Vice President, Academic
by reviewing and advising on new program ideas and degrees including those to be
offered in partnership with other postsecondary institutions.
3.
Formal Processes for Course Development, Course Outline Review and
Curriculum Changes
Course Development & Course Review:
The Degree Council and the Planning and Development Office are kept up to date with
respect to the development and the delivery of the courses for the programs. For
PEQAB applications, the academic Dean or his/her designate is responsible for ensuring
that the courses are delivered as per the degree submission. Any program changes
beyond changes which are permitted during the period of consent, must be documented
and submitted to the Minister for consideration.
Every year, program coordinators and faculty members review the degree program
courses to ensure that the most up to date textbooks and course materials are included
in the delivery of each of the courses as well as to ensure that the delivery method and
evaluation strategies are achieving the desired results. Detailed plans and schedules are
developed annually for the renewal and upgrading of program related resources such as
library, computers, classrooms, labs and equipment.
Any changes beyond the requirements set by the Ministry require that the school notify
the Planning and Development Office. No curriculum changes for any program in the
college can be entered into the registration system without approval from the academic
school and the Planning and Development Office. .
Each program has an active Advisory Committee that is composed of practitioners and
other academics and the faculty members and Associate Dean responsible for the
program consult with the committees in the twice yearly meetings.
Advisory committee members are also contacted in between meetings with regular
emails and phone discussions to discuss program-related matters as needed.
Student Feedback
Student Feedback Questionnaires
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All students complete student feedback questionnaires in all of their courses. The
Student Feedback Questionnaire developed for classroom and/or lab-based instruction
focuses on the quality of instruction, including perceptions about whether or not:
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the professor was prepared for classes;
instructional material was presented in a clear manner;
the pace set for the course was appropriate;
the professor helped student think critically about topics;
a variety of teaching methods were used;
students were treated with courtesy;
the professor provided clear explanation about how student work would be
evaluated;
useful feedback was provided about student progress in the course;
the professor was available for consultation outside of the classroom;
the professor managed student classroom behaviour well;
assignments were returned within a reasonable time.
The Student Feedback Questionnaire also asks students to rate their own effort in the
course and for feedback about what they liked most about the course, and how it might
be improved. In addition, up to three (3) professor-generated questions may be added,
specific to a particular course or course section. These items are not to be used for other
types of research unrelated to the course itself.
The data from student feedback questionnaires is compiled and the information is
returned to the professor in both aggregate and individual form. School heads and key
senior managers receive also receive feedback in aggregate form. Should the data
reveal areas for improvement in teaching approaches, these are discussed with the
individual professor. Each year the Vice President, Academic and the academic
managers of each school review faculty whose performance falls short of college
expectations, discuss development plans, and consider other interventions.
Student Feedback and the Humber Engagement and Learning Profile (HELP)
Key to informing strategies around student success and retention is the effective
collection and reporting of student data. As a key institutional initiative, Humber
developed and administered the Humber Engagement and Learning Profile (HELP)
survey to incoming certificate, diploma and degree students during Weeks 3 and 4 of the
Fall 2010 semester. The survey asks first-semester students about their preparation for
college, their educational and career goals, early opinions about their program and
Humber generally, and to identify particular student support services they may use.
The objective was to find out more about new students in order to provide some “early
warning signs” with respect to characteristics that best-practice research suggests may
mean they are at risk of leaving their program early.
Broadly speaking, these characteristics fall into four categories:
 Level of engagement with the institution and program
 Clarity of career goals/expectations, program fit, and motivation
 Demands on the student’s time
 Academic preparedness
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This is a new mechanism being used by Humber which replaces previous research
strategies for monitoring student success. The Institutional Research group has
prepared a number of reports using the data from the HELP survey. The information in
these reports is designed to support and add value to each school’s existing focus on
retention.
Student Feedback and the Key Performance Indicator Survey Data
Each year the student satisfaction data from the key performance indicator surveys is
reviewed. Program satisfaction is analyzed across schools, across the college and
across the system. Humber reviews its degrees against other degrees to determine the
drivers of satisfaction. In addition, student success is measured course by course across
the degree programs as are enrolment and financial projections. The Associate Vice
President of Planning and Development reviews this data with the Vice President
Academic and the Academic Dean responsible for each degree area.
National Survey of Student Engagement (NSSE)
For the past two years, Humber has participated in the National Survey of Student
Engagement. NSSE was established in 2000 with a grant from the PEW Charitable
Trusts and sponsored by the Carnegie Foundation for the Advancement of Teaching.
Since its inception nearly 1,400 baccalaureate-granting colleges and universities have
participated in NSSE.
The survey is currently available in paper and Web versions. Humber opted for the Web
version to make the survey truly voluntary and to avoid taking class time away from
instruction. In 2009, the average institutional response rate was 36% and Humber’s
response rate in 2010 was 37%.
Humber’s results compare favourably with those of the 22 Canadian institutions
participating in NSSE in 2010. Humber scored at or above the Canadian mean on each
of the five benchmarks (see below).
National Survey of Student Engagement
Executive Snapshot 2010
Benchmarks of Effective Educational Practice
To represent the multi-dimensional nature of student engagement, NSSE developed five
indicators of effective educational practice. These “benchmarks” are created from clusters of
NSSE questions that best represent these practices.
The table below summarizes key benchmark results for your institution and institutions in your
selected comparison group. The ‘+’ symbol indicates that your institution’s score is higher than
the respective comparison group (p<.05), the ‘-’ symbol indicates a score lower than the
comparison group, and a blank space indicates no significant difference.
Bachelor of Health Sciences (Workplace Health and Wellness)
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Comparison Group
Humber
Canada
First-year
Senior
56
56
+
First-Year
Senior
49
55
+
+
First-Year
Senior
30
41
+
+
First-Year
Senior
25
37
First-Year
Senior
62
56
Class
Level of Academic Challenge (LAC)
How challenging is your institution’s intellectual
and creative work?
Active and Collaborative Learning (ACL)
Are your students actively involved in their
learning, individually and working with others?
Student-Faculty Interaction (SFI)
Do your students work with faculty members
inside and outside the classroom?
Enriching Educational Experiences (EEE)
Do your students take advantage of
complementary learning opportunities?
Supportive Campus Environment (SCE)
Do your students feel the institution is
committed to their success
+
National Survey of Student Engagement
NSSE 2010 Selected Comparison Groups
Comparison Group Institutions:
Ambrose University College
Brandon University
Brescia University College
Capilano University
Grant MacEwan University
King’s University College at the University of Western Ontario
Kwantlen Polytechnic University
Mount Royal University
Quest University Canada
Simon Fraser University
Thompson Rivers University
Trent University
Trinity Western University
Tyndale University College and Seminary
Université d’Ottawa/University of Ottawa
Université de Hearst
Université de Sherbrooke
University of New Brunswick – Fredericton
University of the Fraser Valley
University of Victoria
University of Winnipeg, The
Vancouver Island University
Other mechanisms which contribute to the quality of program delivery include
 Humber’s faculty development and review process (See electronic policies file)
 A formal program review process (See electronic policies file)
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Online Learning
Humber’s policies and practices relating to online learning have been reviewed and approved as
a separate submission to the Minister and PEQAB. The policies on file with PEQAB are current.
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SECTION F: CAPACITY TO DELIVER
Evidence of Humber’s capacity to offer degree-level programming:
Humber’s vision is excellence in polytechnic education and it has been developing the
programming and resources to make this vision a reality.
Humber has been offering degree-level education since 2001. Humber’s experience with degree
delivery began with the launch of the collaborative nursing program in conjunction with the
University of New Brunswick in September 2001. This four-year B.N. program is delivered by
Humber faculty using UNB’s curriculum. The following year saw the launch of the University of
Guelph-Humber. In partnership with the University of Guelph, Humber offers integrated 4-year
honours degree/diploma programs in the following areas: Business, Early Childhood, Family &
Community Social Services, Justice Studies, Kinesiology, Media Studies and Psychology. The
development and delivery of the programs is shared between the two institutions.
Humber received its first consent to offer degrees in 2002 and launched its first three degrees in
September 2003. It currently offers the following degrees:
Degree
Date of First
Consent
Bachelor of Applied Arts – Criminal Justice
Sept. 2008
Bachelor of Applied Arts – Film and Media Production
June 2008
Bachelor of Applied Arts – Paralegal Studies
May 2002
Bachelor of Applied Technology – Industrial Design
Sept. 2003
Bachelor of Child and Youth Care
August 2010
Bachelor of Commerce – Accounting
August 2010
Bachelor of Commerce – e-Business Marketing
May 2002
Bachelor of Commerce – Fashion Management
Feb. 2007
Bachelor of Commerce – Finance *NEW*
Apr. 2012
Bachelor of Commerce – Hospitality and Tourism Management
March 2005
Bachelor of Commerce – Human Resources Management
Feb. 2007
Bachelor of Commerce – International Business
Feb. 2007
Bachelor of Commerce – Management Studies *NEW*
Apr. 2012
Bachelor of Commerce – Marketing *NEW*
Apr. 2012
Bachelor of Commerce – Supply Chain Management *NEW*
Apr. 2012
Bachelor of Creative Advertising
Dec. 2004
Bachelor of Interior Design
March 2005
Bachelor of International Development
Oct. 2011
Bachelor of Journalism
Nov. 2010
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Section F, Page 1
Degree
Date of First
Consent
Bachelor of Music
March 2005
Bachelor of Nursing - Regular and Second Entry *
Sept. 2001
Bachelor of Public Relations
August 2010
*In collaboration with the University of New Brunswick
The first graduating class from Humber degrees occurred in 2007. Since then graduates of
Humber degrees have found success both in the workplace and in continuing their education.
Graduates have been accepted for entrance into law school, teaching programs, and into
graduate programs both here and abroad. For example, some of Humber’s graduates have
been accepted into masters programs at York University, Vancouver Island University,
Queensland University of Technology (Australia), UMEA University (Sweden), George
Washington University, the B.Ed. program at York and law at University of Windsor, Bond
University (Australia), University of British Columbia, University of Leicester (England),
University of Birmingham (England), Thomas M. Cooley Law School (USA), and the University
of London (England).
Over the last 10 years, Humber has undertaken numerous initiatives to enhance the resources
to support degree delivery, including:
Faculty – Humber recognizes the importance of increasing the number of faculty with terminal
credentials as degrees are planned and implemented. Since 2002, Humber has hired 85 faculty
members with Ph.D.’s. In planning for each new degree, the School prepares a detailed faculty
plan which identifies current faculty with credentials in the discipline, as well as the need for any
new hires and a recruitment plan is developed. Since launching its first degree in 2004, the
School of Media Studies and Information Technology has hired seven faculty members with
doctoral degrees.
Scholarship – Humber recognizes the importance of having faculty engage in a level of
scholarship and research or creative activity to ensure their currency in the field. Humber is
committed to providing opportunities for faculty to attend conferences, present papers, and
produce some scholarly work and encourages faculty members to identify and pursue such
activities.
In 2009, Humber introduced a new position, Dean of Research, to advance the research
agenda at the college. For Humber, research is a fundamental element for:
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enriching the Humber experience for our students by providing direct and indirect
benefits including differentiating and enhancing academic programming;
enhancing the teaching, learning, and scholarship capabilities of Humber’s faculty,
including fostering teaching, advancing disciplinary knowledge, and promoting
interdisciplinary activities;
fostering Humber’s polytechnic vision, agenda, and goals, including key priorities in
Humber’s Strategic Plan 2013-2018, Business Plan 2013-2014 and Institutional
Research Plan;
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facilitating positive economic development outcomes for Ontario and beyond through
applied innovation and research and development.
Humber Research works in partnership with local business, faculty, and students to provide
solutions to real problems faced at the industry and community level in order to enrich the
student and faculty experience, and facilitate economic development for Ontario and beyond.
Humber emphasizes the integration of Humber research activities with our academic
programming. As such, research at Humber enriches our core business – providing excellence
in education and training for our highly diverse student population studying in programs that
range from apprenticeships through four-year degrees to graduate certificates. Research and
research related activities are a key component of Humber’s institutional strategic vision for a
number of reasons:
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Research provides direct benefits for Humber students
“Scholarship of Discovery” is a key Humber value
Research keeps our faculty and staff at the leading edge of their fields
Humber research leads to economic benefits for the GTA, Ontario, and beyond
The Humber Research website is located at: http://humber.ca/research/research-humber
Library Collections – To support the requirements of degree students and faculty, Humber has
invested $7,564,730 in expanding library collections over the past 12 years. Working in
collaboration with faculty, the librarians identify key new resources. The North Campus Library
is well-equipped providing resources and services to students year-round.
Facilities – North Campus
The BHS(WHW) program is to be located at Humber’s North Campus beginning with available
existing space and moving into additional studios, labs and teaching spaces as the campus
facilities grow in the future. The campus is situated in northwest Toronto adjacent to the
Humber River and 100 acres of parkland. Key features include:
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Home to more than 19,000 full-time students
Residence for 1,000 students
Library, an indoor pool and sauna, athletics facilities and a fully functioning spa
On the Toronto public transit line
Nearby Toronto attractions include the Air Canada Centre, Rogers Centre, clubs,
theatres, the Royal Ontario Museum, the Art Gallery of Ontario, CN Tower, Ontario
Place and Harbourfront
A variety of eating establishments, a pub, and a student-run fine dining restaurant
The Arboretum, a beautiful 100-acre park
Varsity and intramural leagues
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The Centre for Trades and Technology (just up the street), featuring two full-sized
townhomes and dedicated labs for construction, home renovation, plumbing, electrical,
woodworking and cabinetmaking programs
The nearby Transportation Training Centre, offering programs for DZ and AZ truck
licenses
Through a variety of funding mechanisms, the college has converted or upgraded many
classrooms to electronic classes affording both students and faculty a broader teaching and
learning environment. To date, Humber has converted or upgraded 26 electronic classrooms at
the North campus at a cost of $262,000.
In addition to the classroom upgrades, Humber has completed a major renovation to the Lecture
Theatre at the North Campus at a cost of $225,000.
F1
Learning and Physical Resources
Specific lab components of the BHS (WHW) program will be housed in facilities in the School of
Hospitality, Recreation and Tourism and the School of Health Sciences, described below:
F1.1 Fitness Labs
Personal Training Lab
This laboratory houses machine and free-weight resistance training and cardiovascular
training equipment, plus a variety of other training tools.
Fitness Assessment Lab
This laboratory houses the equipment required for students to learn about and practice
fitness assessment techniques as outlined in the Canadian Physical Activity, Fitness and
Lifestyle Appraisal protocol.
Group Exercise Studios
Two group exercise studios are equipped with steps, cycles, exercise balls, tubing, BOSU
balls, and a variety of other weight training and group exercise equipment.
High Performance Lab
The High Performance Laboratory is a state-of-the-art facility that houses strength, core and
circuit training equipment. Students use this space to practice their skills in prescribing
exercise and leading personal training sessions.
F1.2 Culinary Labs
Humber's Canadian Centre of Culinary Arts & Science facilities are the most modern in
North America. Humber has been always been a leader in kitchen design and technological
innovation.
Using the latest in European technology, these kitchens have raised the bar in design
standards and utilizing energy-saving and environmentally-friendly technology. Induction
cooking, mobile multi-purpose equipment, ventilation ceiling systems, temperature
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controlled cold storage and wine cellars will all define the great kitchen of tomorrow. The
specific characteristics of the induction cooking labs are as follows:
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90% energy efficiency due to microprocessor technology, high quality components
and well-engineered construction
Rapid attainment of cooking temperatures
Cooking points require no pre-heating
Rapid response to changes in power setting
No power wastage after pans are removed from the cooking point
Up to 80% energy savings compared to conventional technologies
Compass Group Canada Culinary Demonstration Theatre & Lab
This lab was opened in 2007 and features a modern Ventmaster ceiling system with fans
and ducts hidden behind a stainless steel ceiling where grease and bacteria can’t build up.
This lab also features four plasma screen TV’s where demonstrations can be projected for
easy viewing, television and satellite hook-up allowing for international broadcasting
capabilities.
This lab has received some of North America’s most prestigious awards:
National Restaurant Association Show, Kitchen Innovation Award
Foodservice Consultants Society International, Product of the Year Award
North American Association of Food Equipment Manufacturers Award
Association of Registered Interior Designers of Ontario Award
Small Quantity Multi-Purpose Kitchens
These multi-purpose labs with movable equipment function to deliver a variety of courses,
including: Asian Cuisine, Nutrition, International Cuisines, Seafood and Contemporary Plate
Presentation.
Cold & Hot Food Kitchens of the Humber Room Restaurant
In this lab students are exposed to the real life fast paced environment of a working
restaurant kitchen. Students rotate through every work station in the kitchen, from hot food
to cold food preparation, and from appetizers to desserts.
F1.3 Biosciences Lab
Humber's School of Anatomy and the Bioscience Division
The Bioscience Division in the School of Health Sciences delivers health-related science
courses to most programs within the School. Didactic components are taught by professors
using state-of-the-art instructional technologies. Laboratory sessions, which are a significant
component of most courses, take place in the School of Anatomy (housed in the Bioscience
laboratory), unique to Ontario's colleges.
Leading in innovative learning, Bioscience courses use a combination of lectures, labs and
tutorials to produce competent and talented Health Sciences graduates.
While a few colleges offer labs as part of their curriculum – Humber has the only publicly
funded college lab that houses cadavers in Ontario. Humber's Bioscience lab is also
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 5
equipped with anatomical models, embedded and wet human specimens and other aids to
enhance students understanding of anatomical relationships and physiological principles –
including ‘wet labs’. A wet lab is used to conduct experiments on physiological systems such
as respiratory, circulatory or digestive and students are given the opportunity to test their
own physiology.
F1.4 Simulated Teaching and Learning Centre
The Clinical Simulation Learning Centre is one of the most significant changes in education
at Humber's School of Health Sciences. The simulation learning centre is a resource that
complements practice education in many programs, including Nursing, Paramedic,
Occupational and Physiotherapy Assistant, and Personal Support Worker. The simulation
lab can improve student learning by providing a variety of clinical situations that might not
arise during the hours a student is in the practice setting.
Simulation improves faculty resource utilization and creates new opportunities for
partnerships among educators. Importantly, it serves all programs within the School of
Health Sciences for discipline specific learning and for interprofessional learning.
Simulation education is a proven method of supporting learning in a low risk situation while
being introduced to, and integrating, increasingly complex scenarios within the education
process. This supports graduates to practice the complex task of integrating knowledge, skill
and critical thinking and decision-making - learning to multi-task in the busy practice
environment.
The Clinical Simulation Learning Centre includes:





3 independent learning labs each with 8 beds, and one lab with 10 beds
Each lab has the capacity to simulate a general inpatient unit
A 2 bed critical care unit for infants and adults
All labs are equipped with video and audio recording for evaluation and learning
20 full body patient simulators ranging from medium to high fidelity, they represent
the age range of infant, child and adult.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 6
F1.5
Library Resources
Humber Capital Planning and Development
Annual resource planning and development is managed through a number of standing
committees and funds.
1. Capital New Start Fund – Managed by the Finance Department
This is yearly set aside capital funds to cover new program start-up capital costs.
2. College Equipment and Research Fund (CERF) – Managed by the Planning and
Development Office. Funded by MTCU – approximately $800,000 per year.
3. Annual Capital Fund (for equipment) – Managed through the VP Academic Office. For
the last 3 years, Humber has set aside 4 million dollars to support requests from across
the schools for funds for equipment renewal.
4. Facility Renewal Fund – Managed by the Facility Planning Committee. In 2010-2011, 3
million dollars was set aside for the renovation of facilities (classroom and labs).
All plans and expenditures are approved by the Board of Governors.
In addition, each academic school is responsible for conducting an annual review to assess
needed capital items, renewal of resources, and the upgrading of equipment and supplies.
Where resources are shared, such as labs and studio space, priority ranking is higher and costs
are shared among programs. All items are prioritized by the associate deans and addressed in
priority order. Much of the equipment is replaced on a cyclical basis (i.e., computer labs). A
yearly curriculum review identifies new equipment/capital/space requirements that programs
may have. In some instances, our industry partners will assist in providing necessary equipment
and supplies.
Library Resources
Humber has annual budget for library collections. In addition the library receives funds from the
Humber Student Federation, the Office of the VP Academic and the Academic Schools.
Humber is in partnership with the University of New Brunswick for the delivery of a nursing
degree program. There is a separate collections budget for the nursing degree program.
Similarly, there is a separate budget for the collections associated with the joint blended
degree/diploma programs offered with the University of Guelph.
Collection









95,622 print titles
36,096 eBooks
97 e-Resources
222 print titles Journals
52,203 online journals
Videos and CDs
4,681 videos
62 streamed videos
124 language CDs
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 7
Humber Libraries Collection Assessment:
Bachelor of Health Sciences (Workplace Health and Wellness) BHS (WHW)
I.
Library Support for the Degree Program: Summary
Below is an assessment of Humber Libraries’ resource collection in regards to the proposed
Workplace Health and Wellness BHS (WHW) degree program. The existing library collection
(including books, eBooks, print and electronic journals, and databases) strongly supports
the BHS (WHW) degree, offering a substantial number of resources required by the core
program courses. Some gaps in the existing collection remain, which can be supplemented
accordingly (see section II for monograph estimates).
Number of Holdings
Library resources
relevant to program
subject areas
Books/Monographs
North
Lakeshore
3465
Orangeville
166
Total
Core Journals (Print)
Core Journals (Electronic)
Core eResources
Other Library Access
15574
19205
1
170
18
Interlibrary Loan support
Direct Borrowers Agreement
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 8
II.
Monographs/Books (Print)
In total, Humber Libraries has 127,860 print books in its collection: 95,622+ at the North
campus, 31,231+ at the Lakeshore campus, and 1,007+ at the Orangeville campus. The
collection assessment in Appendix A illustrates the number of holdings that are available at the
North, Lakeshore, and Orangeville libraries, organized by subject areas and corresponding call
number ranges. The subject areas included in Appendix A have been mapped to the core
courses of the degree program.
As shown in Appendix A, the Library’s book collection is comprehensive in regards to the core
subject areas of the BHS(WHW) degree, with significant numbers of resources available for
subjects such as public health and medicine, psychology, workplace management, and
technology. However, some subject areas will require additional titles in order to provide a
greater depth of resources and to fill any information gaps. Several required book titles listed in
course outlines are not available in the library’s collection.
Based on 2012/13 book prices, the average cost of a book in the subject areas mentioned is
$55.00. In order to address the collection issues noted above and to update the collection on an
annual basis, the following book budget is recommended:


III.
One time commitment: $5,500 (100 books, $55 per book) to address collection gaps.
Annual commitment: $3,000 for print books and ebooks. The annual cost of journal and
database subscriptions will be absorbed by the Library’s existing collections budget.
Books (Electronic)
In addition to print books, the Humber Libraries provides access to over 44,000 eBooks
which cover a wide range of topics. Access to ebooks is provided through the library
catalogue.
IV.
Periodicals: Print and Electronic
Humber Libraries has access to over 52,203 eJournals (electronic journals) and over
340 print subscriptions between the North and Lakeshore campus libraries. Full text ejournals are included in many of the Library’s database subscriptions.
Many of the recommended readings for the core degree courses are available
electronically through the library. These readings can be shared via Blackboard to ease
student access. See Appendix B for an expansive list of journals from the collections
that are relevant to the core courses of the BHS(WHW) degree.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 9
V.
Electronic Databases
Core databases to support the BHS (Workplace Health and Wellness) degree include:

Academic Search Complete (EBSCO host)
A comprehensive multi-disciplinary database with more than 3,000 journal titles.
Coverage includes business, social sciences, music, humanities, general academic
journals, science, and education.

Alt-HealthWatch
Focuses on alternative and holistic approaches to health care and wellness. This
database provides abstracts and indexing for articles in over 160 journals, magazines,
reports, proceedings, and newsletters.

Applied Science & Technology Full Text
Provides access to 453 core scientific and technical periodicals. Covers scientific
journals in fields such as chemistry, computer technology, construction industry,
electronics, mathematics, mechanical engineering, physics, plastics and
telecommunications.

Canadian Encyclopedia
Full text of the authoritative encyclopedia about Canada and its people, in English and
French.

Canadian Reference Centre
Provides full text access to 150 Canadian journals, magazines, newspapers &
newswires, reference books, and company information plus over 400 international
periodicals.

CINAHL with Fulltext
Includes materials on the topics of nursing, allied health, consumer health, biomedicine,
complementary medicine and health sciences.

CPI.Q
Covers about 1.8 million articles from nearly 700 Canadian journals and magazines.

e-CPS/e-Therapeutics
e-CPS contains current information for approximately 3,000 Health Canada approved
drug monographs, as well as CPhA monographs covering generic drugs or drug classes.
e-CPS is fully searchable by brand or generic name, by therapeutic class, and by
manufacturer. Topics for each drug include: pharmacology, indications,
contraindications, warnings, precautions, adverse effects, overdose, dosage, and
information for the patient.
e-Therapeutics+ is Canada's authoritative source for prescribing and managing drug
therapy at the point of care. Providing pharmacists and other health care professionals
with online access to evidence-based, reliable Canadian drug and therapeutic
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 10
information, e-Therapeutics+ helps practitioners know what works when. eTherapeutics+ offers a disease-oriented approach to weighing treatment options for
pharmacy patients. It supports the safe and efficient use of pharmaceuticals for
improved patient safety and outcomes and for superior drug therapy management.

Health Source: Consumer Edition
Covering topics such as AIDS, cancer, diabetes, drugs & alcohol and women's health,
this collection of consumer health information provides access to over 80 full text
consumer health magazines, including American Fitness, Better Nutrition, Harvard
Health Letter, Muscle & Fitness, Vegetarian Times and more.

Healthstar
Contains information about health industry staffing, economics, insurance, healthcare
delivery systems, health economics, government policy, health facilities, administration
and planning.

Key Thinkers in Psychology (Credo Reference)
Provides a clear and concise breakdown of the contributions of key thinkers in
psychology and also ties their work into the development of psychology over time and to
important questions in the philosophy of science.

Natural Standard
Provides evidence-based information about complementary and alternative therapies.

Project Muse
The basic research collection has more than 200 scholarly journal titles in the humanities
and social sciences.

PsycArticles (EBSCO host)
From the American Psychological Association (APA), this database is a definitive source
of full-text, peer-reviewed scholarly and scientific articles in psychology.

Sage Premier
SAGE Premier includes leading international peer-reviewed journals, including highimpact research titles published on behalf of over 245 scholarly and professional
societies. Interdisciplinary coverage for subjects in the humanities, social sciences,
science, technology, medicine and many more.

Science Direct
This database includes the health and life sciences, and social and behavioural
sciences.

SocINDEX (EBSCO host)
A comprehensive high quality sociology database that features more than 1.9 million
records. It includes full-text coverage of journal articles, textbooks, monographs, and
conference papers. The extensive scope and content of this database provide users with
a wealth of extremely useful information encompassing the broad spectrum of sociology.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 11
VI.
Library Services
The North Campus Library spans 5 floors. Student seating totals 459, and 9 group study rooms
are available for booking. Over 60 student computers are available (10 reserved for quick use).
5 multifunction devices and 1 printer offer students printing, copying, and scanning services in
both black and white and colour. There is wireless capacity throughout the Library. The Library
also features individual DVD/video viewing stations, adjacent to the media services desk, where
students can borrow DVDs and videos.
The Library is open seven days a week during the fall and winter semesters and provides
extended hours of operation during mid-terms and end-of-semester exams. Students have
appreciated the implementation of library floors designated for ‘collaborative, ‘quiet’, and ‘silent’
study.
Library staff provides circulation and research support (in-person, by phone, email or web chat)
during regular library hours. The Health Sciences Librarian offers in-class library instruction (by
request) to ensure that students are familiar with library resources and search strategies. The
librarian is available to provide specific guidance for research assignments, and is available by
appointment to meet with students.
Intercampus loan services (resource sharing among Humber's three campuses) and interlibrary
loan services (resource sharing with external libraries) are available to Humber students and
faculty. In addition, students and faculty can directly borrow library materials from any Ontario
community college library that is in close proximity to where they live (Direct Borrowers
Agreement).
Reference and research support for Humber students is available at the Reference Desk: 3rd
floor of the North Library, during normal operating hours.
The Library's content-rich website was updated in 2013 (http://library.humber.ca), and provides
both on-campus and remote access to the Library's catalogue and various online resources
such as ebooks, ejournals, databases and streamed video content. Online library content
(ebooks, ejournal articles and streamed video) is also embedded into Humber Blackboard
courses. The new DISCOVER search tool provides integrated search results for both the library
catalogue and many key eResources. Users can also search for resources by their program and
by type of resource (e.g. eBooks). The new web site is easily viewable on mobile devices.
Humber Libraries takes part in askON, a real-time chat reference service; Humber is one of 11
Ontario college libraries participating in askON. During the 2013/2014 academic year, Humber
will be participating in askON’s SMS/text service pilot.
The Learning Resource Commons (LRC) building is currently under construction and will open
in September 2015. The 260,000 sq. ft., six storey building will house a student gallery and
commons, a new library, and enhanced student services, in addition to student services offices
and administration. The new library, spanning 2 floors, will offer 3x more study and work space
for students, and will feature silent study and bookable multimedia group study rooms.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 12
VII.
Humber Libraries Collection Statistics Summary
Books/Monographs (print)
North
95622
Lakeshore
31231
Orangeville
1007
Total
44812
eBooks
Journals (Print)
North
222
Lakeshore
117
Orangeville
Total
343
97
Databases
Prepared by:
4
52203
Journals (Electronic)
VIII.
127860
Amy Weir
Health Sciences Liaison Librarian
Dijana Kladnjakovic
Collections and Technical Services Librarian
Date:
December 19, 2013
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 13
Appendix A
Core Curriculum for Bachelor of Health Sciences (Workplace Health and Wellness)
Call Number
Range
Course Name
BD143-BD237
Knowledge,
theory of.
Reflective and Critical Practice
BF1-BF990
Psychology.
North
Lakeshore
Orangeville
Total
22
11
0
33
Intro to Psychology;
Human Resources in Workplaces
3075
689
38
3802
BF637.N4
Negotiation.
(Conflict
management)
Human Resources in Workplaces;
21
10
0
31
BJ1-BJ1725
Ethics.
Ethical and Legal Issues in
Workplace Health and Wellness
308
69
2
379
GN301-GN674
Ethnology.
Social and
cultural
anthropology
Academic Writing and Critical
Reasoning: Multiculturalism and
Diversity in Contemporary Canadian
Culture
257
47
0
304
GV557-GV558
Sports sciences.
Health Behaviour;
18
0
0
18
HA1-HA4737
Statistics
Applied Epidemiology;
155
33
0
188
2886
1059
83
4028
Reflective and Critical Practice
Food, Nutrition and Active Living
Biostatistics;
Mathematics for Health Sciences
HD28-HD70
Capstone I;
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 14
Management.
Capstone Project 2;
Project Management for Workplace
Health and Wellness;
Reflective and Critical Practice;
Change and 21st Century
Organizations;
Interprofessional Leadership;
Reflective and Critical Practice;
The Business Case for Workplace
Health and Wellness;
Human Resources in Workplaces;
Working in Healthcare
HD7260HD7780.8
Work
environment.
Disability Management;
275
63
0
338
Ethical and Legal Issues in
Workplace Health and Wellness;
Human Resources in Workplaces
HF5415.123HF5415.124
Communication
in marketing.
Digital Innovations for Workplace
Health and Wellness
35
25
0
60
HF5691-HF5716
Business
mathematics.
Commercial
arithmetic.
Mathematics for Health Sciences
49
15
3
67
HF5717-5734
Business
Communication
Business Communications;
240
93
15
348
HJ9-HJ9995
Mathematics for Health Sciences
314
44
0
358
Change and 21st Century
Organizations
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 15
Public finance.
HM621-656
Culture
Human Resources in Workplaces;
HV1551HV3024 People
with disabilities.
JC571-JC628
Human rights.
85
14
0
99
Disability Management
251
237
1
489
Digital Innovations for Workplace
Health and Wellness;
122
36
0
158
Academic Writing and Critical
Reasoning: Multiculturalism and
Diversity in Contemporary Canadian
Culture
Ethical and Legal Issues in
Workplace Health and Wellness
P87-P96
Communication.
Mass media
Digital Innovations for Workplace
Health and Wellness
824
232
5
1061
QH301-QH705.5
Biology
(General)
Health Behaviour;
501
31
0
532
QM1-QM695
Human Anatomy
The Human Body and Disease
152
6
0
158
QP1-QP981
Physiology
Food, Nutrition and Active Living;
948
70
6
1024
QP141-QP185.3
Nutrition.
Food, Nutrition and Active Living
96
3
0
99
R735-854
Medical
education.
Medical schools.
Research
Food, Nutrition and Active Living;
87
1
0
88
Human Resources in Workplaces
The Human Body and Disease
Health and Wellness Concepts;
Researching and Writing;
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 16
Capstone Project 2;
Intro to Psychology;
Researching and Writing;
Knowledge Translation
R855-R855.5
Medical
technology.
Health Literacy
7
0
0
7
R858-R859.7
Medical
informatics.
Digital Innovations for Workplace
Health and Wellness
17
0
0
17
RA1-RA1270
Public aspects
of medicine
Ethical and Legal Issues in
Workplace Health and Wellness;
1659
167
3
1829
1040
108
3
1151
Mental Health and Addictions;
Working in Healthcare;
Global Health Issues;
Health Literacy;
Health and Wellness Concepts;
Capstone Project 2
RA421RA790.95
Public health.
Hygiene.
Preventive
medicine.
Health Literacy;
Interprofessional Leadership;
Knowledge Translation;
Project Management for Workplace
Health and Wellness;
Working in Healthcare;
Health and Wellness Concepts;
Applied Epidemiology;
Environmental Health;
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 17
Health Behaviour;
Occupational Health and Safety;
Wellness Coaching;
Mental Health and Addictions
RA565-RA600
Environmental
health.
Environmental Health
117
13
0
130
RA601-RA602
Food, Nutrition and Active Living
14
0
0
14
RA643-RA645
The Human Body and Disease;
188
20
0
208
Disease
(Communicable
and
noninfectious)
and public
health
Applied Epidemiology;
RC554-RC569.5
Personality
disorders.
Behavior
problems
Health and Wellness Concepts;
306
205
6
517
RC581-RC951
Specialties of
internal
medicine
The Human Body and Disease
689
43
0
732
RM930-RM950
Medical
rehabilitation.
Disability Management
18
6
0
24
T1-T995
Technology
Digital Innovations for Workplace
730
115
1
846
Food and food
supply in relation
to public health
Food, Nutrition and Active Living;
Mental Health and Addictions
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 18
(General)
Health and Wellness;
Human Resources in Workplaces
TA166-TA167
Human
engineering
(Ergonomics)
Total
Disability Management;
68
0
0
68
Occupational Health and Safety
15574
3465
Bachelor of Health Sciences (Workplace Health and Wellness)
166
19205
Section F, Page 19
Appendix B
Core Electronic/Print Periodicals for Bachelor of Health Sciences Workplace Health and
Wellness

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
Academy of Health Care Management Journal
Advances in Mental Health
Aging Male
Alternative Therapies in Women's Health
American Academy of Nurse Practitioners
American Journal of Infection Control
American Journal of Law & Medicine
Anatomy
Annals of Anatomy
Annals of Behavioral Medicine
Annals of Epidemiology
Annals of Internal Medicine
Annals of Nutrition and Metabolism
Annual Reviews of Psychology
Applied Ergonomics
Archives of Women's Mental Health
Arrows for Change
Best Practices in Mental Health
Biomedical and Environmental Sciences
Breast Disease
Canadian Healthcare Manager
Canadian Journal of Community Mental Health
Canadian Journal of Dietetic Practice and Research
Canadian Journal of General Internal Medicine
Canadian Journal of Occupational Therapy
Canadian Women's Health Network
Cancer Causes & Control
Clinical Psychology Review
Clinical Nutrition
CMAJ Canadian Medical Association Journal
Community Mental Health Journal
Conflict and Health
Contemporary Clinical Trials
Diabetes Educator
Disability and Health Journal
Disability and Rehabilitation
EcoHealth
Emerging Infectious Diseases
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 20
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








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
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
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
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
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


Emerging Themes in Epidemiology
Environmental Health Insights
Environmental Health Perspectives
Environmental Nutrition
Environmental Research
Epidemics
Epidemiologic Perspectives and Innovations
Epidemiology Research International
Ergonomics in Design
Ethnicity and Health
Families Systems & Health
Food and Chemical Toxicology
Forum for Health Economics & Policy
Global Health Science and Practice
Global Journal of Health Science
Harvard Business Review
Harvard Men's Health Watch
Harvard Mental Health Letter
Harvard Women's Health Watch
Health & Place
Health Data Management
Health Facilities Management
Health Information Management
Health Management Technology
Health Matrix
Health Policy
Health Psychology
Health Research Policy and Systems
Health Services Research
Health Sociology Review
Health Statistics Quarterly
Healthcare Design
Healthcare Executive
HIV & AIDS Review
Human & Experimental Toxicology
Infection, Genetics, and Evolution
Infectious Disease Reports
Infectious Diseases
Information Technology and Disabilities
International Journal of Ageing and Later Life
International Journal of Anatomy and Research
International Journal of Epidemiology
International Journal of Food Safety, Nutrition, Public Health, and Technology
International Journal of Mental Health
International Journal of Mental Health and Addiction
International Journal of Mental Health Systems
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 21

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






















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
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





International Journal of Molecular Epidemiology and Genetics
Internet Journal of Epidemiology
Internet Journal of Mental Health
Issues in Law & Medicine
Journal of Advanced in Internal Medicine
Journal of Aging and Health
Journal of Aging Research
Journal of American College Health
Journal of Anatomy
Journal of Continuing Education in the Health Professions
Journal of Counseling and Development
Journal of Developmental and Physical Disabilities
Journal of Developmental Disabilities
Journal of Environmental and Public Health
Journal of Environmental Health
Journal of Environmental Health Research
Journal of Epidemiology
Journal of Family & Reproductive Health
Journal of Food Safety
Journal of Fundamentals of Mental Health
Journal of Health Economics
Journal of Hospital Infection
Journal of Human Nutrition and Dietetics
Journal of Immigrant and Minority Health
Journal of Infection
Journal of Intellectual Disabilities
Journal of Internal Medicine
Journal of Interprofessional Care
Journal of Law and Health
Journal of Law, Medicine, & Ethics
Journal of Men's Health & Gender
Journal of Neuroscience Nursing
Journal of Occupational Rehabilitation
Journal of Primary Prevention
Journal of Public Mental Health
Journal of Social Aspects of HIV/AIDS Research Alliance
Journal of the American Dietetic Association
Journal of the American Osteopathic Association
Journal of the International AIDS Society
Journal of the National Society of Allied Health
Journal of Toxicology
Journal of Women's Health
Journal of Women's Health & Gender-Based Medicine
Lancet Global Health
Lancet Infectious Diseases
Leadership in Action
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 22
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


Leadership Quarterly
Marketing Health Services
Medical Care Research and Review
Medical Letter on the CDC & FDA
Mental Health and Physical Activity
Mental Health Weekly
Mental Illness
Neuroepidemiology
Nurse Education in Practice
Obesity Reviews
Open Access Medical Statistics
Open Epidemiology Journal
Open General & Internal Medicine Journal
Open Journal of Internal Medicine
Open Women's Health Journal
Patient Education and Counseling
Perspectives in Public Health
Population Health Metrics
Prevention Researcher
Psychological Services
Psychology & Psychiatry Journal
Psycho-Social Medicine
Quality & Safety in Health Care
Quality Management in Health Care
Research in Developmental Disabilities
Rural Mental Health
Science of the Total Environment
Social Medicine
Sociology of Health & Illness
Statistical Communication in Infectious Diseases
Teaching and Learning in Nursing
Technology and Health Care
The Diabetes Educator
Weekly Epidemiological Record
Women's Health Activist
Women's Health Advisor
Women's Health Issues
World Health Statistics
World Psychiatry
Core Print Journals for BHS(WHW)

Dimensions of Health Service (North)
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 23
F2 RESOURCE RENEWAL AND UPGRADING
Lakeshore Campus Development
The federal Knowledge Infrastructure Program (KIP) is a $2-billion, two-year economic stimulus
program to support infrastructure enhancement at postsecondary institutions across Canada
while supporting job creation and strengthening the economy. The program will provide $800
million to colleges and universities in Ontario. Through the Government of Ontario’s 2009
Budget, overall matching funds ($780 million) were invested by the province. This joint
infrastructure funding initiative will modernize facilities and boost long-term research and skills
training capacity at Ontario colleges and universities. The program responds directly to needs
identified by the institutions, which were encouraged to submit deferred maintenance and
revitalization projects.
Humber has been awarded $35 million ($29.8 million from the province and $5.1 million from
the federal government) for Lakeshore revitalization. The funding has been used to support
three phases of work: completion of the Centre for Justice Leadership; repurposing of an
existing sports complex for use as studios for the School of Creative and Performing Arts and
School of Media Studies and Information Technology Programming; and the replacement of the
existing Building L at Lakeshore Campus East.
Building L, which opened in September 2011, is a four-storey, 100,000 square foot building
costing in excess of $55 million. In addition to specialized academic space, this building
provides extensive formal and informal space for study and student interaction.
The first floor contains an art gallery, eight 65 seat tiered classrooms as well as a learning
commons providing quiet study, group study and informal space for over 150 students at a time.
In addition, there is a 2,500 square foot community room for special events. The second floor
includes a cafeteria/lounge and study area with a capacity of 330. The third floor houses eight
classrooms ranging in size from 35 to 80 seats. In addition, two 46 seat PC labs and one 46
seat MAC lab are located here. A number of classrooms have been built so that they can be
easily converted to computer labs as needs shift. There is also a conference room with
moveable walls to create one or two meeting rooms. The fourth floor contains two editing suites
and a digital media centre primarily for media related degree programs. Floors three and four
also house some faculty office space.
The KIP investment is an integral component of Humber’s long term Lakeshore revitalization
plans, and will improve existing facilities for a variety of programs and academic schools.
Enrolment at the Lakeshore Campus has grown by 53% since 2005 and Humber is challenged
with accommodating an additional 3,000 undergraduate degree spaces at Lakeshore over the
next 5 years.
The KIP funded Lakeshore revitalization projects will:
 Optimize classroom capacities and flexibility
 Contribute to the establishment of school identity and Centres of Excellence by
clustering specialized facilities
 Repurpose existing facilities
 Create much-needed student individual and group study space.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 24
Humber Capital Planning and Development
Annual resource planning and development is managed through a number of standing
committees and funds.
1. Capital New Start Fund – Managed by the Finance Department
This is yearly set aside capital funds to cover new program start-up capital costs.
2. College Equipment and Research Fund (CERF) – Managed by the Planning and
Development Office. Funded by MTCU – approximately $800,000 per year.
3. Annual Capital Fund (for equipment) – Managed through the VP Academic Office. For
the last 3 years, Humber has set aside 4 million dollars to support requests from across
the schools for funds for equipment renewal.
4. Facility Renewal Fund – Managed by the Facility Planning Committee. For 2010-2011, 3
million dollars was set aside for the renovation of facilities (classroom and labs).
All plans and expenditures are approved by the Board of Governors.
In addition, each academic school is responsible for conducting an annual review to assess
needed capital items, renewal of resources, and the upgrading of equipment and supplies.
Where resources are shared, such as labs and studio space, priority ranking is higher and costs
are shared among programs. All items are itemized and prioritized by the associate deans and
addressed in priority order. Much of the equipment is replaced on a cyclical basis (i.e., computer
labs). A yearly curriculum review identifies new equipment/capital/space requirements that
programs may have.
Library Resources
Humber has annual budget for library collections. In addition the library receives funds from the
Humber Student Federation, the Office of the VP Academic and the Academic Schools.
Humber is in partnership with the University of New Brunswick for the delivery of a nursing
degree program. There is a separate collections budget for the nursing degree program.
Similarly, there is a separate budget for the collections associated with the joint blended
degree/diploma programs offered with the University of Guelph.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 25
F3 SUPPORT SERVICES
Student Services is committed to ensuring that the quality of student life at Humber is conducive
to intellectual and personal growth and to the achievement of academic success. Student
Services’ departments provide advising, counseling and support services to assist all students
to achieve their personal, academic and career goals. Qualified and trained staff members work
directly with individual students and in partnership with faculty and others in contributing to
student development.
The functions in Student Services include: Alumni Services, Athletics and Recreation, Awards,
Career Services, Chaplaincy, Counseling Services, Disability Services, Health Services,
International Student Services, Orientation, Peer Services, Residence Life, Student
Responsibilities and Rights and linkage with student government.
Support Service
Brief Description of Service
Counseling Services
Overview
Counseling Services assist a diverse community of students in
functioning effectively as individuals and as learners. The primary
function of Counseling is to provide students with services that optimize
their psychological well-being by addressing their emotional,
developmental and adjustment needs, thus enabling them to focus on
their goals and to achieve academic success. The various domains of
Counseling are Academic Advising, Academic Counseling, Career
Counseling and Personal Counseling.
Academic Advising
Counselors assist students in accurately assessing their strengths,
limitations and abilities in order to make academic decisions and plans
that lead to the realization of their life/career goals. Further advisement
involves assisting students in identifying and working through academic
difficulties; teaching skills and strategies to enhance learning; and
aiding students in research and locating resources to further their
educational options and careers.
Career Counseling
Counselors assist students in formulating career goals by helping them
to identify their interests, skills and aptitudes and by helping them to
make the connection between themselves and the qualities and
education/training necessary to be successful in their chosen career.
Personal Counseling
Counseling Services offer confidential, professional counseling to help
students deal with personal or psychological problems in order to foster
personal and academic growth. Areas of expertise include: trauma,
relationship issues, stress, anxiety, depression, sexual harassment,
eating disorders, substance abuse and others.
Student/Graduate
Employment
Career Services offer many different programs and services to assist
students in their career planning and job search. The service is
provided directly by staff on both a one-to-one and group basis and
includes the use of appropriate technology. Programs and services
include career and labour market information and resources,
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 26
Support Service
Brief Description of Service
employment preparation tools and techniques (e.g., resume writing,
interview practice and self-marketing tips), as well as a job posting and
referral services for part-time, summer and permanent employment. A
Graduate Employment Plan provides a systematic service outreach to
all graduating students through in class presentations, the distribution
of a Grad Toolkit, and individual student follow-up, when requested.
Service responses are matched to specific needs. Career Services coordinate the Work Study Program which assists approximately 900
students in finding part-time jobs on campus.
Services for
International
Students
Over the past five years, there has been a significant increase in the
number of International students studying at Humber. In order to meet
the needs of our international students, four International Student
Advisors (ISA’s) assist the academic schools in their support of
International Students. The goal is to work with program coordinators
to support international students and positively influence retention.
Each school has one student advisor assigned to them who will be their
main contact within the International Centre for student support issues.
Services for
Students with
Disabilities
Postsecondary education should be open to every student who is
academically qualified. Humber’s Services for Students with Disabilities
work towards removing physical and educational barriers and
encouraging healthy open communication among faculty, staff and
students, regarding disabilities.
To assist the Humber community with its shared commitment to an
open, supportive learning environment, the Disability Services Office
has produced a Policies and Procedures Manual on Disabilities. In
addition, Disability Services staff work directly with students who have
hearing, visual, learning, medical, physical or psychological disabilities
and arrange accommodations that are intended to offset the effects of
the student’s particular disability. The goal is to assist students in
functioning as independently as possible within the academic and
social context of Humber. Services include assessment, disabilityrelated counseling and support, referral to community agencies, test
invigilation, note takers, interpreters, computer assisted technology,
learning strategy instruction, advocacy and help with accessing
financial resources to cover the cost of equipment and services.
Peer Tutoring
Humber’s Peer Tutoring program offers one-on-one assistance to any
student who wants to improve his/her grades. Extra practice and review
of previously taught material is provided by fellow students outside of
regularly scheduled class time. Tutors are students who have
demonstrated high levels of competence in the subject to be tutored
and they have the necessary interpersonal skills to be effective tutors.
Tutors receive specific training in teaching and group skills, and they
are monitored and supported by Humber staff during their employment
as tutors. Tutors also take on the role of mentors to the students that
they work with and in this role they may identify other issues or
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 27
Support Service
Brief Description of Service
concerns and either provide peer advice or refer to appropriate Humber
services.
Peer Tutors are available in all learning labs where they provide on-call
support.
Humber hires and trains students to provide peer services in many
different departments. There are peer Resume Assistants, peer Web
Helpers, peer Lab Monitors, peer Guides/Ambassadors, peer Event
Organizers, peer Advisors and others.
Student Awards
The Awards Office, with the assistance of an Awards Committee,
administers a large program of over 500 donor awards and over 600
College awards that recognize and reward student achievement. The
awards are presented at a series of evening celebration ceremonies in
October/November each year attended by the donors, parents and
friends of recipients, Humber staff, faculty and administrators. The
awards are in the form of money, plaques and trophies and educational
materials and equipment. Additionally, the Awards Office co-ordinates
two events each year that recognize student creative talent with the
Juried Art Show and student contribution to student life outside the
classroom with the Student Appreciation Banquet.
Alumni Services
While still pursuing their diploma, degree or certificate studies, Humber
students are introduced to the benefits of staying connected to the
organization after graduation through an alumni affiliation. The Alumni
Office offers the usual range of personal and business services,
reunion events and publications as well as ongoing access to Humber
facilities and services such as the Athletics Centre, the Library and the
Career Centre for job search assistance. To further Humber’s strategic
priority of lifelong learning, an educational and career planning service
for Alumni has been developed. The Career Advancement Service
offers career coaching/counseling, testing and assessment, the
development of a career and educational plan and the building of a
lifelong learning portfolio.
Athletics –
Varsity/Intramural
The Athletic Department offers a wide range of quality activities and
programs to complement any student’s leisure time and to maximize
personal growth in the areas of fitness, recreation,
varsity/intercollegiate, intramural, sports and instruction. There is
something for everyone whatever the level of individual skill and
interest.
Varsity/Intercollegiate – for skilled and competitive student athletes
dedicated to the pursuit of excellence, men’s and women’s programs
are offered in basketball, volleyball, soccer, golf, cross country and
badminton. Humber’s varsity teams have a history of competing and
winning at both the provincial and national level.
Intramural Sports and Recreation – There is an organized program of
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 28
Support Service
Brief Description of Service
male, female, co-ed and individual activities both of a friendly
competitive nature and “just for fun” that includes basketball, volleyball,
hockey, swimming, indoor soccer, badminton, squash and gymnasium
activities.
Fitness –Many students take advantage of fitness classes as well as
pursuing personal training programs in the Athletic Centre. Jogging,
walking and cycling are popular activities on Humber’s extensive
system of trails.
Instruction – The Athletic Department offers a number of certificate
programs in the areas of fitness leadership, outdoor education and
coaching. In addition, the Athletic Department provides a range of
student support and developmental services including: the Student
Athletic Association, a peer leadership organization; the PASS program
which provides academic advising and tutoring for student athletes;
athletic scholarships, awards, recognition events and part-time jobs for
approximately 100+ students in the Athletic and Recreation facility.
Chaplaincy Services
The Chaplaincy Service exists to respond to the spiritual needs of
students. Humber’s chaplain is committed to an interfaith and
intercultural ministry. All contact by appointment, telephone or email is
confidential. An Interfaith Prayer Room is available for use by all
students.
Health Services
Health Services provide the support and resources to enable students
to address and solve health problems that may interfere with their
ability to learn. Health Services encourage students to take
responsibility for their own health and to adopt a healthy lifestyle that
will improve their ability to learn. The nurse practitioner/manager,
nurses and physicians of the Health Centre provide primary health care
for the treatment of physical illness and the treatment of
mental/emotional health. Health Services is also very involved in health
education, sexual education and preventive medicine utilizing the
medical staff and a trained student team of Peer Health Educators.
Health Services provide a supervised clinical placement for one or
more nursing students.
Residences
Residence Life is a Student Services function within Humber’s
Residence. The role of Residence Life is to provide not only a
convenient, secure living/learning community environment but to also
provide highly trained staff and social and educational programs that
are responsive to student needs and that support the personal and
academic growth of students in residence. The Residence Life staff (a
Residence Life Manager, three live-in Residence Life Coordinators and
40 student Resident Assistants) are responsible for providing
counseling, advising, extensive social and educational programming,
room assignments, conduct monitoring/discipline and emergency
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 29
Support Service
Brief Description of Service
response. Specific Humber Counselors are assigned to the residence
to assist with peer training, counseling/advising and crisis intervention.
Student Government
The more than 20,500 full-time students at Humber are represented by
the Humber Students’ Federation (HSF) – the official student
government elected by all full-time students every year. HSF represents
the full-time students of Humber to the provincial and federal
governments, Humber Administration, the Board of Governors and
various Humber Committees, Task Forces and Councils as they arise.
HSF provides a range of services and activities to enhance the campus
life experience for students.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 30
F4 FACULTY
F4.1
Projected Staffing Requirements
Staffing Requirements - Projected
Cumulative
Enrolment
Cumulative
Part-time
Faculty
Equivalents
(P.T.E.)
Classroom
support
technicians
Full-time
Cumulative
Full-time
Faculty
Equivalents
(F.T.E.)
Ratio of
Full-time
Students/
Full-time
Faculty
Year
1
60
0.8
0.5
1
75/1
Year
2
111
1.7
1.1
2
65/1
Year
3
152
2.4
1.6
3
63/1
Year
4
187
3.1
2.1
4
60/1
Method used to calculate cumulative enrolment:
Year
1
2
3
4
Total
Retention
Rate
Year 1
Year 2
Year 3
Year 4
2015/16
2016/2017
2017/2018
2018/2019
60
60
51
60
51
41
60
51
41
35
60
111
152
187
85%
88%
86%
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 31
F4.2
Faculty Plan
The School of Health Sciences and the School of Hospitality, Recreation and Tourism have
increased the number of faculty with terminal credentials since Humber first began to offer
degrees in 2004 and will exceed the requirement to have a minimum of 50% of core courses
delivered by faculty members holding doctorate degrees in the appropriate fields. The
schools have identified 20 faculty members with Ph.D. degrees (18 full-time and 2 part-time)
to teach in the program. This will be augmented by hiring one or more adjunct faculty with
appropriate academic and professional qualifications, expertise in health sciences and
health promotion. In addition 4 more faculty members are identified to teach in the program
that are currently pursuing doctoral studies and are expected to finish before implementation
of the program.
The faculty plan is divided into 4 sections:
Section One – The table in the first section shows the proposed academic credential
required of faculty in the degree program.
Section Two – This section details the current faculty complement, and the anticipated
number of new hires required.
Section Three –This section shows a sample plan identifying current and proposed qualified
faculty members and where gaps occur requiring new hiring. This plan represents Humber’s
best projections for the program.
Section Four – This section summarizes the anticipated results of faculty planning.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 32
SECTION ONE: Proposed Academic Credentials
Humber is committed to fulfilling the PEQAB requirement to have at least 50% of core
courses delivered by instructors holding terminal academic credentials in their field of study.
This target will be met or exceeded by assigning and hiring a faculty complement of
approximately 58% of faculty holding doctoral degrees. The remaining 42% of faculty would
hold masters level degrees with extensive experience in health promotion, business or other
related fields.
Humber has concluded that the proposed faculty complement will provide an optimal mix of
theoretical and applied foci. This conclusion is based on:
 the nature of the program which fully integrates theoretical and applied courses
 the interdisciplinary nature of the program requiring a mix of expertise and
credentials
 observations of comparable programs at universities in Ontario,
 Humber’s experience in offering related degree-level study in applied areas of study.
Semester
Course Title
Proposed Faculty Credential
1
1
The Human Body and Disease
Working in Health & Wellness
1
Health and Wellness Concepts
1
AWCR: Multiculturalism
2
2
Introduction to Psychology
Health Behaviour
2
Global Health Issues
2
3
Research and Writing on Issues in
Health
Mathematics for Health Sciences
3
Environmental Health
3
Reflective and Critical Practice
3
Business Presentations
Ph.D. in Biosciences or related field
M.Sc. / Ph.D. in Rehabilitation
Sciences or Health Policy or related
field
MSc / Ph.D. in Kinesiology, Sport
Sciences, Health Promotion, Public
Health or related field
Ph.D. in English, Rhetoric or related
field
Ph.D. in Psychology
Ph.D. in Sport Psychology or related
field
Ph.D. in Health Policy, MSc or Ph.D.
in Social and Cultural Health Studies,
Health Promotion or related field
Ph.D. in English, Rhetoric or related
field
Ph.D. in Applied Mathematics,
Statistics or related field
Ph.D. in Biosciences, Environmental
Health, Public Health, Rehabilitation
Sciences, or related field
M.A./M.Sc./ Ph.D. in Health Research
Methodology, Adult Education or
related field
M.B.A./ Ph.D. in Business
Communications, English, or related
field
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 33
4
Food, Nutrition and Active Living
4
Human Resources in Workplaces
4
5
Occupational Health & Safety in
Ontario
Biostatistics and Research
5
Mental Health and Addictions
5
5
The Business Case for Workplace
Health and Wellness
Health Literacy
6
Applied Epidemiology
6
Interprofessional Leadership
6
7
Ethical and Legal Issues in Workplace
Health and Wellness
Digital Innovations in Workplace
Health and Wellness
Capstone Project 1
7
Disability Management
7
8
Project Management in Workplace
Health and Wellness
Capstone Project 2
8
Wellness Coaching Principles
8
The 21st Century Organization
8
Knowledge Translation
6
M.Sc. in Nutrition or related field
including a combination of Registered
Dietician and practical experience
Ph.D. in Psychology, Organizational
behaviour or related field
M.B.A. or Ph.D. in Industrial Relations,
or LLB in Labour Law or related field
MSc or Ph.D. in Applied Mathematics,
Statistics or related field
Ph.D. In Psychology or MSW related
field
M.B.A. or Ph.D. in Organizational
Behaviour
MSc or Ph.D. in Social and Cultural
Health Studies, Health Promotion or
related field
Ph.D. in Biology, Bioscience, Public
Health or related field
MSc or Ph.D. In Nursing Education or
related field
Ph.D. In Philosophy or related field
LLB in Labour Law
M.A. or Ph.D. in New Media,
Communications or related field
Ph.D. in Health Sciences, Health
Promotion or related fields
M.B.A. or Ph.D. in Kinesiology,
Rehabilitation Sciences, Human
Resource Management, Industrial
Relations or related field
M.B.A. and PMI Designation in Project
Management
Ph.D. in Health Sciences, Health
Promotion or related fields
M.H.Sc., M.Sc. or Ph.D. in
Kinesiology, Behavioural Psychology
or related field
Ph.D. in Organizational Behaviour or
related field
M.Sc. or Ph.D. in Social and Cultural
Health Studies, Health Promotion or
related field
The faculty plan for the proposed program capitalizes on the experience and strength of
many fine scholars and instructors employed by Humber currently. Their CV’s indicate the
depth of their expertise and commitment to lifelong learning. The plan also ensures that all
faculty will hold an academic credential at least one degree higher than offered by the
program. Any requests for “CV exceptions” will be reviewed and agreed to by the President.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 34
SECTION TWO: Faculty Complement
Current Status
Humber’s diploma programs in allied health fields and health promotion are taught by wellqualified faculty, most with recognized doctoral or master level degrees. In addition the
Schools of Health Sciences and School of Hospitality, Recreation and Tourism currently
employ thirteen faculty members with Ph.D. credential along with several more with masters’
level degrees who may be expected to teach in the Bachelor of Health Sciences (Workplace
Health and Wellness) program. Several more faculty members from The Business School,
The School of Liberal Arts and Science, and the School of Applied Technology, holding
advanced degrees in complementary fields are expected to teach in the program.
Required New Hires
In the second year of operation a newly-hired faculty member with a masters’ level or
doctoral degree in nutrition or related field will be required, with particular expertise in food,
nutrition and active living. In the third year hiring of full or part-time faculty with masters’
level or Ph.D. credentials with emphasis in digital innovation in health and wellness. In
Years 3 and 4, hiring will be reassessed to ensure that faculty with terminal credentials in
appropriate fields are assigned to supervise Capstone Project courses. In addition 1 fulltime support technician will be hired for approximately 60 students.
The following chart summarizes faculty complements over the first 4 years of the
program:
Note: Determined using formula of 60% full-time and 40% part-time.
Full-time faculty
FTE
Part-time faculty
FTE
Full time
Support
Technicians
Year 1
Year 2
Year 3
Year 4
0.8
1.7
2.4
3.1
0.5
1.1
1.6
2.1
1.0
2.0
3.0
4.0
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 35
SECTION THREE: Sample Faculty Plan by Core Course
The following table identifies both current faculty members who could teach in the program
in addition to courses for which new hires will be required. As noted, some faculty members
are currently working on doctoral credentials with anticipated dates of completion in advance
of the proposed start (September 2015). Faculty members who fail to complete those
credentials may not be assigned or hired for the teaching positions in the program.
Yr.
Sem.
Course
Proposed Professor (with Credential) or “To Be
Hired”
1st year of
operation
1
2nd year of
operation
3rd year of
operation
4th year of
operation
1
The Human Body and
Disease
Dr. Ron
Stewart
Ph.D.
Dr. Ron
Stewart
Ph.D.
Dr. Ron
Stewart
Ph.D.
Dr. Ron
Stewart
Ph.D.
1
Working in Health &
Wellness
Stacey
McPhail
M.R.Sc.
(Ph.D. in
progress)
Stacey
McPhail
M.R.Sc.
(Ph.D. in
progress)
Stacey
McPhail
M.R.Sc.
(Ph.D. in
progress)
Stacey
McPhail
M.R.Sc.
(Ph.D. in
progress)
1
Health and Wellness
Concepts
Dr. Sarah
Wilkinson
Ph.D.
Dr. Sarah
Wilkinson
Ph.D.
Dr. Sarah
Wilkinson
Ph.D.
Dr. Sarah
Wilkinson
Ph.D.
1
AWCR:
Multiculturalism
Chandra
Hodgson
M.A.
Chandra
Hodgson
M.A.
Chandra
Hodgson
M.A.
Chandra
Hodgson
M.A.
2
Introduction to
Psychology
Dr. Ann
Wainwright
Ph.D. or
Dr. Dawn
Macauley
Ph.D.
Dr. Ann
Wainwright
Ph.D. or
Dr. Dawn
Macauley
Ph.D.
Dr. Ann
Wainwright
Ph.D. or
Dr. Dawn
Macauley
Ph.D.
Dr. Ann
Wainwright
Ph.D. or
Dr. Dawn
Macauley
Ph.D.
2
Health Behaviour
Dr. Noah
Gentner
Ph.D.
Dr. Sarah
Wilkinson
Ph.D.
Dr. Noah
Gentner
Ph.D.
Dr. Sarah
Wilkinson
Ph.D.
Dr. Noah
Gentner
Ph.D.
Dr. Sarah
Wilkinson
Ph.D.
Dr. Noah
Gentner
Ph.D.
Dr. Sarah
Wilkinson
Ph.D.
2
Global Health Issues
Dr. Caterina
Valentino
Ph.D.
Dr. Caterina
Valentino
Ph.D.
Dr. Caterina
Valentino
Ph.D.
Dr. Caterina
Valentino
Ph.D.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 36
Yr.
Sem.
Course
Proposed Professor (with Credential) or “To Be
Hired”
1st year of
operation
2
2
2nd year of
operation
3rd year of
operation
4th year of
operation
Dr.
Alexander
Shvarts
Ph.D.
Dr.
Alexander
Shvarts
Ph.D.
Dr.
Alexander
Shvarts
Ph.D.
Dr.
Alexander
Shvarts
Ph.D.
Chandra
Hodgson
M.A.
Dr. Eva
Bednar
Ph.D.
Chandra
Hodgson
M.A.
Dr. Eva
Bednar
Ph.D.
Chandra
Hodgson
M.A.
Dr. Eva
Bednar
Ph.D.
Chandra
Hodgson
M.A.
Dr. Eva
Bednar
Ph.D.
2
Research and Writing
on Issues in Health
3
Mathematics for
Health Sciences
Dr. Svitlana
Pshenychna
Ph.D.
Midori
Kobayashi
M.Sc.
Joshua
Emmanuel
M.Sc.
Dr. Svitlana
Pshenychna
Ph.D.
Midori
Kobayashi
M.Sc.
Joshua
Emmanuel
M.Sc.
Dr. Svitlana
Pshenychna
Ph.D.
Midori
Kobayashi
M.Sc.
Joshua
Emmanuel
M.Sc.
3
Environmental Health
Dr. Steven
Stockton
Ph.D.
Dr. Steven
Stockton
Ph.D.
Dr. Steven
Stockton
Ph.D.
3
Reflective and Critical
Practice
Amanda
Baskwill
M.Sc.
Graeme
Simpson
M.A.
Amanda
Baskwill
M.Sc.
Graeme
Simpson
M.A.
Amanda
Baskwill
M.Sc.
Graeme
Simpson
M.A.
3
Business
Presentations
Suzanne
Ross
M.B.A.
Barbara
Hopkinson,
M.A.
Suzanne
Ross
M.B.A.
Barbara
Hopkinson,
M.A.
Suzanne
Ross
M.B.A.
Barbara
Hopkinson,
M.A.
4
Food, Nutrition and
Active Living
To be Hired
M.Sc.
To be Hired
M.Sc.
To be Hired
M.Sc.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 37
Yr.
Sem.
Course
Proposed Professor (with Credential) or “To Be
Hired”
1st year of
operation
3
2nd year of
operation
3rd year of
operation
4th year of
operation
4
Human Resources in
Workplaces
Dr. Thomas
Foard Ph.D.
Dr. Catarina
Valentino
Ph.D.
Dr. Owen
Parker,
Ph.D.
Dr. Thomas
Foard Ph.D.
Dr. Catarina
Valentino
Ph.D.
Dr. Owen
Parker,
Ph.D.
Dr. Thomas
Foard Ph.D.
Dr. Catarina
Valentino
Ph.D.
Dr. Owen
Parker,
Ph.D.
4
Occupational Health &
Safety in Ontario
Stan Arnold
M.B.A.
Stan Arnold
M.B.A.
Stan Arnold
M.B.A.
5
Biostatistics and
Research
Dr. Kate
Zhang
Ph.D.
Dr. Jennifer
Fortune
Ph.D.
Midori
Kobayashi
M.Sc.
Dr. Kate
Zhang
Ph.D.
Dr. Jennifer
Fortune
Ph.D.
Midori
Kobayashi
M.Sc.
5
Mental Health and
Addictions
Dr. Noah
Gentner
Ph.D.
Joanne
Spence
M.S.W.
Dr. Jeanine
Webber,
Ph.D.
Dr. Noah
Gentner
Ph.D.
Joanne
Spence
M.S.W.
Dr. Jeanine
Webber,
Ph.D.
5
The Business Case
for Workplace Health
and Wellness
Dr. Jean
Taplin Ph.D.
Dr. John
Pucic Ph.D.
Dr. Jean
Taplin Ph.D.
Dr. John
Pucic Ph.D.
5
Health Literacy
Lilian
Campbell
M.A.
(Ph.D. in
progress)
Lilian
Campbell
M.A.
(Ph.D. in
progress)
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 38
Yr.
Sem.
Course
Proposed Professor (with Credential) or “To Be
Hired”
1st year of
operation
3
4
2nd year of
operation
3rd year of
operation
4th year of
operation
6
Applied Epidemiology
Dr. Matthew
Ramer
Ph.D.
Dr. Matthew
Ramer
Ph.D.
6
Interprofessional
Leadership
Margot
Rhykoff
M.Ed.
(Ph.D. in
progress)
Lynne
Sinclair
M.A.
Margot
Rhykoff
M.Ed.
(Ph.D. in
progress)
Lynne
Sinclair
M.A.
6
Ethical and Legal
Issues in Workplace
Health and Wellness
Dr. Mary
Takacs
Ph.D.
Karen
Schucher
L.L.B.
Dr. Mary
Takacs
Ph.D.
Karen
Schucher
L.L.B.
6
Digital Innovations in
Workplace Health and
Wellness
TBH M.A. or
MBA
TBH M.A. or
MBA
7
Capstone Project 1
Faculty
Advisors
Ph. D.
7
Disability
Management
Dr. John
Pucic Ph.D.
Graeme
Simpson
M.A.
7
Project Management
in Workplace Health
and Wellness
Scott
Savage
M.B.A.
(Ed.D. in
progress)
8
Capstone Project 2
Faculty
Advisors
Ph. D.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 39
Yr.
Sem.
Course
Proposed Professor (with Credential) or “To Be
Hired”
1st year of
operation
2nd year of
operation
3rd year of
operation
4th year of
operation
8
Wellness Coaching
Colin
MacRae
M.Sc.
8
The 21st Century
Organization
Dr. Jean
Taplin Ph.D.
Dr. Thomas
Foard Ph.D.
8
Knowledge
Translation
Lilian
Campbell
M.A.
(Ph.D. in
progress)
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 40
SECTION FOUR: Summary of Anticipated Results
As a result of the faculty plan, it is anticipated that:


All faculty teaching in the Bachelor of Health Sciences (Workplace Health and Wellness)
program will hold Masters or higher level degrees related to the field of study.
The core program courses’ faculty will be comprised of at least 50% holding the terminal
credential in their field usually considered as a Ph.D.
The following chart shows the number of identified current and proposed faculty holding
specified credentials who could teach various sections of courses in the program over the first
four years of implementation.
Faculty
Credential
Ph.D.
M.A. / M. Ed./
M.B.A. / M.Sc.
Year 1
Year 2
Year 3
Year 4
9
3
14
8
22
14
26
18
L.L.B.
0
0
1
1
The following chart summarizes the percentage of core courses anticipated to be taught and/or
supervised by faculty holding specified credentials:
Faculty
Credential
Ph.D.
M.A. / M. Ed./
M.B.A. / M.Sc.
Year 1
Year 2
Year 3
Year 4
75%
25%
60%
40%
59%
38%
59%
38%
L.L.B.
0%
0%
3%
3%
Bachelor of Health Sciences (Workplace Health and Wellness)
Section F, Page 41
SECTION G: CREDENTIAL RECOGNITION STANDARD
G1
Program Design and Credential Recognition
The design of this program is expected to facilitate credit transfer to and credential recognition
by other postsecondary institutions, as well as recognition by employers, organizations, and
institutions. The proposed program holds strong affinity to the goals and approaches of the
Ministry of Labour’s goals, concurrently offering a fully accredited degree program that
integrates its educational outcomes with the need to address complex issues impacting small,
medium and large organizations across Ontario. The Ontario Ministry of Labour’s Chief
Prevention officer and Chief Physician have recognized the program learning outcomes finding
them in alignment with the goals outlined by the Ministry.
This proposal offers content, academic rigour, faculty expertise in keeping with the array of
courses offered by Humber which are already recognized by universities in Canada, the United
States, and Australia.
Issues of transferability and equivalence of credit have been a focus of Humber’s attention in
order to facilitate the mobility needs of its graduates. Efforts have been made to ensure that
courses are commensurate with undergraduate instruction (both at the lower and upper levels)
at other postsecondary institutions. For example, the curriculum designers have compared the
proposed curriculum to other similar baccalaureate programs to ensure the curriculum is at a
comparable level. Three faculty members form Ontario universities served as advisory
committee members and provided advice and feedback as the program was developed. These
are: Dr. Patrick Seliske, Assoc. Professor University of Waterloo, Master of Public Health
Program, Dr. Greg Taylor Adjunct Professor University of Ottawa, Lynne Sinclair, Innovative
Program and External Development Lead, Centre for Interprofessional Education, University of
Toronto.
In terms of the curriculum quality and currency, the program was reviewed by an outside
qualified academic in the field, Dr. Mark Attridge, a private consultant, social psychologist and
research scholar in independent practice as President of Attridge Consulting, Inc. Dr. Attridge
has been most active in the field of workplace mental health and the area of employee
assistance programs in particular. He thoroughly assessed the program during its development
phases, and commended the program for its interdisciplinary approach, which he sees as fitting
the needs of a new kind of professional, one who understands the dynamics of health and
wellness and also the applied issues of delivery of services, programs and policies in the
context of the modern workplace. He supported Humber’s commitment to dedicated learning in
the area of communications which he sees as a significant factor for success. He suggested
modifications which were considered by the development team, program administration,
coordinators and faculty and the curriculum was amended where appropriate. Dr. Attridge’s
formal review has been included in this submission (see Section Q).
In addition, the breadth elective courses should, in most cases, be transferable. Many of
Humber’s existing courses (for example, courses offered through the Liberal Arts and Science
Division) have already been recognized as equivalent by universities such as the University of
Guelph, the University of New Brunswick, York University and Thompson Rivers University, as
well as various universities in the United States and Australia.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section G, Page 1
Rigorous assessments have been built into each course of the Bachelor of Health Sciences
(Workplace Health and Wellness) including examinations and a variety of assignments such as
case studies, essays and research projects. These assessment strategies parallel degree
course requirements in other jurisdictions and will provide graduates with samples of degreelevel work to include in their applications to other postsecondary institutions.
G2
Consultation
Post-Secondary Education Consultation and Credential Recognition
Humber is committed to ensuring recognition of its degrees by other post-secondary institutions.
As discussed above, throughout the design of the program, Humber staff consults with
academics from other institutions to ensure the program is at a baccalaureate level and meets
the requirements of the field of study. These efforts have helped to ensure that graduates have
the depth and breadth of knowledge to be considered for advanced degrees and this is
evidenced in the success of Humber graduates in applying to graduate and professional
degrees.
In 2007, the first students graduated from Humber degrees. Since then graduates of Humber’s
degrees have found success both in the workplace and in continuing their education.
Graduates have been accepted for entrance into law school and into graduate programs both
here and abroad. For example, some of our graduates have been accepted into masters
programs at York University, Vancouver Island University, Queensland University of Technology
(Australia), UMEA University (Sweden), George Washington University, the B.Ed. program at
York and law at University of Windsor, Bond University (Australia), University of British
Columbia, University of Leicester (England), University of Birmingham (England), Thomas M.
Cooley Law School (USA), and the University of London (England).
Ontario universities, through a statement issued by the Council of Ontario Universities (see
attached), have indicated they will consider graduates of college degree programs on an
individual basis.
Humber’s commitment to developing articulation and transfer credit arrangements with
universities and university programs can be seen in the annual publication of the Humber
College University Transfer Guide, available in print upon request and on the web at
http://transferguide.humber.ca/. In addition over the years, Humber has developed several
examples of innovative and extensive credit transfer/recognition arrangements with universities.
They include:
 the University of Guelph-Humber which offers students an opportunity to earn
both a diploma and a degree in four years;
 the General Education electives which have been approved by the York
University Senate so that students receive credit for them at Humber and then
credit for them at York University when they register at York.
Humber continues to work with institutions both here and abroad to develop opportunities for its
students.
Employer Consultation
In the development of this submission, Humber consulted the Advisory Committee and
surveyed potential employers regarding the need for a baccalaureate program in Workplace
Bachelor of Health Sciences (Workplace Health and Wellness)
Section G, Page 2
Health and Wellness and to confirm recognition of the credential and program. Employers are
willing to support the proposed degree in a number of ways including providing work
placements, hiring graduates, acting as student mentors, and serving as guest lecturers. A
summary of these employer commitments as well as letters of support follow. The Advisory
Committee enthusiastically supported the introduction of a Bachelor of Health Sciences
(Workplace Health and Wellness)
Association Consultation
N/A
Ontario Ministry of Labour Consultation
Representatives of Humber’s School of Health Sciences, School of Hospitality, Recreation and
Tourism and Department of Program Planning, Development and Renewal met with the Ministry
of Labour, including the Assistant Deputy Minister, Sophie Denis, the Chief Prevention officer,
George Griziotis, and Chief Physician, Leon Genesove (who also served on the Ad-Hoc
Program Advisory Committee). The Ministry has offered their support to the program,
recognizing shared goals between Humber’s proposed program and their Integrated Strategy
for realizing the vision of healthy and safe workplaces in Ontario.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section G, Page 3
Letters of Credential Recognition – Universities
G3




Council of Ontario Universities
University of Toronto
University of British Columbia
McGill University
Bachelor of Health Sciences (Workplace Health and Wellness)
Section G, Page 4
Bachelor of Health Sciences (Workplace Health and Wellness)
Section G, Page 5
MEMORANDUM
TO:
Graduate Chairs/Coordinators/Administrators
FROM:
Heather Kelly, Director of Student Services
Cc:
SGS Student Services Staff
DATE:
February 23, 2009
RE:
Graduate Applicants with Community College Degrees
Over the past few years, provincial governments have extended degree-granting authority to community colleges in a
number of provinces including British Columbia, Alberta and Ontario. The degree programs offered by these
institutions are either two-year associate degrees or three to four year applied degrees. Given the significant growth
in the number and types of degrees offered by a wider variety of Canadian post-secondary institutions, there has
been some confusion regarding the preparation of these graduates for further study.
According to the Council of Ontario Universities, Ontario universities neither include nor exclude applicants
categorically on the basis of their undergraduate credentials. Each applicant is considered on his or her own merits
according to standards set by each institution program by program. As such, graduates of four year college programs
are not excluded from consideration for admission to our graduate programs at the University of Toronto. Alternate
paths are acceptable, following appropriate scrutiny. Applicants should be individually assessed in terms of the
quality and nature of their academic preparation. If a graduate unit wishes to recommend admission of an outstanding
applicant with a 4-year applied bachelor’s degree, SGS will consider that recommendation on a case-by-case basis,
as we do with other non-standard applications, like those from international institutions with three year baccalaureate
degrees.
As with any non-standard admissions case, graduate units must carefully review each case to ensure that the
institution issuing the degree is a “recognized” institution, that is, has the appropriate provincial/territorial charter to
grant degrees, and the extent to which the degree is comparable to a U of T four-year bachelor’s degree. For
admissions purposes, the latter is pegged as being approximately 75% liberal arts & science content. It is important
to ensure that applied degree programs represent preparation that is comparable in providing preparation to a
traditional academic degree program. If this is not the case, the applicant will not be admitted.
The content match between the community college degree program and the proposed graduate degree program is
an important consideration, insofar as it provides a measure of an applicant’s likely success in graduate study. A
distinctive characteristic of every graduate degree offered by an Ontario university is the independent research
component. While this component is larger in doctoral stream programs than in professional master’s programs, it is
nonetheless a requirement of all graduate programs. A strong foundation in arts & science coursework is normally
seen as a good indicator of appropriate preparation for that research.
Given that every graduate program will have its own expectations regarding appropriate scholarly preparation, we at
SGS are pleased to review files that document high achievement in undergraduate programs that have relatively high
proportions of applied content. Under the auspices of our Admissions & Program Committee, we track the progress of
graduate students whose backgrounds are non-traditional, in order to adjust our expectations as educational
practices change and diversify.
Your assistance in clearly communicating our admissions policy to community college applicants is appreciated.
Should you have any questions regarding an applicant’s suitability based upon their degree program or institution of
study, please contact your Student Services Officer for assistance. More information can also be found in the SGS
Admissions Manual (User ID: ‘gradunit’/Password: ‘Access4U’)
Bachelor of Health Sciences (Workplace Health and Wellness)
Section G, Page 6
November 19, 2013
University of British Columbia,
Faculty of Medicine
Hello Ms. Cardinal,
Your email to Dr. Stuart was forwarded to our Admissions Office and I am replying on behalf of Dr. Fleming,
Associate Dean, Admissions. Your question was if UBC “…would recognize a new Bachelor of Health Sciences
(Workplace Health and Wellness)”. We cannot speak on behalf of UBC, can only respond on behalf of the UBC
Faculty of Medicine MD Undergraduate Admissions Office. We accept degrees at face value if offered by an
accredited institution. I don’t think we have ever had any applicants who attended Humber College (certainly not
for complete degrees) but would accept an application from an applicant who was enrolled in this degree program.
Joan Munro, Manager
MD Undergraduate Admissions
UBC Faculty of Medicine
3150 JPN, 910 West 10th Avenue
Vancouver, BC, V5Z 4E3
Tel: 604-875-4111, ext. 68933 Fax: 604-822-6061
URL: http://mdprogram.med.ubc.ca/
Bachelor of Health Sciences (Workplace Health and Wellness)
Section G, Page 7
Bachelor of Health Sciences (Workplace Health and Wellness)
Section G, Page 8
G4
Letters of Credential Recognition from Ministry of Labour, Organizations and
Employers
Letters of support have been received from the following organizations:











Ontario Ministry of Labour, Office of the Chief Prevention Officer
Public Health Agency of Canada
Toronto Public Health
Morneau Sheppell
Public Service Health and Safety Association
Tri-Fit Inc.
Lakeridge Health
Trillium Health Partners
Cameco
Body and Soul Fitness
Hospital for Sick Children
Bachelor of Health Sciences (Workplace Health and Wellness)
Section G, Page 9
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 10
October 31, 2013
Public Health Agency of Canada
Dear Ms. Cardinal:
Thank you for your correspondence of October 3, 2013, in which you requested comments and endorsement of
the proposal for a new Bachelor of Health Sciences (Workplace Health and Wellness), at Humber College. I
regret that Dr. Taylor was not able to attend the Advisory Committee meeting however; the Public Health Agency
of Canada appreciates the opportunity to review this new program and provide feedback. By introducing a
bachelor-level program in public health, you will contribute to maintaining and building the skilled public health
workforce required to strengthen Canada’s capacity to protect and improve the health of Canadians and reduce
pressures on the healthcare system, objectives shared by the Agency.
We observed that the program proposal suggests an emphasis on business communication and business modelling
with only a small section in Year 3 on surveillance, in the Health Literacy course, and epidemiology in Applied
Epidemiology.
If the objective of the program is to produce graduates who will participate in and potentially run occupational
health programs, they would benefit from taking these subject area courses earlier in their studies. These
competencies are foundational to being able to assess, understand and take action on public health problems in our
communities.
We also noted that the overall health sciences course outline, program outcomes, elements of performance and
program map in Year 1 appear to emphasize the human body, illness and disease over health and wellness. The
reference to health “care,” which covers healthcare systems and healthcare providers, tends to place the focus on
treatment. Prevention is equally important and should be included to meet with the stated program theme of
health.
Therefore, we suggest that the program be adjusted to ensure that students develop a solid understanding of the
determinants of health, which are the cornerstone to understanding the drivers of health and wellness. This
theme should begin in Year 1, Semester 1, and continue throughout the program. It should be combined with
course work that contributes to a sound understanding of a population-health approach to disease and injury
prevention as well as evidence for decision making related to workplace health and wellness.
Finally, I should mention that the Agency’s Skills Online program will soon be offering two new modules:
“Introduction to Evaluation” and “Health Literacy for Public Health Professionals.” As you know, this Internetbased program provides training modules that develop and strengthen foundational public health knowledge and
skills.
We trust that these comments will be useful to you.
Again, thank you for writing.
Sincerely,
Dr. John Spika for
Gregory Taylor, BSc, MD, CCFP, FRCPC
Deputy Chief Public Health Officer
Public Health Agency of Canada
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 11
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 12
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 13
350 Sparks Street, Suite 501
Ottawa, ON K1R 7S8
December 5, 2013
Sandra Cardinal
Program Development Consultant,
Humber College Institute of Advanced Technology and Learning
M102- 205 Humber College Blvd.,
Toronto, ON, M9W 5L7
Good afternoon Sandra,
Thank you for forwarding the material outlining the new Humber College Bachelor of Health Sciences
(Workplace Health and Wellness) Proposed Program.
It was an honour and a pleasure to have been part of the preliminary development committee for this
new program, and I am thrilled to see things moving along in this direction. My organization fully
supports the curriculum as outlined in the Program Proposal, and believes the students of this program
will gain the critical skills required to work successfully in this field.
Morneau Shepell |Shepell·fgi will be very happy to offer students in this program any help we can with
co-op work placements, and could potentially offer further assistance with career placement postgraduation. Please keep us apprised of any further developments, and let us know how we can help.
Thank you again,
Barb Veder
Vice President of Clinical Services, Research Lead
Morneau Shepell | Shepell·fgi
bveder@shepellfgi.com
613.851.1055
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 14
Elise Arbic
Lakeridge Health
1 Hospital Court
Oshawa, ON, L1K 2W9
To Whom it May Concern:
My name is Elise Arbic and I am the Healthy Workplace and Engagement Manager at
Lakeridge Health. Please accept this letter in support of Humber’s proposed
Bachelor of Health Sciences (Workplace Health and Wellness) program.
As a placement supervisor of high school, college, and post-graduate students (in my
current role and previously as Wellness Coordinator at University Health Network)
of various programs including Human Resources and Workplace Wellness & Health
Promotion, I can certainly attest to the need for such a program as Humber’s
proposed Bachelor program.
The business case for Healthy Workplace programming in organizations is growing
with the latest evidence coming in the form of the Psychological Health and Safety in
the Workplace Standard, which was released in January 2013. The standard clearly
demonstrates the economic challenges employers face when their facilities lack
conditions conducive to employee well-being such as work-life balance.
It is my belief that only through such programs as Humber’s Bachelor of Science will
future Healthy Workplace leaders be appropriately prepared to deal with the
increasing challenges facing organizations especially the high stress challenges
facing healthcare organizations.
I look forward to hearing the news of Humber’s accepted proposal and any further
involvement I can provide with the development of this program.
Sincerely,
Elise Arbic
Elise Arbic
Healthy Workplace & Engagement Manager
905-576-8711 ext. 4527
earbic@lakeridgehealth.on.ca
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 15
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 16
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 17
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 18
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 19
Record of Support
I understand that Humber College Institute of Technology and Advanced Learning is
planning to submit an application to the Ontario Ministry of Training, Colleges and
Universities to offer a Bachelor of Health Sciences (Workplace Health and Wellness) in
2015.
This is to acknowledge that based on the information provided, my organization
supports the development of the Bachelor of Health Sciences (Workplace Health and
Wellness) program at Humber.
Specifically, my organization would consider supporting the program in the following
ways: (please check all that apply)
x
o
o
o
o
rd
Provide a 14-week work placement opportunity for a 3 year student
Act as a student mentor
Hire graduates
Serve as a guest lecturer
Other ____________________________________________
Name_____Scott Tate___
Title____Director of Team Growth and Development
Organization____Body + Soul Fitness
Address_____378 Eglinton Avenue West, Toronto, Ontario
Telephone number________416-484-1500 x311
Email address_________scott@bodyandsoul.ca_______________
Signature______
Date_____Feb 5, 2014
Additional Comments___Although indirectly related to this side of the health and wellness
industry, I think a gym-setting would offer an interesting internship opportunity due to the
increased engagement of employers towards physical health and fitness as a large part of the
wellness programming.
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 20
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 21
G5
Evidence of Employer Support
Company
Co-op
Placement
(indicate #
of students)
Hire
Graduate
Student
Award or
Bursaries
Advisory
Committee
Guest
Lecturer
Mentor
Public Service
Health and Safety
Association
X
AFCS
X
X
Toronto Public
Health
X
WDG Public Health
X
Lakeridge Health
X
Trillium Health
Partners
X
Saskatchewan
Government
Insurance SGI
X
Hospital for Sick
Children
X
Halton Healthcare
X
Morneau Shepell
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Conoco Philips
X
X
X
X
X
X
X
X
X
X
Ontario Agency for
Health Protection
and Promotion
OAHPP
Body and Soul
Fitness
X
X
TriFit Inc.
CGI
Other
X
Cameco
Wellpoint
Letter of
Support
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Bachelor of Health Sciences (Workplace Health and Wellness) Section G, Page 22
SECTION H: REGULATION AND ACCREDITATION
Not applicable to this submission.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section H, Page 1
SECTION I: PROGRAM EVALUATION
Not applicable.
Humber has previously submitted a program evaluation/review process that meets all of
the Board’s benchmarks.
See electronic policy file for Humber’s policy on program evaluation.
Bachelor of Community Development
Section I, Page 1
SECTION J:
NOMENCLATURE
Until fall 2009, colleges were required to include the term “applied” in all of their degree titles.
This followed a standard convention which included both the applied “faculty area” (Bachelor of
“Applied” Arts, Technology Business, and Information Science etc.) and the specific subject
area in brackets following the degree title. Changes to the Board’s nomenclature requirements
have given the CAATs/ITALs greater choice when determining an appropriate degree title. More
significantly, this change gives the colleges the opportunity to benchmark and align their degree
offerings/curriculum with those more commonly found in the province to better reflect the nature
of the degree and the discipline of study. The change also continues to respect that the degrees
offered by the colleges are aligned with the definitions/requirements (e.g. normally 4 years, 120
credits etc.) of an honours baccalaureate degree in an applied area of study as determined by
the PEQAB degree level framework and, by extension, the baccalaureate criteria published in
the Canadian Degree Qualifications Framework.
Historically, at many postsecondary institutions the degrees conferred by the institution were
named after faculties or departments and given to students who “majored” in a specific
subject/discipline area(s) associated with those departments. To date, Humber’s “academic
schools” reflect areas of concentration and, while limited, begin to parallel some of the
established conventions in the relationship between faculty and degree area of study found in
Ontario universities. The degrees currently offered by Humber can be clustered into several
main academic/faculty areas: 1) Arts, Design and Media; 2) Humanities, Literature, and Social
Science; 3) Business and Commerce; 4) Science and Technology; 5) Health; and 6)
Multidisciplinary. These areas are supported by the Humber Academic Schools which also
support the delivery of interdisciplinary degrees.
Main Academic/Faculty Area
Arts, Design and Media
Humanities, Literature and Social Science
Business and Commerce
Science and Technology
Health
Interdisciplinary/Multidisciplinary
Humber Schools
Applied Technology – Design Programs
Creative and Performing Arts
Media Studies & IT
Liberal Arts and Science
Social and Community Services
Liberal Arts and Science
Business
Hospitality Recreation and Tourism
Liberal Arts and Science
Applied Technology
Health Sciences
Liberal Arts and Science
Health Sciences
Hospitality, Recreation and Tourism
Liberal Arts and Science
All Schools
The degrees which have been created at Humber:
 reflect the academic expertise found in the Schools and have been based on the program
areas of strength not only at the diploma level, but also at the graduate level of study.
(Humber offers 32 graduate certificates to baccalaureate degree holders);
Bachelor of Health Sciences (Workplace Health and Wellness)
Section J, Page 1



demonstrate varying levels of collaboration between the schools to develop and deliver
curriculum;
have formed a good foundation for Humber’s degree development strategy. By design, they
reflect the PEQAB requirement for a maximum of 80% in the core area of study and a
minimum of 20% breadth; and
have specific characteristics which distinguish them from the degrees offered by Ontario
universities without jeopardizing the intent/focus of study or the potential for credit
recognition.
As Humber moves forward with its applications for new degree programs and consent renewal
for existing degrees, the initial “applied” nomenclature is reviewed for each of its existing
programs.
The suggested nomenclature for the proposed Humber degree is Bachelor of Health Sciences
(Workplace Health and Wellness), following the PEQAB benchmark for naming the bachelors
credential to denote the subject of study. This nomenclature is recognizable in North America,
Australia and Europe with precedents in the many post-secondary institutions.
In alignment with PEQAB’s requirements for degree nomenclature Humber considered:
-
whether the name clearly conveys the focus of the degree;
whether the degree meets the degree-level standards expected of a program in
communications;
the orientation of the degree in terms of approach and preparation of students.
Humber has appreciated the flexibility shown by the Board in accepting degree nomenclatures
which reflect their innovative orientation. Of the many Ontario models for framing the types of
credentials, Humber’s Board of Governors has agreed that the nomenclature Bachelor of
Faculty (Subject )is the most appropriate form for a number of its degree offerings. Such titles
clearly convey the intense applied focus of the degree; acknowledge that its graduates have
studied with the expected academic rigour of bachelor’s level program; and that the program’s
orientation is differentiated from those commonly associated with universities’ research-based
offerings.
Examples include the Humber Bachelor of Commerce and Bachelor of Applied Technology
degrees which add a bracketed portion to indicate the subject e.g. Bachelor of Commerce
(Finance), Bachelor of Commerce (Human Resource Management), Bachelor of Applied
Technology (Interior Design) and Bachelor of Applied Technology (Industrial Design). The
nomenclature Bachelor of Health Sciences (Workplace Health and Wellness) is consistent with
this nomenclature convention, and will continue to facilitate public recognition of Humber’s
degree qualifications.
A similar nomenclature convention is used in some universities in Ontario, other Canadian
provinces and internationally. Similarly to Humber’s proposal, the nomenclature designates a
broad critical understanding of the health sciences while developing practical workplace skills in
areas such as Occupational Health and Safety, organizational behaviour, corporate
communications and project management.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section J, Page 2
In Ontario and elsewhere in Canada and the United States, university graduates having pursued
health science studies are awarded the Bachelor of Science or Bachelor of Applied Science with
a major in a specific area such as Public Health or Occupational Health. This follows the
typical nomenclature connotation for research-based degrees, which are not available for
applied degrees at Ontario’s colleges.
Humber takes a number of steps to ensure the program meets degree-level standards, in both
subject matter and outcomes, including:
 benchmarking the program against similar programs and courses in Canada and other
jurisdictions;
 having courses developed by faculty members who are familiar with degree-level study
in the field;
 having the program reviewed by university professors from other institutions.
The credential nomenclature follows the PEQAB guidelines using the form Bachelor of
Faculty(Subject). Within the School of Health Sciences the use of the nomenclature Bachelor of
Health Sciences would allow for future degree proposals with the same beginning, adding
subject areas to the nomenclature in brackets.
Although the proposed Bachelor of Health Sciences (Workplace Health and Wellness) would be
the first of its kind in Ontario, there are degrees offered in Ontario and other Canadian
universities which offer degrees in allied areas of study. The nomenclatures used for these
programs have been investigated in order to inform the choice of proposed title for Humber’s
credential.
Jurisdiction
Institution Name
Nomenclature
Ontario
Universities
University of Western
Ontario
Bachelor of Health
Sciences
Brock University
Bachelor of Public
Health
Bachelor of Applied
Science
Honours Bachelor’s
Degree in Health
Sciences
Bachelor of Health
Promotion
Bachelor of Health
Sciences
Ryerson University
University of Ottawa
University of Waterloo
Other
Canadian
Universities
University of
Lethbridge
Areas of
Concentration / Major /
Specialization (if
applicable)
Community Rural Health
Development
Health Sciences
Health Promotion
Health Sciences with
Biology
Rehabilitation Sciences
Public Health
Occupational Health
Public Health
Combined 50-course
Bachelor of Health Sciences (Workplace Health and Wellness)
Section J, Page 3
Jurisdiction
Institution Name
Nomenclature
program
Bachelor of Health
Sciences & Bachelor of
Management
University Of Victoria
Cape Breton University
Sample
International
Universities
Bachelor of Health and
Community Services
Bachelor of Health
Sciences (Public Health)
Institution Name
Nomenclature
Central Michigan
University
Chicago State
University
University of Sydney,
Australia
University of Southern
Australia
Nova Southeastern
University, U.K.
City University,
London, U.K.
Bachelor of Science
(Health Sciences)
Bachelor of Science
Areas of
Concentration / Major /
Specialization (if
applicable)
Public Health & General
Management or Human
Resource Management
& Labour Relations
Public Health
Occupational Health
Areas of Concentration /
Major / Specialization
Public Health
Health Promotion
Community Health
Bachelor of Health
Sciences
Bachelor of Health
Sciences
Bachelor of Health
Sciences
Bachelor of Science in
Health Sciences
In order to offer a recognizable credential, the above nomenclatures were assessed and it was
found that the term Health Sciences is used across the English-speaking world to designate the
study of human health outside the field of formal medicine. The nomenclature Bachelor of
Health Science is becoming a recognizable and accepted credential. Humber appreciates the
importance of awarding credentials which delineate clearly the field of study in a format wellunderstood by prospective students, graduate schools and employers. For this reason, the
nomenclature for the proposed credential includes the words Bachelor of Health Sciences.
Adding the bracketed portion (Workplace Health and Wellness) follows the trend in education
and organizations to use the term health and wellness to denote the broad concept of
preventive, responsive and promotional approaches to human wellbeing, encompassing
physical, mental, social and environmental health. Humber wishes to differentiate this focus
from Occupational Health and Safety, which while related, refers to one highly specific legalistic
area within the broader concept of “workplace health and wellness”.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section J, Page 4
The proposed nomenclature uses language defined and used by the World Health Organization
(WHO). The WHO defines health and wellness as a state of complete physical, mental and
social well-being and not merely the absence of disease or infirmity.1
Further, the WHO has published a Framework for Healthy Workplaces which emphasizes the
increasing importance of workplaces in global health and well-being. The WHO defines a
healthy workplace as “one in which workers and managers collaborate to use a continuous
improvement process to protect and promote the health and well-being of all workers and the
sustainability of the workplace including consideration of:
 health and safety concerns in the physical work environment;
 health, safety and well-being concerns in the psychosocial work environment including
organization of work and workplace culture;
 personal health resources in the workplace (support and encouragement of healthy
lifestyles by the employer);
 ways of participating in the community to improve the health of workers, their families
and members of the community”2
A further Canadian example of similar language is the Conference Board of Canada Council on
Workplace Health and Wellness3 which represents member organizations from the public and
private sector who are currently involved in the development, implementation and monitoring of
internal workplace health and wellness strategies.
Given the degree program’s multi-disciplinary perspective which addresses the above-identified
priorities for workplace health and wellness, the nomenclature Bachelor of Health Sciences
(Workplace Health and Wellness) is considered to capture the intent and content of the degree
level learning. The proposed nomenclature reflects an integrated approach by effectively
blending together the name of the degree with its area of applied focus into one recognizable
title. The nomenclature has been endorsed by the Program Advisory Committee.
1
Preamble to the Constitution of the World Health Organization as adopted by the International Health
Conference, New York, 19-22 June, 1946; signed on 22 July 1946 by representatives of 61 states
(Official Records of the World Health Organization, no. 2, p. 100) and entered into force on April 7, 1948.
The definition has not been amended since.
2
http://www.who.int/occupational_health/5keys_healthy_workplaces.pdf
3
www.conferenceboard.ca/networks/cwhw
Bachelor of Health Sciences (Workplace Health and Wellness)
Section J, Page 5
SECTION K: ACADEMIC FREEDOM AND INTEGRITY
Not applicable.
Humber has previously submitted policies on academic freedom and integrity that meet all of
the Board’s benchmarks.
See electronic policy file for Humber’s policies on academic freedom and integrity.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section K, Page 1
SECTION L: STUDENT PROTECTION
Not applicable.
Humber has previously submitted a student protection policy that meets all of the Board’s
benchmarks.
See electronic policy file for Humber’s policy on student protection.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section L, Page 1
SECTION M: EVIDENCE OF ECONOMIC NEED
The need to develop a Bachelor of Health Sciences (Workplace Health and Wellness) was
based on an analysis of the field as a contributor to the well-being of Canadians, the
sustainability of organizations, and the economic benefits of preventive health promotion
programs in a broad sense. Employment prospects for graduates as well as employer support
and student interest are keen. Data was gathered through a number of mechanisms including
extensive consultation with respected public health professionals and agencies and business
leaders in the field of workplace health and wellness, a detailed literature review, a search of
related websites and surveys of employers and students. This section of the application is an
examination of the social, cultural and economic need for the program, informed by a number of
perspectives including:
1. Recognition of the inter-relatedness of social, cultural and economic factors in
determining the value of the Bachelor of Health Sciences (Health and Wellness)
program as an addition to the available educational offerings in allied health and health
promotion and an opportunity to build on an area of Humber’s strength;
2. An analysis of other programs offered by Ontario postsecondary degree-granting
institutions and the conclusion that there is an opportunity to offer a more contemporary
and focused program specialty in workplace health and wellness. The proposed
program offers a strong theoretical basis which fosters resiliency, flexibility and critical
thinking in a fast-changing organizational landscape. It prepares students with soughtafter skills in health promotion planning and policy, research and knowledge translation,
disability management, wellness coaching, digital innovation in health and wellness, and
change and project management, recognizing that the highest paid jobs continue to be
filled by those with degrees;
3. Alignment of current research and thinking towards employment trends with the profile of
the graduate of the program;
4. The acknowledgement that the current diplomas in Fitness & Health Promotion, Food &
Nutrition Management, Massage Therapy, Occupational Therapist Assistant &
Physiotherapist Assistant, Paramedic, Pharmacy Technician and Practical Nursing
offered by Humber attract students who may already have requirements for degree level
admission;
5. Employer and Program Advisory Committee support for the program.
1.0
Economic Need for the Bachelor of Health Sciences (Health and Wellness)
Graham Lowe, sociology professor at the University of Alberta, research associate at Canadian
Policy
Research Networks and a workplace consultant, has written extensively on the economic
imperative in Canada for increased efforts in workplace health and wellness.
“Expect to hear a lot more about workplace health in the near future. Skyrocketing public
and private health-care costs will almost certainly increase calls for workplaces to be
used as venues for health promotion. Some business leaders are already on the healthy
workplace bandwagon and many more will soon find themselves there, if not by choice
then by the inexorable pressures of an aging workforce. In any case, HR almost certainly
will be called upon to answer questions about what it takes to create a healthier
workplace and should be ready to make the business case when the time comes.
Promoting healthy workplaces requires a multi-disciplinary, team approach. Effective
Bachelor of Health Sciences (Workplace Health and Wellness)
Section M, Page 1
workplace wellness strategies depend on co-operation among professionals in the areas
of occupational health and safety, health promotion, HR and organizational
development.” i
There is a strong business case being made internationally for Workplace Wellness Programs.
The World Health Organization (WHO) has recognized this evidence and adopted the slogan
“No business wealth without employee health”. The WHO has developed a framework for
healthy workplaces recognizing that:
“Due to mounting social and public pressure and rising consumer expectations,
enterprises are increasingly being expected to go beyond their legal requirements and
act more responsibly. Creating workplaces that are healthy for their employees and that
prevent illness and disease, is one way in which companies can meet these rising
expectations, while also improving productivity and competitiveness. While there are a
number of tools available for creating healthy workplaces at the enterprise level, most
focus on specific occupational hazards, industries or sectors but no comprehensive
scheme for good practice exists. To provide companies with such a scheme, the World
Health Organization (WHO), on the basis of the WHO Global Plan of Action on Workers’
Health, 2008-2017, launched the Global Framework for Healthy Workplaces in April
2010. Good practices and tools that fit the Framework are being collected for practical
implementation.”ii
Research by the Conference Board of Canada confirms that:
“the estimated direct cost of absenteeism to the Canadian economy was $16.6 billion in
2011. The average absenteeism rate among Canadian organizations in 2011 was 9.3
days per full-time employee. And, despite the enormous cost of absenteeism, less than
half of Canadian organizations (46 per cent) currently track employee absences.”iii
In order to address the mounting costs of employee absence due to physical or mental health
issues, there is a growing demand for health and wellness professionals equipped to make
significant interventions. Canada ‘s absenteeism rates are high by international standards. The
full direct and indirect costs to the Canadian economy and individual organizations and the
underlying reasons and patterns are not yet well-understood. The issues and solutions are
complex and move beyond the realm of typical human resource practices. ivThe proposed
Humber program addresses the need for professionals with strong backgrounds in health
sciences and promotion, business, systems thinking and communications to help organizations
maximize employee wellness while meeting their economic goals. The interdisciplinary nature
of the proposed program strengthens graduates ability to consider problems from different
perspectives and communicate with experts from relevant fields. The complex issues involved in
workplace health and wellness require thinkers with broad knowledge not limited to a single
field. This type of education is not new, but is being fostered within forward-looking postsecondary institutions in Canada. Research by Erin Millar (2013) shows how universities are
embracing interdisciplinary approaches to prepare graduates to tackle the problems of the
future.
“These programs go by many names- applied or integrated, multi- or trans-disciplinary,
inquiry or problem-based – but they all have a fundamental assumption in common:
Bachelor of Health Sciences (Workplace Health and Wellness)
Section M, Page 2
Innovation, whether an idea for a new product or an approach to treating illness, often
occurs at the intersection of disciplines. “v
A thorough review of the literature on workplace health and wellness implementation has
provided the following conclusions:
1. Workplace wellness programs lead to reductions in health care costs and health
insurance premiums
2. Benefits accrue to the employer (such as thorough improved ability to attract and
retain workers), even though primary benefits accrue to the worker
3. ROI’s reported in various studies in Canada, the U.S. and U.K indicate that for
every dollar corporations invest in workplace wellness the return ranges from $2
to over $6.
4. Workplace wellness programs lead to higher morale, employee pride, trust, and
commitment, contributing to a vigorous organization
5. Workplace wellness programs lead to lowered employee absenteeism,
presenteeism, disability claims, higher productivity, and better employee
retention
6. The aging workforce and increasing chronic health conditions have influenced
employers’ tendencies to dedicate more time, effort and resources to preventing
and responding to serious health problems in the workforce and sometimes in
their employees' families as well.
Return on Investment (ROI) for workplace wellness schemes are challenging to measure with
certainty, due to the problematic nature and ethical considerations involved in setting up
research studies with separate control and participatory groups. However there is mounting
evidence that where organizations pay considerable attention to health and wellness, the
organization thrives. The ability to attract and retain top talent, improve productivity, reduce
absenteeism and presenteeism, reduce compensation claims and improve workplace culture
are well documented. vi
A recently published study by America College of Occupational and Environmental Medicine
(Mitchell et al 2013) shows that when active health promotion programs are effective, they may
save an average of $3.27 in medical costs and $2.73 in absenteeism costs, per dollar spent on
these programs. In addition, the study looked at the costs associated with presenteeism,
(defined as attending work while sick) in terms of gains in productivity gained through programs
designed to manage employees’ health risks, concluding that engagement with a health and
wellness program increases productivity significantly. vii
While much of this evidence originates in the USA, UK and Europe, where such program have a
longer history, in Canada, of those employers named to the list of Top 100 Employers in
Canada, 77% have proactive programs in place for employee and organizational health and
wellness. These Top 100 companies report benefits including decreases in insurance costs,
absenteeism, presenteeism and turnover rates; increases in productivity and recruitment; and
improved creativity and overall motivation of the workforce.viii It may be argued that these
employers are increasingly influential on the landscape of organizational practice, forecasting an
Bachelor of Health Sciences (Workplace Health and Wellness)
Section M, Page 3
increase in the number of trained workplace health and wellness professionals who will be
needed in the coming decade.
The Conference Board of Canada has instituted a Council on Workplace Health and Wellness,
with its members including medium- and large-sized Canadian public and private sector
organizations that are currently involved in the development, implementation and monitoring of
workplace health and wellness strategies.ix The Conference Board has published reports
detailing the economic and social benefits of workplace health and wellness programs.
Sustaining health and wellness as a core principle of corporate social responsibility can create
value for the organization including process improvements, avoidance of competitive
disadvantages associated with reputational damage, and creating demand for products,
services and practices that address the common good. x
The Canadian Auto Workers’ Union, the largest private sector union in Canada provides a
model for the changing mindset of Canadian business in preventing mental and physical health
problems as a strong business priority. CAW is developing new and innovative strategies for
creating healthy, supportive workplace cultures. In the mid-1990’s CAW successfully bargained
workplace wellness programs within the auto industry. Sairanen (2011), National Health and
Safety Director for CAW writes:
“What research and experience have shown is that we can make a difference in our
workplaces through effective leadership, education and training, communication to
reduce stigma, early intervention and most of all, collective efforts and shared learning.”xi
Employers recognize that unhealthy lifestyles of their employees and organizational policies
which contribute to unhealthy levels of stress and inactivity result in decreased productivity and
increased health and disability costs. Businesses today are left with no choice but to create a
healthy workplace culture if they want employees to perform to their best potential. High
performance companies have understood the profound connection between employee health,
productivity and insurance costs. xii
The Public Health Agency of Canada reported that by implementing a physical activity program,
Canada Life in Toronto improved productivity and reduced turnover and insurance costs while
achieving a return on investment (ROI) of $6.85 per corporate dollar invested. xiiiA study
conducted by the U.S. Centers for Disease Control found that “comprehensive worksite health
programs focused on lifestyle behaviour change have been shown to yield a $3 to $6 ROI for
each dollar invested.”xiv
The Conference Board of Canada in its 2013 report on smoking cessation, an important
element of workplace health promotion, states that smokers have a direct impact on the
profitability of employers. On average, smokers cost employers $4256 per year through
unsanctioned smoke breaks, an average of two more sick days per year than non-smoking
counterparts, and high prevalence of chronic conditions leading to disability expenses.
Targeted smoking cessation programs, implemented by dedicated and trained workplace
wellness professionals can have important positive effects. The research shows that:
“Well-designed and strategic investments by employers in effective smoking cessation
programs benefit individuals and their employers. Our modeling has illustrated that by
implementing such a program, and successfully promoting it to ensure the highest
participation possible, a Canadian employer could significantly reduce smoking, thereby
Bachelor of Health Sciences (Workplace Health and Wellness)
Section M, Page 4
improving productivity. In our analysis, for instance, introducing a workplace smoking
cessation program could reduce the prevalence of daily smokers in a Canadian
company by up to 35 per cent by 2025, compared with 13 per cent in the absence of
such a program.”xv
As stated in the Harvard Business Review “wellness is not just a mission—it’s a message. How
you deliver it can make all the difference. Sensitivity, creativity and media diversity are the
cornerstones of a successful communications strategy.” Backing up the launch of a wellness
program with a strong marketing and communication strategy prevents employee cynicism and
skepticism and builds employee enthusiasm and excitement.xvi
The program supports the future need for organizations to address the challenges and
opportunities inherent in workplace health and wellness. Greater societal awareness,
governmental regulation and economic imperatives are expected to place increased pressure
on organizations to become proactive in sustaining the health and well-being of their
workforces. Organizations who take steps to deliver health and safety programs in their
workplaces will require knowledgeable professionals to lead the way.
For example, a dedicated employee would be required to oversee and implement the sevenstep program advocated by Health and Safety Ontarioxvii . The steps include: gain commitment,
form a committee, do a needs assessment, analyze the results, develop a workplace health
plan, develop program action plans, review and evaluate programs. Following such steps
would put considerable pressure on an organization’s existing workforce if attempted without
sufficient allocated time and trained leadership.
Humber’s proposed program is designed to be responsive to this pressure. There is clear and
strong evidence that employment prospects for graduates of a Bachelor of Health Sciences
(Health and Wellness) degree program are promising, offering well-paid, permanent positions
within a variety of settings.
Humber also surveyed employers directly to gauge employment support for graduates. The
results were summarized to show:
 Respondents represented independent practitioners (6%) and organizations (94%)
across a variety of sectors including, Mining and Nuclear Energy, Health care, Finance,
Insurance, Occupational Health Services, Corporate Wellness, Hospital, Industry Oil and
Gas, IT and Business Management.
 The current number of employees involved in Workplace Health and Wellness among
the respondents ranged from 1 to 5000.
 40% of respondents indicated that their opinion of employment demand in Ontario for
Workplace Wellness Professionals in the next 5-10 years is Excellent, 33% indicated
Good, 20% indicted Fair and 7% indicated Poor.
 100% of respondents indicated that a degree is highly valued in considering applicants
for new positions, with 65% indicating a degree is mandatory, and 35% responding that
it is considered a plus.
 76% of respondents said that their organization has found it somewhat difficult to find
qualified workplace wellness professionals, and 18% found it difficult. 6% found it rarely
difficult.
 The most commonly given key competency valued by employers was health promotion
skills. Other skills valued included: program planning, behavioural and social
Bachelor of Health Sciences (Workplace Health and Wellness)
Section M, Page 5


2.0
psychology, change management, communications skills, teamwork , relationship
building, motivational skills, organizational health & wellness, disability case
management , business acumen, knowledge of occupational health and safety,
statistics, epidemiology and knowledge translation , knowledge of physiology,
biomechanics, ergonomics, nutrition, fitness training, and mental health and the ability to
lead by example.
Respondents indicated that the positions for which graduates of this program would be
hired include: front-line health and wellness workers, wellness technicians, human
resource coordinators, disability case managers, occupational health coordinators,
wellness programmers, health promotion coordinators, data analysts, wellness
consultants, healthy workplace coordinators, wellness analyst, occupational hygienist,
return-to-work coordinators,
It may be concluded that there is a high degree of employer support for this program
and a willingness to provide entry-level jobs for graduates with strong writing,
professional, continuous learning, strategic planning, social media, and technology and
business skills.
Student Demand
Currently, there are no directly comparable degree programs in Canada, although
candidates with affiliated interests might consider the Public Health programs at Ryerson
or Brock Universities or Health Promotion at University of Waterloo. The Humber
program has been designed to be attractive to direct entry students from high school or
as mature students who have an interest in health sciences or health promotion but do
not envision themselves as traditional health practitioners within clinical settings.
The popular Specialist High Skills Major in Health Wellnessxviii offered in Ontario high
schools has a natural affinity to the proposed Humber program, offering students an
alternative career path building on the knowledge and skills gained during the high
school program. Graduates of the high skills major are well-suited having gained four
health and wellness major credits, two cooperative education credits with workplace
experience, and certifications in first aid, CPR, infection control and hazardous materials.
Marketing efforts which target these programs are expected to build awareness of and
enthusiasm for Humber’s offering.
Additionally, the program will be of specific interest to diploma holders in certain health
fields. Students in the seven Humber diplomas identified as feeder programs have been
surveyed and have indicated overwhelming interest in the program as a viable option for
continuing their education after completion of the diploma or advanced diploma.
The Paramedic diploma shows less interest overall due to the significant number of
paramedic students who hold Bachelor of Science degrees before entering the diploma
program. However, among those paramedic students who do not hold a degree, the new
proposed degree shows strong support. Comments on the surveys for both Paramedic
and Massage Therapy students, show that for many, there is a desire to enter the
chosen field, as they perceive their prospects as good, without adding extra credentials.
In the case of Massage Therapy Advanced Diploma it should also be noted that this is a
three-year program offering a lower ratio of credit for prior study in the proposed degree
making it somewhat less attractive than for two-year diploma students. Despite these
Bachelor of Health Sciences (Workplace Health and Wellness)
Section M, Page 6
barriers, significant numbers in both programs would consider the new program after
completion of the diploma or advanced diploma.
Overall the survey shows that 49% of current diploma students would be interested in
entering the BHS (WHW) with advanced standing. Further 43% responded that would
maybe be interested in this option. 18% indicated they would not be interested (these
figures excluded those paramedic students who already hold degrees.)
Responses indicating interest in pursuing degree completion in the new program across
the seven programs indicates:
 Occupational Therapist / Physiotherapist Assistant - 95% answering Yes or
Maybe
 Food and Nutrition Management - 90% answering Yes or Maybe
 Practical Nursing - 91% answering Yes or Maybe
 Pharmacy Technician - 90% answering yes or Maybe
 Fitness and Health Promotion - 83% answering Yes or Maybe
 Paramedic - 72% answering Yes or Maybe (excluding those already holding a
degree)
 Massage Therapy - 65% answering Yes or Maybe
Of surveyed diploma students, 70% believe that holding a degree in health sciences
would improve their employment prospects.
Conclusion
After a review of the need for a Bachelor of Health Sciences (Workplace Health and Wellness)
program, Humber determined it was valuable to add it to its postsecondary offerings because:




Humber has the proven capacity to provide quality programming in related fields,
on which to draw and build.
The current employment prospects for graduates of the proposed program are
strong, as evidenced by our primary and secondary research.
The proposed program is innovative and attractive to contemporary students,
providing pathways from secondary school and from existing diploma programs
towards degree-level education, with high levels of engagement, retention and
graduation.
Graduates of the proposed program will be prepared to meaningful contributions
in a range of organizations towards the prosperity, sustainability and resiliency of
Ontario’s socio-economic future.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section M, Page 7
References:
i
Canadian HR Reporter, September 23, 2002, by permission of Carswell, Toronto, Ontario,
Web site: www.hrreporter.com
ii
http://www.who.int/occupational_health/healthy_workplaces
iii
The Conference Board of Canada, (September 2013) Missing in Action: Absenteeism Trends
in Canadian Organizations
iv
Conference Board of Canada (September 2013 ) ibid
Millar, E. (2013) The rise of the generalists: Why Canada’s most innovative universities are
resisting calls for more job-specific training and embracing fresh approaches to interdisciplinary
learning.” In Canadian University Report 2014, Toronto: Globe and Mail
v
vi
http://www.benefitscanada.com/benefits/health-wellness/boost-employee-health-andproductivity-with-a-wellness-program-19628Boost health and productivity with a wellness
program
vii
Mitchell, R., Ozminkowski, R. Serxner, S. (2013) Improving employee productivity through
improved health, Journal of the American College of Occupational and Environmental Health
Volume 55. No. 10, Oct. 2013, 1142-1148
viii
ix
Medisys Health Group
www.conferenceboard.ca/networks/cwhw/membership.aspx
x
Diermeir, D. (2013) Driving real value with CSR in Director Notes, Conference Board of
Canada No. DN-V5N18 Sept. 2013
xi
Sairanen, S. (2011) The business case: collaborating to help employees maintain their mental
well-being in Health Care Papers; new Models for the New Healthcare, Mental Health in the
Workplace Volume 11 Special Issue 2011 p. 81
xii
http://www.benefitscanada.com/benefits/health-wellness/boost-employee-health-andproductivity-with-a-wellness-program-19628Boost health and productivity with a wellness
program
xiii
http://www.phac-aspc.gc.ca/alw-vat/execsum-resumexec-eng.php#a6
xiv
http://www.cdc.gov/dhdsp/pubs/docs/six_step_guide.pdf
xv
Bounajm, Fares, Carole Stonebridge, and Louis Thériault. Smoking Cessation and the
Workplace: Measuring the Benefits of Workplace Smoking Cessation.Ottawa: The Conference
Bachelor of Health Sciences (Workplace Health and Wellness)
Section M, Page 8
Board of Canada, 2013. © 2013 The Conference Board of Canada (incorporated as AER IC
Inc.). Published in Canada. All rights reserved. Agreement No. 40063028.
xvi
http://hbr.org/2010/12/whats-the-hard-return-on-employee-wellness-programs/sb2
xvii
Health and Safety Ontario: Healthy Workplaces
http://www.healthandsafetyontario.ca/HSO/media/WSPS/Resources/Downloads/HlthyWrkplcs_
ComplGuide_FinalB.pdf?ext=.pdf
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http://www.edu.gov.on.ca/morestudentsuccess/sector/12_Health.pdf
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SECTION N: DUPLICATION
Introduction
Canadian postsecondary institutions have responded to the educational needs of people
interested in or currently employed in the health sciences and health promotion fields by
developing and offering a range of diplomas, certificates, and degrees. Some of the programs
provide a broad approach to health and wellness studies, and some programs offer students the
opportunity to develop specialized skills in specific areas of practice. There are obvious
similarities amongst the programs since they all deal with health sciences or health promotion in
some fashion.
N1
Similar/Related College Programs
In this section of the comparative summary, programs offered by Ontario colleges have been
clustered by credential and duration. The college analysis starts with the related degree offered
in the CAAT system. This is followed by an examination of two-year Ontario College Diplomas,
and Ontario College Graduate Certificates in similar or related fields. Included in each cluster is
a summary of the definition and general characteristics of each credential as defined by the
College Credentials Framework (see complete copy of Credentials Framework in Section O3).
These defining characteristics help to differentiate the credential levels, thus highlighting the
primary differences between the baccalaureate degree level study in Health Sciences and
college diploma and graduate certificates in related program areas. Information about the
programs was drawn from each institution’s website.
A.
Degree Programs
There are currently no directly comparable Ontario college programs granting degrees with an
applied focus in workplace health and wellness such as this proposed degree. However,
Sheridan College recently launched the Bachelor of Applied Health Sciences (Exercise Science
and Health Promotion) (BAHSc (ESHP) program with a few content similarities to the proposed
Humber program.
Institution: Sheridan College
Program Name and Credential: Bachelor of Applied Health Sciences (Exercise Science and
Health Promotion) (BAHSc (ESHP) program
Program Description: The program combines specific skills in exercise science and health
promotion with business leadership and practical experience. Graduates may implement and
manage wellness and health programs and initiatives in both the public and private sectors. The
multidisciplinary approach of the program borrows from the strengths of traditional Kinesiology
and Health Sciences curricula and enhances them with business management and lab
experiences. Field placements and a 14-week (420 hour) cooperative education component
provide real world experience.
Similarities and Differences:
The focus of the Sheridan degree is on the mechanics and conditioning of the human body. Its
health promotion perspective targets physical activity as it affects lifestyle. Students study such
topics as biomechanics, exercise physiology, strength and conditioning, ergonomics, group
fitness leadership, lifestyle assessment and counseling, and clinical exercise physiology which
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Section N, Page 1
are not included in the Humber program. There are curriculum overlaps between the two
programs in the areas of wellness coaching and nutrition. Humber’s program takes a differing
perspective more aligned with public health in addition to health promotion, and includes strong
components in mental health, environmental and occupational health, organizational behaviour
and communications including knowledge translation.
B.
Three-Year Ontario Advanced Diplomas in Related Fields
There are no advanced diploma programs in workplace health and wellness offered by Ontario
colleges.
C.
Two-Year Ontario College Diplomas in Related Fields
The two-year diploma in Fitness and Health Promotion has a related perspective and a few
common areas of content with the proposed degree; however it is significantly limited in scope
by comparison.
These diplomas meet the provincial requirements for Ontario College Certificates or Diplomas,
but not degree-level study. These requirements include:
 Vocational learning outcomes, breadth and depth of knowledge and skills as specified by
provincial standards for college diplomas, but not the same as the degree-level
standards;
 Fundamental generic employability skills as defined for college diplomas and advanced
diplomas;
 3-5 general education courses but not necessarily of increasing complexity as specified
for degree-level study; and
 Admission requirements as established in Regulations and Minister’s Binding Policy
Directives, but not equivalent to degree-level admission requirements.
Institutions: Humber , Durham, Centennial, George Brown and 10 other Ontario colleges
Program Name and Credential:
Two-Year Ontario College Diploma: Fitness and Health Promotion
Program Description:
The program fosters knowledge and skills in the fundamentals of exercise, anatomy, physiology,
biomechanics, business administration and marketing, nutrition, injury management, and special
events planning. Classroom theory combines with hands-on training and real-world experience
for a comprehensive foundation that includes working with personal training clients and
preparing for the opportunity to earn nationally recognized certifications. Graduates are
prepared be a hands-on leaders as a personal trainers, fitness appraisers or group exercise
instructors, or to pursue careers in wellness consulting, health promotion or program directing or
fitness entrepreneurship.
Similarities and Differences: The diploma program is focused on physical fitness for
improving health, which is also an important, but limited component of the new proposed
degree. The degree enhances the students’ knowledge and skills to include areas of public
health, mental health, occupational health and safety, organisational behaviour and
communications to broaden their career choices towards organizations’ health, safety and
wellness functions in the workplace. Degree students also gain the added benefits of four years
of study integrating theory and application alongside the development of breadth of knowledge
through their elective choices.
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D.
Ontario College Graduate Certificates
There is one graduate certificate at Centennial College with a similar perspective and areas of
content focus with the proposed degree. The most significant difference is the credential and
the accompanying admission requirements. Degree holders may be attracted to the graduate
certificate while direct-entry or diploma holders may be better served by entering the degree
program.
This certificate meets the provincial requirements for Ontario College Graduate Certificates, but
not degree-level study. These requirements include:
 Vocational learning outcomes, breadth and depth of knowledge and skills as specified by
provincial standards for Ontario College Graduate Certificates. The intent is to provide a
complex understanding/greater depth in a narrow range of skills;
 Fundamental generic employability skills not required but locally determined;
 General education courses not required but locally determined; and
 Admission requirements usually necessitate possession of an Ontario College Diploma,
Ontario College Advanced Diploma or University Degree, as established in Regulations
and Minister’s Binding Policy Directives.
Institutions: Centennial College
Program Name and Credential: Graduate Certificate in Workplace Wellness and Health
Promotion
Program Description:
The program offers specific and generic multi-disciplinary studies and practical experiences with
employment focus towards corporate wellness, community health and promotion, not-for-profit
sector and entrepreneurial opportunities. Program content includes: program planning, program
management, physical health, mental health management, nutrition, health promotion theory,
organizational development, environmental health coaching, research and business skills
Similarities and Differences:
Centennial’s Graduate Certificate is attractive to degree holders from an array of disciplines
where Humber’s degree program provides a well-rounded and employment-focused direct-entry
or degree completion pathway. Overlapping course content exists in several areas (e.g.
environmental health, coaching, organizational behaviour, physical & mental health, health
promotion theory), however, Humber’s program adds strong key skills in communication and
business acumen, systems thinking OH&S, leadership, and Knowledge Translation.
The College has on file and available upon request the research undertaken to complete this
section.
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N2
Similar/Related University Programs
Below is a summary and analysis of the similarities and differences between the proposed
program and four programs offered at Ontario universities that are most related to it.
Information about the programs was drawn from each university’s websites.
Institution: Brock University
Program Name and Credential:
Honours Bachelor of Public Health
Program Description: First Bachelor of Public Health degree in Canada
The program focuses on individual, community, and population health and wellness with an
emphasis on health promotion, health administration, health policy, and health programming
and evaluation. Content includes biological, social and environmental determinants of important
health issues, disease prevention and health promotion strategies in developing and developed
countries. Opportunities exist for self-directed study, internships with community partners,
research experiences, and international study placements.
Similarities and Differences:
The Brock program is focused on traditional perspective of public health preparing graduates
for jobs in public health sector while Humber’s degree program draws on public health content
and principles from a workplace perspective and adds courses in communication, systems,
leadership and business to prepare graduates for specific roles within workplaces. The
capstone projects and work placements add value in developing skills in applied research and
on-the-job readiness.
Institution: Ryerson University
Program Name and Credential: Bachelor of Applied Science in Occupational or Public Health
Program Description:
The program focuses on injury and disease prevention in the home and in daily life. Students
learn to anticipate, evaluate, and control a wide variety of health hazards in all areas of society-restaurants, workplaces, schools, hospitals, beaches, swimming pools, day cares, and nursing
homes--eventually becoming experts in illness prevention. Studies also prepare students for
professional certification at the national level by the Canadian Institute of Public Health
Inspectors (CIPHI). National certification permits graduates to seek employment opportunities
across Canada as a Public Health Inspector
Similarities and Differences:
Ryerson’s two related programs focus on Public Health and Safety preparing students for
specific employment as Public Health Inspectors. Humber’s program shares some content
areas and draws on public health principles from a workplace perspective applicable to a wider
array of emerging jobs within organizations and health and wellness consulting firms.
Institution: University of Waterloo
Program Name and Credential: Bachelor of Health Promotion
Program Description: New program beginning Sept. 2013.
Students investigate social, cultural, political, and geographical conditions affecting individual
Bachelor of Health Sciences (Workplace Health and Wellness)
Section N, Page 4
and population health and acquire skills to take action to improve health and health inequalities.
It is available as direct entry program available via the co-op or regular system of study.
Students
prepare for health-focused careers in public health units and health centres, and with diseasefighting organizations, or jobs that address social justice and individual rights issues, like antipoverty groups or social service and planning agencies. The program develops skills in using
policy, advocacy, human engagement, mediation, communication, and community development
and mobilization to implement change and the ability to fully participate in the process of
knowledge exchange, and to retrieve, interpret, and use research as the foundation for action
Similarities and Differences: Waterloo’s program draws heavily on health promotion field with
a social justice perspective preparing graduates for employment in not-for-profits or public
service.
Humber’s program shares some content drawn for health promotion field adding development of
strong communication skills, systems thinking, leadership, and business knowledge in demand
in a broad array of organizations.
Institution: University of Ottawa
Program Name and Credential: Honours Baccalaureate in Health Sciences
Program Description:
The Honours Baccalaureate in Health Sciences program welcomed its first students in 2003 and
now boasts more than 1,000 students with approximately 30% registered in the Francophone
stream. The program offers an interdisciplinary approach to the basics of health science and to
the multiple factors and interrelationships of illnesses whether of physical, psychosocial or
environmental nature. Graduates of this program possess the knowledge and skills to work as
research assistants, health promotion specialists, health policy analysts and data administrators
for the public, private and not-for-profit sectors. For those students who wish to pursue graduate
studies, the program provides the prerequisites for professional health programs (medicine,
physiotherapy, nursing, occupational therapy, audiology, speech therapy, etc.) as well as other
programs such as epidemiology, physiology, biomedical engineering, health systems
management, etc.
Similarities and Differences:
While Ottawa’s program graduates may choose a career in workplace health and wellness, this
is not the main focus. There are overlaps in content between the two programs, however
Humber’s program take a decidedly more applied view of such areas as epidemiology,
environmental health, mental health and behaviour change. Humber’s program also adds
streams of courses in systems thinking and communications directly applicable to working within
organizations.
The College has on file and available upon request the research undertaken to complete this
section.
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SECTION O: OPTIONAL MATERIAL
O1
Humber Overview
Established in 1967, Humber is one of Canada’s leading educational institutions, offering
postsecondary certificates and diplomas, apprenticeship education, as well as specialized
bachelor’s degree programs. In addition, Humber offers distinctive programs for university and
college graduates. Its mandate is to provide a comprehensive and balanced mix of educational
programs and services, which assist students and corporate clients to identify and pursue
educational, career and life goals. Located in Toronto, Humber receives more than 56,000
applications annually; more than any other Ontario college. In Fall 2012, Humber enrolled
24,384 full-time students and had 56,000 part-time registrations. Humber also provides
customized corporate training through business-to-business partnerships to thousands of
employees annually. Over 90 per cent of Humber students find employment within six months of
graduating.
In February 2003, Humber received a new designation as an Institute of Technology and
Advanced Learning, which builds upon the strategic direction that was embarked on several
years ago. Humber will continue to provide a comprehensive range of programming including
apprenticeships, certificates, advanced diplomas, diplomas and graduate certificates. The
designation allows Humber to further expand its offerings to meet changing skill requirements
and provide up to 15% of its programming in degree programs. In September 2003, Humber’s
first three honours bachelor degree programs with an applied focus were launched in Bachelor
of Applied Arts (Paralegal), Bachelor of Applied Business (Electronic Business) and Bachelor of
Applied Technology (Industrial Design). Since that time, the following degrees have been
approved:
Degree
Date of First Consent
B.A.A. (Paralegal Studies)
May 2002
B.Com (eBusiness Marketing)
May 2002
B.A.T. (Industrial Design)
September 2003
B.C.A. - Bachelor of Creative Advertising
December 2004
B.I.D. - Bachelor of Interior Design
March 2005
B.Mus - Bachelor of Music
March 2005
B.Com (Hospitality & Tourism Management)
March 2005
B.Com (Human Resources Management)
February 2007
B.Com (Fashion Management)
February 2007
B.Com (International Business)
February 2007
B.A.A. (Film and Media Production)
June 2008
B.A.A. (Criminal Justice)
September 2008
B.Com (Accounting)
August 2010
B.C.Y.C. - Bachelor of Child and Youth Care
August 2010
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B.P.R. - Bachelor of Public Relations
August 2010
B.Journ - Bachelor of Journalism
November 2010
B.I.D. - Bachelor of International Development
October 2011
B.Com (Finance)
April 2012
B.Com (Management Studies)
April 2012
B.Com (Marketing)
April 2012
B.Com (Supply Chain Management)
April 2012
Over the years Humber has embarked on a number of innovative partnerships with other
postsecondary institutions to increase access to degree completion for our students. Some
examples of these include:
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The University of Guelph–Humber, which opened its campus in the fall of 2003, offering
a unique blend of integrated diplomas and honours degrees in four years of full time
study
A Bachelor of Nursing degree at Humber in partnership with the University of New
Brunswick
A York University Senate approved transfer agreement for a number of Humber general
education courses
Formal transfer agreements with Ontario and other Canadian and international
universities
Humber has a number of unique areas of specialization that provide services for niche markets.
They provide a wide array of learning services for employers and individuals, many of which are
fee-for-service offerings. These include:
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Centre for Employee Benefits
Sailing and Powerboating Centre
Transportation Training Centre
Digital Imaging Training Centre
Humber School for Writers
Ontario Post-Production Training Centre
IT Certification Centre
The Language Centre
Project Management Centre
Five Community Job Search/Career Planning Services
Humber International Centre
As a strong supporter of International involvement and multicultural values, Humber is
committed to being a good neighbour in a global sense. Since 1968, Humber has engaged in
international partnerships and activities, aiming to develop infrastructure to support technical
and vocational education overseas, and to create new opportunities for staff development. Over
the years these partnerships have included educational activities in countries such as
Bangladesh, Barbados, Botswana, Brunei, China, Egypt, Grenada, Guyana, India, Indonesia,
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Kenya, Lesotho, Malaysia, the Philippines, Singapore, South Africa, St. Vincent, Swaziland,
Taiwan, Tanzania, Thailand, Ukraine, and Zimbabwe. From its inception, some 40 years ago,
Humber has prided itself on quality services, programming, academic processes, continuous
improvement and a global mission.
Humber has a number of successful partnerships with universities and colleges abroad in which
students study at both Humber and at the overseas institution. These partnerships include The
Humber-Ningbo Program in International Business Administration, Administration and The
Humber – National Kaohsiung Hospitality Program, all aimed at uniting efforts between Humber
and students abroad to ensure quality education for in-demand careers and an introduction to
Canadian life and values before studying at Humber.
Humber also has over 25 years’ experience in the development and delivery of international
development projects around the world. This work is built on principles of global citizenship,
equity, reciprocity, responsiveness, accountability and sustainability.
Over the last fifteen years Humber has worked with partner institutions primarily in Africa and
Asia. Among the many Humber projects are: Bhutan: Management Development Program
(MDP), Tanzania: Rural Microfinance Management Project, Bangladesh: Women
Entrepreneurship Development Project and Botswana: E-Learning Capacity Building Project.
Vision
Humber – excellence in polytechnic education.
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Humber Mission
Humber develops broadly educated, highly skilled and adaptable citizens who significantly
contribute to the educational, economic and social development of their communities. We
accomplish this by:
 preparing learners for careers through a comprehensive choice of educational
credentials in a broad range of programming;
 developing informed and engaged citizens through an applied and liberal education;
 enabling organizations to enhance their effectiveness through customized training and
lifelong learning opportunities; and
 supporting our local communities through outreach activities.
Humber Values
Excellence… by maintaining high academic standards and emphasizing quality academic
programming and services
Learner Focus… by placing students at the centre of all decisions
Innovation… by anticipating changes in global society and the workplace and responding with
creative and flexible learning approaches
Respect... by acknowledging the dignity and contribution of each individual in our diverse
community through fair, ethical and courteous actions and communications
Goals
1.0
Lifelong Learning – Provide a high quality learning experience through a variety of
options and pathways that students and clients choose throughout their lives.
Today’s increasingly competitive and changing global marketplace makes it imperative
for Humber to become a learning community that learners choose throughout their lives.
Their decision will be based on Humber’s competence and reputation for best meeting
the needs of learners and clients. Humber will be known for its learning-first approach
and the quality of its programs and services.
2.0
Learner Centered – Cultivate an organizational culture in which policies, programs,
practices and personnel place learning as the top priority.
Over the last few years, Humber has taken action to increase the level of learner and
learning-centered activities, thereby enhancing learner success, improving institutional
effectiveness, reinforcing values and behaviours consistent with a lifelong learning
culture and ensuring a commitment to staff development and recruitment. This journey is
ongoing and fundamental to our future success.
3.0
Enabling Employees – Enhance the skill levels of Humber employees to reach their
personal potential and meet the changing learning and service needs of Humber’s
students and clients.
For Humber to find and respond effectively to current and potential markets, all
employees must understand and assimilate the vision. This goal challenges all
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employees to participate actively in developing their own learning plans and accessing
appropriate professional development to remain current and to prepare for future roles. It
also challenges the Humber community to provide all employees with the tools they need
to do the best job possible and to recognize and appreciate employees for their
contribution.
4.0
Market Responsiveness – Position Humber to anticipate, assess and respond to learning
needs to reflect changing workplace needs in select Canadian and global markets.
Humber must respond faster to shifts in traditional markets including the development of
new initiatives in select Canadian and global markets. To maintain its position as a leader
in education and training, strategic partnerships and alliances are essential to infuse new
ideas and promote growth. Humber must continue to align its strengths in program
delivery in conjunction with the marketplace. Programs and services need to keep pace
with the rapidly changing job market for full time students and to meet the continuous
learning needs of these students, part time learners, and our corporate clients. Each
employee carries the responsibility for being Humber’s “eyes and ears”. Research
practices and information systems need to be developed to track market intelligence that
employees gather. Employees and partners must keep market responsiveness in their
thinking, and all planning decisions must be based on a Humber-wide marketing plan.
5.0
Financial Sustainability – Create a financial environment that will support high quality
learning and service experiences.
Government funding cuts and caps have eroded our traditional revenue base. At the
same time, changes in learning modes present new costs and offer new revenue
opportunities. These factors affect the financial planning framework and necessitate the
evolution of financial processes at Humber, as well as the alignment of organization
policies to support new initiatives.
Humber Code of Ethics
Humber Institute of Technology and Advanced Learning has established principles and values
governing the conduct of all Humber employees which honour and promote the preservation
and protection of fundamental freedoms and human rights. Humber’s Code of Ethics stresses
the importance of fairness, honesty, professional integrity, respect, and trust, and the Code
spells out, in detail, what is expected of employees in relation to each of these principles.
The Code of Ethics forms an integral part of Humber’s quality assurance system in that it sets
out the principles, and some of the practices, against which performance is measured through
the Operational Review and Program Review Self-Assessment Reports.
The Code of Ethics outlines the principles and values that guide the conduct of all Humber
employees and honours the preservation and protection of fundamental human rights.
Underlying the code is a belief that each employee has the right to dignity and respect. By
supporting and abiding by this Code, the employees of Humber will demonstrate by their
behaviour that they have concern for the fundamental rights and freedoms of students, other
employees, and the community at large.
We support the following principles:
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Fairness – In our relationships with others, we strive to be fair and just in our decisions and
actions. To provide fair and just treatment, we carefully weigh the circumstances and variables
linked with any decisions and make the best attempt to be consistent and equitable in the
application of our principles.
Honesty – We can achieve an open working and learning environment when we feel secure
enough to provide honest commentary about the operation and management of the
organization. From our work in the classroom to the delivery of administrative and support
services, we strive to encourage a climate of honesty, which serves the interests of the
institution and protects the wellbeing of all individuals.
Professional Integrity – In educating students, we strive to act in their best interests. As a
community dedicated to providing education, we demonstrate professional integrity and
exemplary behaviour in all that we do in and for Humber.
Respect – We demonstrate a high regard for the rights and opinions of others. It is our
responsibility to establish a climate of mutual respect; to protect the rights and freedoms of
others; and to be discreet in dealing with confidential matters.
Trust – A healthy organization is built on trust. The development of trust relies on our ability to
recognize threats to the psychological and/or physical safety of others and to eliminate those
threats by treating others equitably, fairly, and in a non-exploitive manner. We strive to provide a
secure learning and work environment.
Generic/Employability Skills
Generic/employability skills form a critical component across the curriculum in Humber College
programs, and their inclusion stresses Humber’s commitment to a learning culture that fosters
critical thinking, communication skills, and cultural and social understanding in our learners.
Humber recognizes the part that generic skills play in fostering social inclusion and good
citizenship, and Humber’s staff, faculty, and administration take this role seriously.
In the mid-1990’s, Humber set up the Generic/Employability Skills Task Force to identify, and
then implement across the institution, a set of identifiable and measurable core generic skills.
These are abilities, attitudes and behaviours that employers look for in recruits and often
develop through training programs for current employees. These skills are developed in school
and through a variety of life experiences outside of school. The concept of generic/employability
skills originated with educators, especially those working on programs specifically designed to
facilitate finding, keeping, and progressing in a career. Generic skills are often defined as
transferable, “preparatory or foundational” skills upon which a person builds job specific and
lifelong learning skills.
Historically, assessment for the purpose of employment has consisted of general ability and
personal skills assessment tests supplemented by job-specific assessments. Recently, that has
changed with ever increasing numbers of employers testing foundational skills before hiring.
This trend underlines the importance of developing generic skills in our graduates. The best
results in developing these skills seem to be achieved when generic skills are integrated with
academic and vocational skills training, forming a set of foundational, employability skills.
In the past few years, Humber has made a concerted effort to ensure that generic skills are
included on course outlines and that professors and program coordinators track where they are
introduced, reinforced, and assessed. Humber’s list of Generic Skills is as follows:
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Communication Skills - the skills that allow human beings to respond to written and oral
instructions; to communicate ideas and concepts in written and oral forms; to write assignments
and reports; to respond to questions and documentation.
Personal Skills – the skills that help people understand how to manage their lives. They include
effective resource management, working in time frames, an ability to meet deadlines,
appropriate stress management strategies, and the feeling and demonstration of self-confidence
and self-directedness. These skills are especially helpful in the workplace and in effective career
development strategies.
Interpersonal Skills – the skills that help human beings adjust to life in society and with others.
They include the ability to recognize diversity and individual differences; to accept responsibility
for one’s actions in groups; to lead a group effectively; to evaluate the behaviour of others and
provide constructive feedback; and more.
Thinking Skills – the skills that allow people to reason, to use logic, to hypothesize, to rationalize
and understand, to conceptualize, to contemplate, to invent, and to create.
Mathematics Skills – the skills that allow people to cope confidently with the mathematical
demands of adult life. They allow people to perform various tasks such as managing finances,
estimating amounts, verifying discounts, reading graphs and charts, and making reliable
judgments on the information presented.
Computer Skills – the skills needed to use electronic technology devices including computer
software programs, the Internet, e-mail, and more. Humber’s generic skill set was accepted in
its entirety by the University of Guelph in the development of courses for all joint programs.
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O2
School Overview
School of Health Sciences Overview
Humber’s School of Health Sciences provides students with the skills, training and experience
to be successful in a broad range of health science professions. Committed to the highest
quality of teaching and learning, the School offers relevant, well-rounded programs that blend
theory and practice to deliver an exceptional learning environment for students.
Students are taught by highly-qualified faculty with extensive clinical and research experience in
their respective fields. Local employers and community agencies are involved in curriculum
planning, sharing their knowledge of trends and emerging issues to ensure that courses
accurately represent current healthcare practices. Classroom learning is complemented by
small-group tutorial, laboratory and simulation learning experiences, as well as field and clinical
placements. This experiential approach gives students the opportunity to apply their learning in
a real-world setting, gaining valuable, hands-on experience in their chosen professions. Humber
has long been considered one of the leading Health Science Schools in Canada, with a
reputation for graduating students who are career-ready, practice-focused and highly sought
after by employers.
Health Sciences Programs
Aligned with the Humber College Vision of “Excellence in Polytechnic Education”, the School of
Health Sciences offers a breadth of Programs from certificate to post-graduate offerings. Health
Sciences students select from a variety of certificate (Certificate of Achievement & Ontario
College Certificate), diploma, degree, and post-graduate certificate programs in Health and
Human Service Domains. The School also provides a strong foundation for life-long learning by
offering dual credit, continuing education, and on-line and part-time studies. Continuing
education courses, workshops, and seminars, are offered on a year-round, flexible schedule to
accommodate the 12-hour shift work commitments of busy healthcare professionals. Strategic
industry partnerships (TDSB ECE retraining, and Woodstock PN Program) are demonstrative of
the Schools commitment to be flexible, nimble, and responsive to changes in the employment
landscape.
Key Features
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Over 3000 Full Time students are enrolled in Humber’s Health Sciences programs each
year.
Each year, the SHS delivers CE programing to 8000 life-long learners;
School of Health Sciences
Long-standing collaborative partnerships with the University of New Brunswick and
University of Guelph facilitate the delivery of degree-level programs in Applied Science
and Nursing.
The Clinical Simulation Learning Centre provides a safe, low-risk environment for
students to practice their skills and experience a variety of health care settings before
working with real patients.
Humber’s Bioscience lab is the only publicly funded college lab in Ontario to house
cadavers. The lab is also equipped with anatomical models, human specimens, ‘wet’
labs and other state-of-the-art teaching aids.
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Students participate in local field and clinical placements, providing service to the
community in schools, childcare centres, hospitals, and long-term care facilities as part
of their educational experience.
Humber offers a variety of specialized health science learning environments, including
an Early Childhood Education Resource Centre and two child care centres, as well as
dedicated labs for funeral
Services, paramedics, pharmacy technicians, and physiotherapy and occupational
therapy assistants.
The “Stilwell” platform is an innovative multi-media learning tool that allows students and
practicing clinicians to study and respond to the personal, social, and healthcare needs
within a virtual Canadian neighbourhood.
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School of Hospitality, Recreation and Tourism Overview
Humber’s School of Hospitality, Recreation and Tourism (henceforth referred to as HRT) is the
pre-eminent leader in educating post-secondary students in the fields of Culinary Arts and
Management, Fitness and Health Promotion, Food & Nutrition, Hospitality, Massage Therapy,
Recreation and Leisure Studies, Sports Management and Tourism. In addition to offering a
Humber degree in Tourism, the School of HRT also provides meaningful pathways for Fitness
and Health Promotion students who are interested in pursuing a degree in Kinesiology at the
University of Guelph-Humber. These unique educational opportunities are complemented by our
School’s commitment to achieving teaching and learning excellence both inside and outside of
the classroom. Students are engaged by highly qualified, industry experienced faculty that
enable our graduates to not only understand theoretical concepts, but also apply their skills in
simulated and real world environments. Moreover, each program continually revises and
updates their curriculums in collaboration with their program advisory committee that is
comprised of both public and private industry partners. Collectively, the expertise of our faculty
and the inherent flexibility of our programs to respond to changes in industry are complemented
by the School’s State-of-the-art facility which makes HRT one of the leading award-winning
schools at Humber. In fact, 94% of our graduates receive full time job offers in their respective
field within only three months of graduation, and over 70% of our graduates are offered
employment by the industry partner where they complete their internship/work placement.
HRT Programs
Aligned with Humber College’s vision of “Excellence in Polytechnic Education”, the School of
HRT offers a breadth of programs ranging from certificate to post-graduate offerings. Students
within the School of HRT are able to select from a variety of certificate (Certificate of
Achievement & Ontario College Certificate), diploma, degree, post-graduate certificate,
apprenticeship and chef certification programs in the following areas of interest:



Culinary and Food & Nutrition
Fitness, Massage Therapy, Recreation and Sport Programs
Hospitality and Tourism Programs
Bachelor of Health Sciences (Workplace Health and Wellness)
Section O, Page 9
Key Features

Over 3000 Full Time students are enrolled in Humber’s Hospitality, Recreation and
Tourism programs each year.

Collaborative partnerships with the National Kaohsiung University of Hospitality &
Tourism, Taiwan and the University of Guelph facilitate the delivery of degree-level
programs.

All students from the School of Hospitality, Recreation & Tourism will learn practical
skills in the most modern and leading edge facilities in North America.

The School has invested millions of dollars in its facilities and is well known as being an
innovator and pioneer in design, technology, energy efficiency and learner focus. In fact
industry is now asking Humber to assist them in facility design and management.

Culinary Labs - Humber's Canadian Centre of Culinary Arts & Science facilities are the
most modern in North America. Humber has been always been a leader in kitchen
design and technological innovation. Our new labs have won several design awards.
Using the latest in European technology, these kitchens have raised the bar in design
standards and utilizing energy saving and environmentally friendly technology.

Fitness Labs – Humber’s Fitness and Wellness Dedicated Program Labs include a
personal training lab, fitness assessment lab, two group exercise studios, and a high
performance lab. We are also excited to announce the development of a ‘Wellness
Centre’ within the School of HRT, which will utilize the resources of our students and
faculty experts in the areas of Fitness & Health Promotion, Exercise Science & Lifestyle
Management, Nutrition Management and Culinary Arts.

Massage Therapy Lab which contains high quality equipment required for students to
learn and practice massage therapy.

An On-campus restaurant training facility. It is an upscale casual restaurant that is open
to the general public. Students in Humber's culinary programs put their practical skills
to use preparing lunches and dinners in a real world environment. Students in
Humber's Food & Beverage and Hotel & Restaurant Programs put their fine dining
service skills to work.

On-campus wine and beer facilities including a luxurious wine tasting and
demonstration theatre and a fully equipped lab for creating mixed drinks, understanding
beers, spirits and wines.
Strategic Vision
The Schools of Health Science and HRT possess faculty expertise in common areas of health
and a shared strategic vision in the education of both diploma and degree post-secondary
student’s. For example, the School of Health Science’s Strategic Vision responds to Canada’s
growing demand for well-educated and highly-trained healthcare providers. As demographics
shift and our population ages, the need for skilled workers in the health sciences is rapidly
outstripping supply. The Government of Canada has identified healthcare as an industry facing
significant shortages and has encouraged colleges, universities and other partners to provide
relevant education and skills training to address this burgeoning crisis in the labour market.
Bachelor of Health Sciences (Workplace Health and Wellness) Section O, Page 10
The Strategic Vision also reflects the trend towards greater specialization and diversification in
the healthcare industry. Rapid advances in technology, research, diagnostics and treatment
options have broadened the range of career opportunities available in the health sciences and
human services industry. Healthcare providers in most disciplines are now required to have
knowledge and training in a number of complex skill sets, as well as the ability “to adapt to new
technologies, innovations and new challenges.”1 A greater emphasis on teamwork and
interdisciplinary collaboration is another emerging trend in contemporary healthcare, as is an
expanding role for paraprofessionals.
The School of Health Sciences has a responsibility to provide appropriate programming and
experiential learning opportunities to prepare its students for this evolving labour market. To
help graduates achieve satisfying, successful careers and acquire the qualifications that
employers expect, the School must keep pace with the changing needs and expectations of the
healthcare industry and human services sector.
Complimentary to these initiatives, the School of HRT delivers health-related programming in
the areas of fitness and health promotion, food and nutrition, as well as culinary arts and
management. Collectively these programs represent an investment in “upstream” solutions to
our national healthcare crisis, with a focus on preventing conditions such as obesity,
cardiovascular disease, diabetes, and stroke. By utilizing our faculty expertise and our state of
the art facilities, graduates of these programs are fully prepared to either enter into practice or
continue their education in a more specific aspect of health (i.e., continuing on to an
undergraduate degree in Kinesiology).
Strategic Vision: Highlights
The School’s of Health Sciences and HRT have developed a positive, proactive response to the
critical workforce issues affecting the health sciences, human services industries, and other
non-traditional health-related fields. Forward planning has been guided by the Vice President
Academic’s Priority Theme (2012-2015) – “enhancing the quality of the classroom experience
for all students”, and Humber’s Overarching Mission “to develop broadly educated, highly skilled
and adaptable citizens, and enhance the effectiveness of organizations through customized
training and lifelong learning opportunities”.
The School’s Strategic Vision is focused on:
 Strengthening existing programming by enhancing the quality of the classroom,
laboratory, field, clinical or community experience for ALL learners;
 Expanding existing programming, where appropriate;
 Increasing enrollment capacity to meet labour market needs;
 Adding new programming to reflect the increased diversification and specialization of
healthcare professions; and expand the selection of learning and career development
opportunities available to students and working professionals.
 Providing additional classroom, laboratory and clinical spaces to support the new and
expanded programming.
1
Human Resources and Skills Development Canada. The Government of Canada announces a new approach to
address skills shortages. http://news.gc.ca/web/article-eng.do?nid=610089. July 6, 2011. Accessed September 19,
2012.
Bachelor of Health Sciences (Workplace Health and Wellness) Section O, Page 11




Updating existing teaching and learning spaces to maintain the quality and relevance of
the each School’s learning experience.
Increasing and enhancing experiential learning opportunities for students to better
prepare them to enter the workforce.
Providing state-of-the-art technology and equipment to stay current with industry
progress and support student success.
Developing new continuing education opportunities to help the School’s graduates and
other healthcare professionals advance their careers.
Bachelor of Health Sciences (Workplace Health and Wellness) Section O, Page 12
O3
Ontario Colleges of Applied Arts and Technology – Credentials Framework (02/03)
Non-Credit
1. SCOPE
OF
CURRICULU
M
OUTCOMES:
BREADTH
AND DEPTH
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced
Diploma
Ontario College
Graduate
Certificate
Meets all
specific
vocational
learning
outcomes as
defined by
provincial
program
standards,
where these
exist.
Meets all
specific
vocational
learning
outcomes as
defined by
provincial
program
standards,
where these
exist.
Meets all
specific
vocational
learning
outcomes as
defined by
provincial
program
standards,
where these
exist.
Meets all
specific
vocational
learning
outcomes as
defined by
provincial
program
standards,
where these
exist.
Breadth, depth,
and complexity
of knowledge
would prepare
graduates to
perform in a
range of varied
activities or
knowledge
application
situations where
the range of
contexts in
which the
choice of
actions required
Breadth, depth,
and complexity
of knowledge
cover the
planning and
initiation of
alternative
approaches to
skill and
knowledge
application
across a broad
range of
technical and/or
administrative
Breadth, depth
and complexity
of knowledge
involve
analysis,
diagnosis,
design,
planning,
execution, and
evaluation
across a broad
range of
technical and/or
management
functions.
Breadth, depth,
and complexity
of knowledge
would enhance
the ability of
graduates to
perform a more
specialized
range of
activities, most
of which would
be complex or
non-routine.
Leadership and
guidance may
Applied
Degree
Locally
Determined
1.1 Complexi
ty of
Knowledg
e and
Vocation
al
Outcome
s
Complexity of
knowledge
may focus on
Bachelor of Health Sciences (Workplace Health and Wellness)
Degree level
standards are
established by
the
Postsecondar
y Education
Quality
Assessment
Board
(PEQAB)
under the
authority of
the Postsecondary
Education
Choice and
Excellence
Act, 2000.
Section O, Page 13
Non-Credit
Certificate
preparing
graduates to
begin
postsecondar
y studies or
may focus on
targeted
vocationally
specific skills.
Ontario College
Certificate
Ontario College
Diploma
is usually clear,
and there is
limited
complexity in
the range of
options to be
applied.
requirements,
coordination,
and evaluation.
Complexity of
knowledge
prepares
graduate for
further
postsecondary
studies.
Performance of
a prescribed
range of
functions
involving known
routines and
procedures and
some
accountability
for the quality of
Performance of
a range of skills,
with associated
knowledge,
showing
substantial
depth in some
areas where
judgment is
required in the
planning and
selecting of
appropriate
equipment,
services, or
techniques for
Ontario College
Advanced
Diploma
Opportunities
may exist for
new / additional
applications of
technical,
creative, or
conceptual
knowledge to
practical and/or
real world
situations.
Performance of
a significant
range of skills
associated with
fundamental
principles and
complex
techniques
across a wide
and often
unpredictable
variety of
contexts in
Bachelor of Health Sciences (Workplace Health and Wellness)
Ontario College
Graduate
Certificate
Applied
Degree
be involved
when
organizing self
or others as
well as
contributing to
technical
solutions of a
non-routine or
contingency
nature.
Performance of
a prescribed
range of skilled
operations that
includes the
requirement to
evaluate and
analyze current
practices,
develop new
criteria, and
Section O, Page 14
Non-Credit
Certificate
Ontario College
Advanced
Diploma
Ontario College
Graduate
Certificate
relation to either
varied or highly
specific
functions.
Contributions to
the
development of
a broad plan,
budget, or
Applications
strategy are
involve
involved, as is
participation in
accountability
the
for self and
development of others in
strategic
achieving the
initiatives, as
outcomes for a
well as personal team.
responsibility
and autonomy
Applications of
in performing
skill and
complex
knowledge
technical
involve
operations or
significant
organizing
judgment in the
others. It may
planning,
include
design, and
participation in
technical
teams, including leadership and /
teams
or guidance
concerned with functions
planning and
related to
evaluation
products,
may include the
provision of
some
leadership and
guidance to
others in the
application and
planning of
skills.
Ontario College
Certificate
Ontario College
Diploma
outcomes.
self and others.
Applications
may include
some complex
or non-routine
activities
involving
individual
responsibility or
autonomy
and/or
collaboration
with others as
part of a group
or team.
Bachelor of Health Sciences (Workplace Health and Wellness)
Applied
Degree
Applications
may involve
some complex
or non-routine
activities
involving
individual
responsibility or
autonomy
and/or
leadership and
guidance for
others as part of
a team or
group.
Section O, Page 15
Non-Credit
Certificate
Ontario College
Certificate
Ontario College
Diploma
functions.
Group or team
coordination
may be
involved.
Ontario College
Advanced
Diploma
Applied
Degree
services
operations, or
procedures.
The degree of
emphasis on
breadth as
against depth of
knowledge and
skills may vary,
with most
weighting
placed on
depth.

Ontario College
Graduate
Certificate
The
qualification
may involve
broadening the
skills of
individuals
already gained
in a
postsecondary
program of
instruction, or
developing
vocational
knowledge and
skills in a new
professional
area.
Portions of the above section are reproduced by kind permission
of the Australian Qualifications Framework Advisory Board to
Bachelor of Health Sciences (Workplace Health and Wellness)
Section O, Page 16
Non-Credit
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced
Diploma
Ontario College
Graduate
Certificate
Applied
Degree
the Ministerial Council on Education, Employment, Training and
Youth Affairs, Australia
Bachelor of Health Sciences (Workplace Health and Wellness)
Section O, Page 17
Non-Credit
1.2 Generic
Employability
Skills
Certificate
Locally
Determined
Ontario College
Advanced
Diploma
Ontario College
Certificate
Ontario College
Diploma
Graduates have
achieved the
fundamental,
personal
management,
and teamwork
skills to get,
keep, and
progress in a
job-of-choice, or
to enter further
postsecondary
studies. There
is an
appropriate
depth of
achievement,
consistent with
the Generic
Employability
Skills learning
outcomes,
identified for
this level of
credential (i.e.,
the current
generic skills
learning
outcomes for
certificate
programs).
Graduates have achieved the
fundamental, personal
management, and teamwork skills
to get, keep, and progress in a
job-of-choice. There is an
appropriate depth of achievement,
consistent with the Generic
Employability Skills learning
outcomes, identified for these
levels of credentials (i.e., the
current generic skills learning
outcomes for diploma programs).
Bachelor of Health Sciences (Workplace Health and Wellness)
Ontario College
Graduate
Certificate
Applied
Degree
Locally
Determined
Section O, Page 18
Non-Credit
1.3 General
Education
Certificate
Locally
Determined
Ontario College
Advanced
Diploma
Ontario College
Certificate
Ontario College
Diploma
Locally
determined,
however it is
desirable that
graduates at
this level will
have been
engaged in
learning that
incorporates
some breadth
beyond the
vocational field
of study,
especially in
programs of
instruction
intended to
lead to further
postsecondary
study in a
related field.
Consistent with the General
Education Policy for colleges of
applied arts and technology,
graduates have been engaged in
learning that exposes them to at
least one discipline outside their
main field of study, and increases
their awareness of the society and
culture in which they live and
work. This will typically involve
students taking 3 – 5 courses (or
the equivalent) designed
discretely from vocational learning
opportunities. This learning would
normally be delivered using a
combination of required and
elective processes.
Bachelor of Health Sciences (Workplace Health and Wellness)
Ontario College
Graduate
Certificate
Applied
Degree
Locally
Determined
Section O, Page 19
Non-Credit
2. TYPICAL
DURATION
FOR
COMPLETIO
N
3.
ADMISSION
REQUIREME
NTS
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced
Diploma
Ontario College
Graduate
Certificate
Applied
Degree
Specific design, delivery, and duration of curriculum is locally determined, and may vary
amongst programs and disciplines, recognizing that some colleges may use a system
other than hours (e.g., credits) to determine program completion.
It is understood that there may be a range of hours that will apply to the achievement of
program learning outcomes leading to any particular credential.
1.
This framework outlines the typical duration of a program at this level for
students entering with the minimum admission requirements.
Locally
Determined
Locally
Determined
Typically the
duration to
achieve this
credential is 2
academic
semesters or
approximately
600 - 700
instructional
hours or
equivalent.
Typically the
duration to
achieve this
credential is 4
academic
semesters or
approximately
1200 - 1400
instructional
hours or
equivalent.
Typically the
duration to
achieve this
credential is 6
academic
semesters or
approximately
1800 - 2100
instructional
hours or
equivalent.
Locally
Determined
Admission requirements are established in
Regulations and Minister’s Binding Policy Directives.
Typically the
duration to
achieve this
credential is 2
academic
semesters or
approximately
600 - 700
instructional
hours or
equivalent.
Ontario College
Diploma,
Ontario College
Advanced
Diploma,
Bachelor of Health Sciences (Workplace Health and Wellness)
Section O, Page 20
Non-Credit
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced
Diploma
Ontario College
Graduate
Certificate
Applied
Degree
Degree,
Or
Equivalent
4. NAME OF Locally
Certificate
CREDENTIAL Determined,
excluding the
use of the
words
contained in Certificat
any
provincially
approved
credential
titles. May
use such
terminology
as
Attestation,
Award,
Statement,
etc.
Ontario College
Certificate
Ontario College
Diploma
Certificat
d’études
collégiales de
l’Ontario
Diplôme
d’études
collégiales de
l’Ontario
Ontario College
Advanced
Diploma
Ontario College
Graduate
Certificate
Diplôme
d’études
collégiales de
l’Ontario –
niveau avancé
Certificat postdiplôme de
l’Ontario
Bachelor of Health Sciences (Workplace Health and Wellness)
Section O, Page 21
SECTION P: POLICIES
Humber submitted an electronic policy file as part of a previous submission. The policies on file
with PEQAB are current.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section P, Page 1
SECTION Q: CURRICULUM REVIEW
Workplace Health and Wellness Program
Bachelor of Health Sciences Degree
School of Health Sciences, School of Hospitality, Recreation and Tourism and
Department of Program Planning, Development and Renewal
Humber College
Toronto, Ontario, Canada
Mark Attridge, PhD, MA
President
Attridge Consulting, Inc.
1129 Cedar Lake Road South
Minneapolis, MN 55405-2105
(612) 889-2398 mobile
E-mail: mark@attridgeconsulting.com
January 06, 2014
PROJECT TASK: Complete an independent “Desk Review” of the new major and
provide feedback and recommendations on the appropriateness of the:
1. The overall design and intent of the program
2. The program learning outcomes
3. Review of each course for:



The content in each course, including an
o overall evaluation of the depth and complexity of the courses and
o if the courses are pitched at a baccalaureate degree level and
o the course content is comprehensive, current and includes an appropriate
balance of theory and practice
Appropriateness of textbooks and resources in each course
Appropriateness of the types and weighting of the student evaluations proposed for
each course.
See next pages of report for review.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 1
PART 1 – OVERALL DESIGN AND INTENT OF THE PROGRAM
INTENT - The intent is to provide 21st century education which prepares graduates for the real working
life of practicing professionals who will make important contributions to organizations by solving
complex problems from diverse perspectives. The new BHS(WHW) innovative multi-disciplinary
program draws on and enhances Humber’s experience in interprofessional practice and crossdisciplinary education. These graduates will add capabilities in determining and addressing workplace
factors affecting employees’ physical and mental health, organizational culture, prevention of
absenteeism and presenteeism, accommodations for disabilities and assuring smooth and successful
return-to-work following an illness or injury. Graduates will understand and capitalize on the strong
business case for proactive workplace health and wellness programs. Graduates of the program will
contribute to workplace health and wellness in enhanced roles.
I agree with the above statement. I see this new program as fitting the needs of a new
kind of professional, one who not only understands the dynamics of health and wellness
but also the applied issues of delivery of these kinds of services, programs and policies
in the context of the modern workplace.
DESIGN 1 - At the core of the model is the concept of the graduate as a professional with a broad range
of understanding including the health sciences, health and wellness leadership, systems thinking,
traditional and digital communications as well social, cultural and political awareness.
I agree with the above statement. The program has courses that address each of these
areas.
DESIGN 2 - A strong theoretical background is essential to becoming flexible, resilient health and
wellness professionals who easily adapt to the ever-changing technological, social, ethical and
regulatory challenges of modern workplaces.
I agree with the above statement. The program has courses that include a range of
theoretical perspectives in the health and wellness fields and some courses that focus
on major theories of organizational functioning, leadership and the workplace.
DESIGN 3 - Direct-entry students require a strong foundation in such health topics such as anatomy,
physiology, major diseases, health and wellness concepts, psychology, global and environmental health,
quantitative reasoning, behavioural change, and reflective practice. Direct entry students require
preparation for the rigour of their future studies through targeted courses in academic writing, research,
critical reasoning and effective presentations.
I agree with the above statement. The first two years of the program are most relevant
to the direct-entry students who are starting college. The course map planning does list
courses on the topics noted above – including the communication focus.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 2
DESIGN 4 - Diploma transfer students from allied health and health promotion fields are deemed to
possess strong foundations in health sciences and communication allowing them to move forward with
direct entry students towards more advanced study in the four streams: Health Sciences, Health and
Wellness Leadership, Systems Thinking and Communications.
I agree with the above statement. The last two years of the program are most relevant
to the diploma transfer students. The course map planning does list many courses in
each of the four streams noted above.
DESIGN 5 - In the Health Sciences stream, knowledge and skills are developed in food, nutrition
and active living, biostatistics and applied epidemiology.
I agree with the above statement.
DESIGN 6 - Problem-solving and Interprofessional teamwork is fostered in the Health and
Wellness Leadership stream where students are empowered to study and develop leadership
qualities. In practice, leadership principles infuse all coursework, however special emphasis is
given in the stream including courses which develop mindful interpersonal relations, respectful
Interprofessional collaboration, and well-developed skills in mental health first-aid and
competency in wellness coaching.
I agree with the above statement. The program has several courses in these areas.
DESIGN 7 - Both the advisory committee and Humber’s employer survey strongly supported the
inclusion of advanced writing and research as high priorities. While these skills are present in most
courses offered, it was decided to include a stream of six dedicated courses designed specifically to hone
written language and knowledge translation skills.
I agree with the above statement. The research literature and my own research on
career success indicates that communication skills are indeed a significant factor. I am
pleased to see the dedicated number of courses in this area. It is like having a minor in
communication science built into the major. Well done. I know the importance of this
part of the major as in my own training I earned both a 4-year and a masters degree in
communication.
DESIGN 8 - Making a living as a health and wellness professional is most likely to become reality when
well-versed in organizational principles. The program offers a stream of courses in systems thinking
with an emphasis on the realities of the 21st Century workplace. In this stream, students come into
consistent contact with working professional. In addition, a work placement and senior projects infuse
economic principles in students’ consciousness.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 3
I agree with the above statement. Several courses address aspects of workplace
functioning and diversity. The two-course senior year special project also is significant
for encouraging individual development and “real-world” experience working with an
employer to help solve a workplace problem.
DESIGN – 9 - Awakening students’ social, cultural and political awareness is vital to professional and
personal development. Humber is well-positioned with its deep resource base to offer an extensive set
of breadth electives encouraging students to consider factors such as historical context, cultural
influences, theoretical models, issues of representation, role of the media, and aesthetics. Students will
find courses to feed their curiosity and interests, and in the process help them become informed and
engaged citizens. Bachelor of Health Sciences (Workplace Health and Wellness) students will be
integrated with students from a range of bachelors programs throughout their four years in ten breadth
electives where their social consciousness is developed and they are challenged to read and respond to
a range of complex texts.
I agree with the above statement. Each semester has one or more electives. The
inclusion of 30 credits for college elective courses is essential for the major to qualify as
a bachelor’s level degree.
Table 1
Course Map – Proposed Schedule of Required Course Offerings By Year
Year
1
2
3
Summer
4
Fall Semester
Spring Semester
Human Body and Disease (3 credits)
Working in Health and Wellness (3)
Health and Wellness Concepts (3)
Academic Writing and Critical Reasoning (3)
Breadth Elective 1 (3)
Mathematics for Health Sciences (3)
Environmental Health (3)
Reflective and Critical Practice (3)
Business Communications (3)
Breadth Elective 3 (3)
Biostatistics & Research (3)
Mental Health & Addictions (3)
Business Case for Workplace H&W (3)
Health Literacy (3)
Breadth Elective 6 (3)
Introduction to Psychology (3)
Behavior Change for Healthy Living (3)
Global Health Issues (3)
Researching and Writing - Health Sciences (3)
Breadth Elective 2 (3)
Food, Nutrition & Active Living (3)
Interpersonal Relations (3)
Occupational Health & Safety (3)
Breadth Elective 4 (3)
Breadth Elective 5 (3)
Applied Epidemiology (3)
Ethical & Legal Issues in Workplace H&W (3)
Digital Innovations in Workplace H&W (3)
Wellness Coaching Principles (3)
Breadth Elective 7 (3)
Professional Preparation (non-credit)
Work Placement for Capstone Courses
Capstone I (Senior Project) (3)
Disability Management (3)
Project Management in Workplace H&W (3)
Breadth Elective 8 (3)
Breadth Elective 9 (3)
Capstone II (Senior Project continued) (3)
Interprofessional Leadership (3)
st
Changes and 21 Century Organizations (3)
Knowledge Translation (3)
Breadth Elective 10 (3)
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 4
Courses in Major Areas of Learning:








Systems Thinking = 8 (24 credits)
Communication = 7 (21 credits)
Leadership in Health & Wellness = 7 (21 credits)
Health Sciences = 6 (18 credits)
Capstone (Senior Project) = 2 (6 credits)
Breadth Electives = 10 (30 credits)
Total Courses = 40 (5 per semester for 10 total per year)
Total Credits = 120 (40 @ 3 credits each)
15 of these non-elective courses (45 credits) are in the “Common Platform” for the
College
COMMENT: The overall mix of the courses for this major represents a combination of
five themes that each are important to the health and wellness concept. The inclusion
of 30 credits for college elective courses is essential for the major to qualify as a
bachelor’s level degree.
Strengths of the Program
The general purpose of the new degree program is significant in bringing together a
collection of courses that address key aspects health and wellness in the workplace
context. Both demographic and business trends suggest that workforce jobs are
growing in this area and thus students who specialize in this area will be well-prepared
for meaningful work and the opportunity to make contributions their community.
Another strength of the major is its interdisciplinary emphasis, which reflects the
direction of services and programs being offered in the workplace. Another
distinguishing factor for this major is the attention to wellness, health promotion and
prevention rather than on illness and disease. This is important when considering that
the working population in Canada is largely healthy (at least enough to be employed –
mostly at full-time status).
The breadth of the program is a strong feature through having multiple courses required
within the five domains of: health sciences, leadership in health and wellness, systems
thinking, and communications. The inclusion of many electives in the program also
adds some flexibility and a traditional liberal arts college emphasis, which is appropriate
for a baccalaureate level degree.
The Capstone senior project offers the advanced student a chance to show some
initiative and creativity in the application of their knowledge and skills learned over the
previous three years of the program. To the extent that the student can locate a
workplace environment for their project, then this part of the major will be successful in
exposing the student to a non-academic learning environment as well.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 5
Weaknesses / Areas to Improve
Although there are six courses on communication skills and writing, I was expecting to
see more of the courses for Year 3 and 4 that have more extensive writing assignments
which are designed to demonstrate higher level skills in the conceptual organization of
ideas, conducting literature review library or online research, writing and then re-writing
work to produce a long paper (i.e., 10+ pages). I also am surprised not to see the basic
public speaking course included as a requirement – although I expect it is available as
an elective.
A larger concern is that although this set of 30 courses does a good job of spanning a
range of topics within the health and wellness space in Canada, I see the “workplace”
part of the Workplace Health and Wellness to be under-represented. Workplace issues
of organizational dynamics, human resources (HR) and employee benefits
administration, and management aspects of workplace based programs in health and
wellness for employees needs to be addressed in some detail. Perhaps these areas
are part of the lectures and content with courses. But some specifics appear to be
missing. For example, the Introductory Psychology course has a text that does have
chapters relevant to the workplace and social behavior, but these are left off the course
topic roster. A few of the course reviews have specific notes to this issue as well.
The applied business aspects of workplace health and wellness also need more
attention. There are whole industries in play across Canada that provide employee and
family assistance programs, workplace wellness and health promotion, and work/life
and family support programs. Most large and medium size employers and
organizations offer some or all three of these kinds of employee benefit services. The
form and function of various health insurance products and the mix of employer vs.
provincial funding for programs in health and wellness must be covered.
--------------------------------------------------------------------------------------------------------------------Summary of Review
Overall, this new bachelors of science degree program is both creative and
comprehensive in its approach to offering a range of academically rigorous courses on
a wide range of key topics in workplace health and wellness. Students who complete
the set of courses and assignments within the major should be well-prepared for either
a career in health and wellness in occupational settings or for further education in one of
the specialized areas in workplace health services and administration.
--------------------------------------------------------------------------------------------------------------------Minor Corrections in Materials:
Wellness Coaching Principles is listed in Courses Map as Year 3 – Semester 6 –
However, Wellness Coaching Principles is listed in the Core Course Descriptions
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 6
document as Year 4 – Semester 8. Given the other number of courses in the Map
layout, it seems to me that this course is correctly assigned for Year 3 – Semester 6.
Course Map seems to have correct ordering of courses – some of the individual course
descriptions files do not match the timing sequence order in Map:




Capstone 1 is offered in semester 6 and has co-requisite of Project Management
for Workplace Health and Wellness – but this is not scheduled to be offered until
the next semester (7)
Project Management for Workplace H&W – from Semester 7 to Semester 6
Capstone Project I – from Semester 6 to Semester 7
Capstone Project II – from Semester 6 to Semester 8
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 7
PART 2 – PROGRAM LEARNING OUTCOMES
The six areas of program learning outcomes covers a range of scholarly capacities that
are all appropriate for a baccalaureate level degree. A total of 30 elements of
performance of the specific outcomes are also listed for these domains. These domains
include:






Depth and Breadth of Knowledge
Knowledge of Methodologies
Application of Knowledge
Communication Skills
Awareness of the Limits of Knowledge
Professional Capacity and Autonomy
All of these learning outcomes and the specific performance elements are, in my
opinion, entirely relevant and important for earning a 4-year degree. These do not need
revision as general goals for graduates of the new program major.
Secondly, I have identified the courses from the program that appear to fit most closing
within one of the six primary domains (see Table 2 on next page). This exercise is
relevant to making the connection between the goals for learning and the courses that
can contribute to these goals. Based on this table, I see multiple courses as relevant for
all but one of the six domains. Parts of the content within a semester-long course, of
course, also will likely address one or more of the learning outcomes as well.
Overall, the roster of different courses for the major appears to fit very well with the set
of learning outcomes. Furthermore, the variety in the nature of teaching methods and
various kinds of assignments in the 30 courses also address different learning
outcomes. Over the four year period of the program, given the breadth of content and
diversity of teaching methods and evaluation processes involved, it should be possible
for a student to obtain all of the primary learning outcomes.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 8
Table 2
Workplace Health and Wellness Courses Aligned with Learning Outcomes
Outcome Area
(# of elements): Brief Description
Reviewer’s identification of
relevant required courses
Depth and Breadth of Knowledge (10):
Human Body and Disease
Health and Wellness Concepts
Introduction to Psychology
Global Health Issues
Mental Health & Addictions
Food, Nutrition & Healthy Living
st
Changes and 21 Century Organizations
Evaluate determinants of workplace health and wellness
in order to make evidence-informed decisions, which are
supported by theoretical and practical knowledge of key
health and wellness concepts.
Knowledge of Methodologies (5):
Employ appropriate methodologies for research,
dissemination of information, program planning,
implementation and renewal, problem-solving,
interprofessional education and collaboration and project
Researching and Writing - Health Sciences
Biostatistics & Research
Applied Epidemiology
Project Management in Workplace H&W
Knowledge Translation
management.
Application of Knowledge (4):
Apply ethical, evidence-informed strategies to develop
and sustain inclusionary proactive and reactive
practices, which support continuous improvements in
workplace health and wellness.
Business Case for Workplace H&W
Behavior Change for Healthy Living
Occupational Health & Safety
Disability Management
Wellness Coaching Principles
Communicate health and wellness messages effectively
in a variety of traditional and innovative media
modalities.
Academic Writing and Critical Reasoning
Business Communications
Health Literacy
Digital Innovations in Workplace H&W
Interpersonal Relations
Awareness of the Limits of Knowledge (3):
Ethical & Legal Issues in Workplace H&W
Communication Skills (5):
Develop habits of mind, which demonstrate awareness
of the scope and limits of professional practice.
Professional Capacity & Autonomy (7):
Demonstrate responsible leadership, accountability and
effective collaboration, modeling the embodiment of
personal and workplace health and wellness principles.
Working in Health and Wellness
Professional Preparation (non-credit)
Capstone I & II
Interprofessional Leadership
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 9
PART 3 – COURSE SPECIFIC EVALUATIONS
The task for the part of the review was to evaluate 1) the content in each course
(including an overall evaluation of the depth and complexity of the courses; if the
courses are pitched at a baccalaureate degree level; and the course content is
comprehensive, current and includes an appropriate balance of theory and practice); 2)
the appropriateness of textbooks and resources in each course; and 3) the
appropriateness of the types and weighting of the student evaluations proposed for
each course.
The following pages present my evaluation of each and every one of the 30 courses.
The comments below are my overall conclusions concerning the courses.
Strengths of the Courses
All of the courses appear to be appropriate for a 4-year university degree program due
the level of sophistication of the reading materials, the different kinds of instructional
methods used and the variety of student evaluation components represented. The level
of course difficulty and demands on the skills of the student increases appropriately
from the first year to the fourth and final year of the program. In addition to the course
pre-requites, a number of the later courses offered in junior and senior years directly
build upon the content and learning objectives of courses scheduled for earlier in the
program map annual sequence.
In general, the course description outlines represent a good balance between covering
the basic knowledge and facts in the area with the major theories/conceptual
approaches. Most courses also incorporate different social/contextual and applied
issues relevant to the course themes. Most of the courses also offer a mix of lecture, inclass exercises, personal reflections and written assignments as well as oral
presentations and small group projects. I feel it is especially important to have written
reports and oral presentation requirements in most courses as these skills are highly
valued by employers for success in the workplace after graduation. This variety of
instructional tactics is to be commended. Some courses also require the student to
become familiar with various learning tools and new media applications that are now in
use in the kinds of places the program graduates will seek to be employed.
Weaknesses of the Courses
There only a handful of courses that I felt could be improved in some areas. Some
courses could benefit from more recent or more comprehensive set of reading materials
and inclusion of more workplace specific applied reading materials. Some courses
could benefit from adding an objective exam to the mix of evaluation methods.
A few courses have descriptions with the total number of instructional hours that exceed
the 42 hours of other courses.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 10
COURSE: 1 of 30
Evaluation Area:
Year 1 and Semester 1 - Fall
The Human Body and Disease
CONTENT
An important base topic for the major and a good compliment to the
other first year courses; topics cover the major body systems.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
The required textbook is good; the handbook is high-level for a first year
course – but is also required in several other courses later in the major;
good to see some exposure to research articles as well
EVALUATION
Mostly content driven and quiz/exam focus for testing knowledge
gained; 80% of total grade based on exams and quizzes.
COURSE: 2 of 30
Evaluation Area:
Year 1 and Semester 1 - Fall
Health and Wellness Concepts
CONTENT
Material is appropriate for an introductory course for the major; nice mix
of topic and course content materials to augment a relevant text; good
representation of concepts, with physical and psychological
represented as well as techniques for learning about health issues and
some personal discovery assignments concerning health and use of
health care services in Canada.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Text from 2011 – good to have Canadian edition; other readings and
websites are appropriate to topic area – note the same textbook by
Insel et al also used in two other courses for this major - Working in
Health and Wellness (that syllabus has it as 2012 date)
EVALUATION
30% of total grade based on exams and quizzes; majority on innovative
use of other activities and projects involving writing and self-reflection
and conducting research into topics
Other Comment
Course has 56 hours of instruction (28 lecture + 28 seminar) – vs.
others with 42 hours
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 11
COURSE: 3 of 30
Evaluation Area:
Year 1 and Semester 1 – Fall
Working in Health and Wellness
CONTENT
A good mix of evaluation methods and assignments – like the personal
lived experience aspects of course plan.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Good set of books and reading assignments from online resources is
good. The text on Interpersonal Communication has overlap with
course on Interpersonal Relations course in Year 2 – this may not need
this entire text, given the rest of the course reading load is already high.
EVALUATION
35% of total grade based on exams and quizzes; other on mix of written
reports and in-class presentations.
Other Comment
This is important topic to have early in the program for this major.
Looks like an excellent course for the major and good to have in the
opening semester.
COURSE: 4 of 30
Evaluation Area:
Year 1 and Semester 1 – Fall
Academic Writing and Critical Reasoning:
Multiculturalism and Diversity in Contemporary
Canadian Culture
CONTENT
Interesting issues presented early in the major should engage new
students to think critically about this major.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
A wide range of issues included in course and good use of Canadian
specific reading materials. Not sure how much the workplace and
employment issues concerning health and wellness are evident in the
readings or assignments.
Some parts of reading list are incomplete (missing publication year
dates etc)
EVALUATION
Good use of personal journal, essay and writing assignments as well as
in-class discussion and small group format – as well as essay final
exam (20% of grade is exam – rest are writing projects)
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 12
COURSE: 5 of 30
Year 1 and Semester 2 - Spring
Evaluation Area:
Introduction to Psychology
CONTENT
A good survey course of psychological topics and research.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
A good recent textbook from 2013 that is specific to Canada. Dr.
Weiten is a good textbook writer.
Concerned that the social psychology and industrial/organizational
content areas typically included in the introductory psych texts are
missing from the course roster – why when this class is for a major on
workplace health and wellness?
EVALUATION
Mostly core knowledge presented via text and lectures assessed via mc exams with some writing. The majority of total grade based on exams
(80% - which is typical for introductory psych).
Other Comment
This course is relevant to this major and most any college student
COURSE: 6 of 30
Year 1 and Semester 2 - Spring
Evaluation Area:
Behaviour Change for Healthy living
CONTENT
Relevant to course and major.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
A good set of scholarly readings and chapters from texts.
But not sure why all 7 are focused on exercise and sport – this is just
one area of health and wellness – suggest broadening the reading
material and adding a more general textbook. Could add some
readings on corporate onsite fitness centers and onsite health services
in the workplace.
EVALUATION
A good mix of exams and written papers required as well as personal
journal. 50% of total course grade based on exams and 50% on written
assignments.
Other Comment
Reading list a concern
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 13
COURSE: 7 of 30
Year 1 and Semester 2 - Spring
Evaluation Area:
Global Health Issues
CONTENT
Range of applied topics should be engaging and interesting to students
in the major. Rigorous nature of course topics and source materials
blended with instructional methods.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Good use of 37 different applied industry resources available online on
many global issues. Although only using one chapter, the 2012
textbook by Insel etal also used in other course for this major – see
Health and Wellness Concepts and also Working in Health and
Wellness.
EVALUATION
40% of total course grade based on exams and 60% on portfolio and inclass presentation assignments.
Other Comment
A fine a Year 1 course
COURSE: 8 of 30
Year 1 and Semester 2 - Spring
Evaluation Area:
Researching and Writing on Issues in Health
Sciences
CONTENT
Appropriate the course topics; good for how to think more critically
about issues in the major and to conduct research and writing tasks.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
A carefully prepared course list with 16 articles places significant
demands on the student from the readings and assignment formats.
Good range of scholarly readings and book chapters from mostly recent
sources. Interesting set of reading materials and issues to get students
engaged in the course (and the major)
EVALUATION
100% of total course grade based on seven written assignments.
Mostly writing assignments is appropriate for a writing course.
A comprehensive knowledge testing type of exam could be useful as
well to balance out the sole focus on writing skill demonstration in the
evaluation criteria.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 14
COURSE: 9 of 30
Evaluation Area:
Year 2 and Semester 3 – Fall
Mathematics for Health Sciences
CONTENT
Covers the major concepts of applied mathematics and how these tools
apply to several health and wellness examples.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
The text is recent (2011) and relevant to course themes.
EVALUATION
Good range of course assignments and evaluation tactics. 70% of total
course grade based on exams and quizzes and 30% on written
assignments.
Other Comment
Basic course that is relevant for the major. Well-organized course plan.
COURSE: 10 of 30
Evaluation Area:
Year 2 and Semester 3 – Fall
Environmental Health
CONTENT
Range of topics and methods of instruction and student engagement.
TEXTS & READING
MATERIALS
Good use of current and applied readings, video and websites with
relevant material from a variety of credible sources. Textbook by Insel
et al also featured in three other classes in the major – see Health and
Wellness Concepts; Working in Health and Wellness; and Global
Health Issues (1 chapter)
EVALUATION
A rigorous set of materials and course assignments – including student
interaction, presentations and writing. 20% of total course grade based
on exam and 80% on written and presentation type assignments.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 15
COURSE: 11 of 30
Year 2 and Semester 3 – Fall
Evaluation Area:
Reflective and Critical Practice
CONTENT
Range of topics is good for the course theme.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Interesting set of readings for the course – some recent and some
classic. Seems like more content or a formal text would be needed for
this semester-long course.
EVALUATION
Good mix of written, in-class and oral assignments and evaluation
methods. I like the use of e-portfolio approach. Evaluation methods
could be better defined.
No exams or objective tests for content/knowledge are used.
Other Comment
Well-organized set of course assignments.
COURSE: 12 of 30
Year 2 and Semester 3 – Fall
Evaluation Area:
Business Communications
CONTENT
Range of topics addresses the course theme well.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
The required text is current (2013) and good match for course themes.
But the content appears to have limited connection to health and
wellness topics – perhaps this will show up more in the lectures or
added in supplemental readings to be determined.
EVALUATION
A good mix of assignments and evaluation methods. 30% of total
course grade based on exam and 70% on written and in-class
presentation type assignments.
Other Comment
This document has a slightly different look and format from the other
course description files reviewed.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 16
COURSE: 13 of 30
Year 2 and Semester Spring
Evaluation Area:
Food, Nutrition & Active Living
CONTENT
A good mix of topics and assignments. An appropriate mix of science
and social issues with connection to local community for project.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
A good recent text (2012) from Canadian perspective.
EVALUATION
25% of total course grade based on exam and 75% on written and inclass presentation type assignments. I like the special project for group
is good to end the course.
Other Comment
Good list of websites for exploring current topics
COURSE: 14 of 30
Year 2 and Semester 4 – Spring
Evaluation Area:
Interpersonal Relations
CONTENT
A good range of topics for the interpersonal relations and
communication field – good to also emphasize the career and selfdevelopment aspects of this area – perfect for sophomore year of the
major.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Good text for this course is current (2013) and specific to Canada.
EVALUATION
A creative mix of different kinds of assignments that go beyond just
standard exams. 45% of total course grade based on exams and 55%
on written and in-class presentation type assignments
The five evaluation components only add up to 90% of 100% needed
Other Comment
Good general course for any college major.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 17
COURSE: 15 of 30
Year 2 and Semester 4 – Spring
Evaluation Area:
Occupational Health and Safety
CONTENT
Covers major areas of this topic
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Textbook is dated at 2006 – but is specific to Canada. This is
augmented by inclusion of Ontario governmental resources. A list of
major journals is provided but no specific articles noted.
EVALUATION
A good mix of instructional methods and different individual and group
assignments. 45% of total course grade based on exam and 55% on
written and in-class presentation type assignments.
Other Comment
Seems like this rather specific and more applied course could be
moved to appear later in the program roster after more of the
organizational health topics are covered but OK in year 2 as well.
Readings need to be updated – especially considering legal aspects of
this topic area.
COURSE: 16 of 30
Year 3 and Semester 5 – Fall
Evaluation Area:
Biostatistics and Research
CONTENT
Topics are appropriate for this area.
The level of course difficulty is sufficient for a 4-year university degree
TEXTS & READING
MATERIALS
A good major text in 2013 edition. Good range of basic topics and
statistical analysis assignments. Using SPSS computer tools over final
four sessions of class is good.
Suggest maybe adding several assigned readings of actual research
journal articles in field of applied health that feature the use of the
different statistical methods and then have written comment paper.
EVALUATION
30% of total course grade based on exam and 70% on statistical project
demonstration assignments. Good mix for a stats course.
Statistics is hard for many students to grasp without sufficient
discussion – I am not sure having the first half of this course conducted
online is wise – seems like entire course or at least one session a week
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 18
needs to be taught face to face – maybe with the homework portion
each week conducted online.
Other Comment
This course has 48 hours of instruction (21 face to face + 27 on-line) –
but others in program have 42.
COURSE: 17 of 30
Evaluation Area:
Year 3 and Semester 5 – Fall
Mental Health and Addictions
CONTENT
Covers major areas and extension of basic topics from the Introduction
to Psychology course (which should be listed as a pre-requisite course).
Good to see focus on workplace aspects of MH and addictions. I like
the inclusion of the Great-West Centre for Workplace Mental Health,
Guarding Minds and the national mental health commission – and the
new 2012 standards. Given the research in the healthcare field is
increasingly recognizing the interdependence of mental health and
brain disorders with the more physical or medical diseases, this is a
very important area to require of this major.
Surprised not to see one of the weeks in the course plan focused on
Employee and Family Assistance Programs included as these services
the major delivery system for workplaces in Canada that address
employee mental health and addictions (unless these are included
under the Psychological First Aid section – which is usually a subcomponent of EAP services for workplace crisis and trauma events).
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Text and readings are appropriate. The Goldner et al text is
appropriate, recent 2011, and specific to Canada. The Gatchel &
Schultz text from 2012 provides high-level material that feature
research-based chapters written by industry experts. The EAP chapter
(#21) in this book should be assigned.
Also recommend major industry white paper: Watson Wyatt Worldwide.
(2007). Mental health in the North American labour force: Literature
review and research gap analysis.
EVALUATION
Good to see mix of both formal exams and written papers. 50% of total
course grade based on exam and 50% on written assignments.
Other Comment
See many free current resources on EAP at the Employee Assistance
Society of North America website.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 19
COURSE: 18 of 30
Evaluation Area:
Year 3 and Semester 5 - Fall
Business Case for Workplace Health and Wellness
CONTENT
The major areas for business case analyses are included. I like the
added complexity of last several weeks on student lead assignment of a
more applied nature. However, I was expecting to see some assigned
readings that were examples of specific reports and literature review
type papers from research journals or industry associations. There are
many issues and debates around ROI for specific health and wellness
programs and services for working populations.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Good to require a written final project as well. The text of the most
recent Canadian edition of a basic management text is relevant. Good
overall set of readings. The report from the Conference Board is also
relevant. I like the other three supplemental resources as well.
See website for Global Business and Economic Roundtable on Mental
Health and Addiction.
See website from Integrated Benefits Institute.
See research papers in peer-review journals by Ron Kessler and by
Ron Goetzel.
See edited text by Kessler, R.C., & Stang, P.E. (Eds.). (2006). Health
and work productivity: Making the business case for quality health care.
Chicago: University of Chicago Press.
See: Attridge, M. (2011, December). The business case bibliography:
100 review papers on the workplace value of mental health, addiction
and EAP services. EASNA Research Notes, Vol. 2, No. 4.
www.easna.org/publications
EVALUATION
A mix of computer/math assignments, regular comprehensive exams
and a team project.
55% of total course grade based on exam and 45% on applied
assignments and small group project.
Other Comment
I think it is very important to have this kind of course for the major.
Much the health and wellness field is interdependent on business and
financial logic and this kind of language and logic.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 20
COURSE: 19 of 30
Evaluation Area:
Year 3 and Semester 5 – Fall
Health Literacy
CONTENT
Appropriate range of applied topics and assignments should promote
reflection and personal growth around health issues and becoming
more critical about health information. Course content includes some
sophisticated issues.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Core reading material is mostly from 7 years ago. Good authoritative
sources used for readings and good set of recommended readings.
Materials could be updated.
EVALUATION
Good use of on-line and in classroom methods appropriate for junior
year students. 20% of total course grade based on exam and 80% on
written assignments and projects.
Other Comment
Some duplication of these topics with other WHW program courses.
COURSE: 20 of 30
Evaluation Area:
Year 3 and Semester 6 – Spring
Applied Epidemiology
CONTENT
The major areas of epidemiology are covered in this course. Good to
see case studies as well.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Two good texts are selected – The Gatchel et al edited 2012 is
particularly relevant and is a research-based book. The Gatchel et al
book is also assigned in the course on Mental Health and Addictions.
EVALUATION
A mix of multiple-choice and essay type exams. I like the use of
making a video as small groups. 75% of total course grade based on
exam and 25% on group project.
Other Comment
Core course for this major. This topic could maybe be offered earlier in
the degree program process given how central it is to interpreting other
courses in the health and wellness field.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 21
COURSE: 21 of 30
Year 3 and Semester 6 – Spring
Evaluation Area:
Ethical and Legal Issues in Workplace Health and
Wellness
CONTENT
A good course for this far reaching major. I like the emphasis on
comparison of major theories in ethics and also applied
issues/examples.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Nice mix of over 20 classic papers and more recent reports of
contemporary issues in ethics and healthcare delivery.
Recommend also the Shain Report from the Canadian National Mental
Health Commission
EVALUATION
A good range of different parts, multiple reading and reflection
assignment as well as tests of material. 45% of total course grade
based on exam and 55% on written and other personal creative
assignments.
Other Comment
Important course for the major.
COURSE: 22 of 30
Year 3 and Semester 6 – Spring
Evaluation Area:
Digital Innovations in Workplace Health and
Wellness
CONTENT
Pre-requisite of Health Literature is appropriate. OK set of topics but
somewhat limited – major focus on smart phone/tablet applications, echat, and social media.
This is great but also should address related tools such as from email
based asynchronous method of counseling and coaching as well as
web-video and more popular existing uses of tele-medicine, tele-health
and telephone counseling and coaching service modalities.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Reading list is limited – more resources should be added that also
feature peer-reviews of the literature in these areas and the major
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 22
industry white papers available – ex., some of the 4 papers by Veder et
al are mostly about the same single study.
EVALUATION
A good mix of evaluation types using modern tools and written
assignments. 0% of total course grade based on exam and 100% on
four different in-class presentations, reviews, and written assignments.
Could add an objective test of core knowledge for course content.
COURSE: 23 of 30
Year 3 and Semester 6 – Spring
Evaluation Area:
Wellness Coaching Principles
CONTENT
The major theories in the health coaching area are accounted for in
content.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
The level of course text is appropriate and relatively current (2010) –
also good use of optional peer-review articles on relevant issues. I
especially like the review papers.
EVALUATION
Like use of written as well as video assignments. 0% of total course
grade based on exam and 70% on written or 30% video assignments.
Could add an objective test of core knowledge for course content.
Other Comment
Lists 44 hours of instruction – 42 is for other course.
The name in course description = Health and Wellness Coaching
COURSE: 24 of 30
Year 4 and Semester 7 - Fall
Evaluation Area:
Capstone I (Senior Project)
CONTENT
Good to have a required applied project for this major. Assume content
is relevant and at advanced level – but this depends on student and
advisor.
The level of course difficulty is sufficient for a 4-year university degree.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 23
TEXTS & READING
MATERIALS
To be determined
EVALUATION
Good to have required bibliography project and both detailed written
paper and final oral presentation. 0% of total course grade based on
exam and 30% on written assignments and 70% on final project (10
pages + multi-media presentation).
Other Comment
Can students have access to high quality reports from other students in
past semesters as examples of works for the project? I suggest the
program’s home department keep a file or log of all the student’s senior
projects.
COURSE: 25 of 30
Evaluation Area:
Year 4 and Semester 7 - Fall
Disability Management
CONTENT
Good range of topic within DM area are included. Mostly applied
material and legal context for DM – but good list of topics across the
semester. Most content is current and specific to Canada.
More focus on mental health disorders and addiction factors is needed
as these kinds of problems are the majority of all STD and many LTD
claims in Canada and involved as co-morbid factors in many other
cases. The bi-annual industry survey reports on return to work / stay at
work from Towers-Watson consulting should be assigned readings.
Also see Able-Minded white paper (2010) from Homewood Human
Solutions for industry best-practices in return to work for mental health
issues.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Reliance on industry expert sources (ex., the IWH reports) and original
applied sources and some scholarly peer-reviewed papers. 16 papers
– no formal text
EVALUATION
OK mix of evaluation components and readings. 25% of total course
grade based on exam and 75% on written assignments, class events,
and other critical analysis projects.
Other Comment
Well-organized course roster.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 24
COURSE: 26 of 30
Evaluation Area:
Year 4 and Semester 7 – Fall
Project Management in Workplace Health and
Wellness
CONTENT
A good range of topics covers the major areas of project management
practices for business today. But not sure from course syllabus how
much the content is contextualized to health and wellness topics.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
PMBOK is a good recent textbook from 2013. Also good to feature
case studies to learn from.
EVALUATION
A mix of multiple-choice and essay type exams. 60% of total course
grade based on exam, 20% many quizzes and 40% on written
assignments.
Other Comment
Good to have this course scheduled in senior year along with the senior
project time frame.
COURSE: 27 of 30
Year 4 and Semester 8 - Spring
Evaluation Area:
Capstone II (Senior Project Continued)
CONTENT
To be determined. Good to have a required applied senior project for
this major.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
To be determined.
EVALUATION
Good to have required bibliography project and both detailed written
paper and final oral presentation.
0% of total course grade based on exam and 30% on written
assignments and 70% on final project (10 pages + multi-media
presentation).
Other Comment
Can students have access to high quality reports from other students in
past semesters as examples of works for the project? I suggest the
department keep a file or log of all the student’s senior projects.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 25
COURSE: 28 of 30
Year 4 and Semester 8 – Spring
Evaluation Area:
Interprofessional Leadership
CONTENT
A somewhat unique set of issues and topics addressed in course with
range of assignments that makes challenging demands on the
students. The course features sophisticated topics and uses a wellorganized course plan.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
A rather extensive set of materials – with two primary texts and two
personal assessment books as well as over 20 other readings - many
specific to Canadian context. A good challenge for senior year
students.
EVALUATION
A wide range of methods included in the course assessments, which
are appropriate for a senior year course. 0% of total course grade
based on exam and 100% on various written and group assignments –
including an e-portfolio.
Other Comment
This course appears to be very helpful for preparing graduating
students for how to be successful (and realistic) about leadership
issues in real-world employment in health care organizations and
workplaces.
COURSE: 29 of 30
Year 4 and Semester 8 –Spring
Evaluation Area:
Changes in 21st Century Organizations
CONTENT
Excellent set of topics for the semester – high level issues appropriate
for senior students. Topics include the stages of change, emotional IQ,
diversity, leadership among others. I like the use of business case
studies for organizational change examples.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
It has a good recent (2012) textbook augmented with a good use of
current materials from online sources.
EVALUATION
35% of total course grade based on exam, 30% on written assignments
and 30% on presentations in-class. Good mix of evaluation tactics.
Other Comment
Good to have pre-requisite of the Business Case course.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 26
COURSE: 30 of 30
Year 4 and Semester 8 – Spring
Evaluation Area:
Knowledge Translation
CONTENT
Good to link content to the Capstone Project 2 taken at the same time;
makes sense to have pre-requisite of Health Literacy course.
The level of course difficulty is sufficient for a 4-year university degree.
TEXTS & READING
MATERIALS
Nice mix of current and Canadian specific resources. Good use of
peer-review journal articles and on-line readings from industry
professional sources.
EVALUATION
Good use of oral presentation requirement and multiple review written
papers. I like the student peer critique part of the e-portfolio project.
But should consider adding a written demonstration of KT (especially
for a senior year course).
0% of total course grade based on exam and 30% on written
assignments and e-portfolio, 30% oral presentation and 40% other
written assignments.
Other Comment
Hours for blended 6 + seminar 15 + on-line 32 add up to 53 hours –
which is 11 more than 42 for other course totals
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 27
Appendix - Credentials of the External Reviewer – Dr. Mark Attridge
Dr. Mark Attridge is a social psychologist and research scholar in independent practice as
President of Attridge Consulting, Inc. His specialties include writing literature reviews and
knowledge transfer papers, public speaking on workplace mental health issues and designing
surveys and research studies for workplace health services. He is fortunate to work with a
variety of corporate and non-profit clients across the United States and Canada. As popular
presenter at international conferences and professional meetings he is known for translating
research findings and concepts into business contexts and practical applications. He is also an
executive board member for the Canadian-based non-profit organization – Mental Health
International.
He has been most active in the field of workplace mental health and addictions and is an expert
on the role of employee assistance programs in organizational health. He was the Chair of the
Research Committee at Employee Assistance Professionals Association for several years. The
Employee Assistance Society of North America honored him in 2009 as a co-recipient of a
special service award for his contribution to the field for writing and editing the EASNA report
Selecting and Strengthening Employee Assistance Programs: A Purchasers Guide and creating
the EASNA Research Note series.
Prior to his independent consulting business, Mark held management level corporate positions
in applied research and benefits consulting. He was the National Director of the National Data
Cooperative for the Group Health and Benefits Division of Watson Wyatt Worldwide. In this role
he lead client reporting and research projects for over 35 large employers with a shared
database of medical and pharmacy health care claims data for over 1.3 million employees.
Mark also was a Principal and founded and managed the research department for over 10 years
at Optum, a division of United Health Group. In this role Mark lead numerous R&D efforts and
collaborative projects with key customers for a wide range of products, including employee
assistance program services, nurse advice line telephonic support, Internet health resources,
self-care books and newsletters and many other innovative health and disease management
services.
Mark is a prolific writer, scholar and teacher. He has authored more than 200 reports and
conference presentations on topics in health care, psychology and communication. He is coeditor of a book on trends in the integration of employee assistance, work/life and wellness
services. He has developed several in-depth trainings for workplace mental health
professionals. Early in his career, he held research and teaching appointments at the University
of Minnesota, the University of Wisconsin-Milwaukee and Augsburg College in Minneapolis
where he taught more than 50 sections of college courses at the undergraduate and graduate
levels on a variety of topics in communication and psychology.
Mark earned a Ph.D. degree in psychology from the University of Minnesota, a M.A. degree in
communication from the University of Wisconsin-Milwaukee, and a BACCALAURETE with
honors in communication and psychology from the University of Minnesota-Duluth. He attended
graduate school on full academic scholarships.
See company website: http://www.attridgeconsulting.com
NOTE: The reviewer has experience as a college instructor for several of the courses in the
new Workplace Health and Wellness program – Introduction to Psychology and Interpersonal
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 28
Relations specifically and also for related courses in topics of statistics, research methodology,
health psychology, communication and writing. He has also been actively engaged in research
and corporate applied projects involving topics in mental health and addictions, professional
research and business consulting on most of the other course topics on business case,
business communications, knowledge translation, project management, occupational health,
leadership, epidemiology, wellness coaching, digital health tools, and workplace health service
delivery and R&D for health services.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 29
Humber Response to Desk Review by Dr. M. Attridge
Bachelor of Health Sciences (Workplace Health and Wellness)
Proposed Curriculum
Feb. 14, 2014
Dear Dr. Attridge,
We wish to take this opportunity to provide you with an overview of the changes and revisions
which resulted from your feedback. As you will note, most of your recommendations were
adopted and a few were considered but not undertaken for a range of reasons. It is our practice
to let our valued desk reviewers know of our final decisions in the implementation of
suggestions.
The development team was gratified to note your enthusiasm for the approaches and content of
the proposed degree program and your agreement that our graduates will make important future
contributions towards healthier and safer workplaces. We are encouraged by your
commendations for the program’s interdisciplinary emphasis and the distinguishing features of
the program which will differentiate it from other offerings in Ontario.
In response to your report and subsequent telephone conference on January 27, 2014, the
development team met and considered each of the suggestions offered for improvement. A
number of minor corrections, additions or modifications were made to the existing curriculum, as
outlined below in detail. In addition, two courses received major overhauls and were renamed:
Behaviour Change for Healthy Living (Year 1 Semester 2) was reworked and renamed as
Health Behaviour and Interpersonal Relations (Year 3 Semester 6) was replaced with a newly
developed course called Human Resources in Workplaces.
Minor Modifications Made:
1. To address the recommendation for students to demonstrate higher order conceptual
organization of ideas, we added 5-10 page papers to the evaluation schemes for Knowledge
Translation, Change and 21st Century Organizations and Business Case for WHW.
2. To address the recommendation to address Workplace issues of organizational dynamics,
human resources (HR) and employee benefits administration, and management aspects of
workplace- based programs in health and wellness for employees, we have added reference to
these topics in in Mental Health and Addictions, Business Case for WHW, Disability
Management, Change in 21st Century Orgs, and Digital Innovations to some extent. In addition,
the Introductory Psychology course has a text that does have chapters relevant to the
workplace and social behavior, which have now been included in the course outline, replacing
Freudian discussion with Social behaviour. We also updated the text and added the chapter on
social behaviour.
3. To address the recommendation to address the applied business aspects of workplace health
and wellness including employee and family assistance programs, workplace wellness and
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 30
health promotion, and work/life and family support programs, employee benefit service, health
insurance products and the mix of employer vs. provincial funding, we have ensured that some
of these topics are introduced in the course Working in Health and Wellness and followed up
with topics in a newly developed course Human Resources in Workplaces. (discussed further
below).
4. To address several recommendations about updated texts, the most current versions of
textbooks have been referenced.
5. The recommendation to require a comprehensive examination in the course Researching and
Writing on Issues in Health Sciences was considered, however was not adopted, as it was
decided that given the highly individualized nature of the content pursued, an exam would not
be effective assessment of students’ competence.
6. The recommendation to deepen and broaden the content of the course Reflective and Critical
Practice was addressed by adding content previously included in the course Interpersonal
Relations (which has now been removed and replaced with Human Resources in Workplaces) ,
and also adding an excellent textbook, Jasper, M. (2003) Beginning Reflective Practice
Cengage.
7. The recommendation to place the course Occupational Health and Safety later in the
program was considered however was not adopted, as it was decided that the effect of moving
this course would be detrimental to the overall scope and sequence of knowledge acquisition.
Similarly, the recommendation to place the course Applied Epidemiology earlier in the program
was considered however was not adopted, as it was decided that the effect of moving this
course would be detrimental to the overall scope and sequence of knowledge acquisition,
especially given the timing of the admission of advanced standing students.
8. A number of websites, texts and journal articles were suggested for several courses, and
these were added to the course outlines as appropriate. For example, the recommendation to
add readings to the course Ethical and Legal Issues in WHW was adopted, including the Shain
Report from the Canadian National Mental Health Commission and also the Integrated Strategy
of Ministry of Labour and the CSA Voluntary Standards for Workplace Mental Health. Similarly,
the recommendation to add readings to the course Disability Management was adopted to
include the Homewood Human Health Solutions white paper 2010.
9. In the Health Literacy Course, a newly published text was located and added to the
curriculum: Osborne, H. (2013) Health Literacy From A to Z, Jones and Bartlett. Use of this text
addresses the concern about duplication of content to provide a clear focus on written
communications and critical judgment about the impact of health literacy on health outcomes.
Major revisions
1. Both your report and subsequent telephone conference stressed to us the practicality for
instructing students in basic human resource functions in organizations, given that responsibility
for Health, Safety and Wellness are typically placed in the HR department of organizations. We
heeded this advice and reworked the program map in order to make room for a newly
developed course called Human Resources in Workplaces, which provides a survey of HR
functions and a strong introduction to the HR roles which impact health, safety and wellness.
The course description and learning outcomes for this course are given below:
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 31
In this course, students explore the essential elements of human resource functions in a
range of organizations and how these contribute to organizational goals and employee
health and wellness. Students examine the relationship between effective human
resources functions and employee recruitment, retention and satisfaction, and business
strategy. Students receive an introduction to functional areas of HR including proactive
and reactive strategies, the impacts of stress and mental health, benefit packages,
employee assistance programs, disability management and return-to-work planning,
health and safety requirements, human resource planning and development.
At the successful completion of the course, the student will have demonstrated
ability to:
1. Describe the major roles of and the emerging challenges facing human resources
management as an organizational function.
2. Discuss the importance of HR functions in meeting financial goals of organizations and
well-being of employees.
3. Identify the organizational characteristics of small, medium and large organizations
within for-profit, not-for-profit, and public service sectors.
4. Discuss traditional and emerging perspectives on health, safety and wellness in
workplaces.
5. Describe HR functions in terms of strategic contribution to the range of organizations.
6. Discuss factors affecting recruitment and retention of quality employees in order to
contribute to effective HR planning.
7. Identify and discuss the implications of adult learning principles for developing human
resources.
8. Discuss the implications for HR departments of the CSA Voluntary Standard for
Psychological Health and Safety in the Workplace.
9. Assess the impact of increasing diversity and changing demographics on organizations.
10. Illustrate how Employee Assistance Plans enhance workplace health and wellness.
11. Compare and contrast benefits packages and disability management and their impact in
enhancing human resources.
12. Employ effective conflict resolution strategies for managing conflict.
13. Explain and apply the relationship-building aspects of effective verbal, non-verbal,
written and visual communication.
14. Prepare and present effective written and oral presentations which engage audiences.
15. Recognize the limits of theoretical and methodological frameworks for understanding
human relationships and the roles of human resource professionals, in order to remain
open to change and growth.
16. Apply principles and methods of negotiation, teamwork, and conflict resolution in order to
build strong collegial relationships.
17. Recognize and use the most appropriate human resource principles and interpersonal
communication methods for a variety of roles within an organization.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 32
2. In addition, we recognized the validity of your comments about the course Behaviour Change
for Healthy Living, as too narrowly focused on sport. Hence, this course was reworked to
provide a much stronger theoretical base complemented with case studies examining a number
of health behaviour issues. The new course was renamed Health Behaviour, and its description
and learning outcomes follow below:
This course examines theories of behaviour and applies these to the study of health
promotion and health behaviour change. Using their own experiences and attitudes,
students reflect on their own health behaviour and the process of making healthy
behaviour changes. Students investigate techniques used to help people and
communities make and sustain changes for improving health and wellness. Throughout
the course, students practice important communication skills, including critical reading,
listening and viewing, reflective writing, discussion, and oral presentation.
At the successful completion of the course, the student will have demonstrated
ability to:
1. Describe the relationships between the workplace environment, health behaviour and
overall health.
2. Discuss determinants of health including the interaction between social, environmental,
and demographic influences and health behaviour.
3. Explain the role of psychosocial theories in promoting health and wellness in
workplaces.
4. Plan interventions to facilitate health behaviour change by using several behaviour
change theories (e.g. Health Belief Model, Expectancy Value Theory, Theory of Planned
Behaviour, and Trans-theoretical Model).
5. Discuss the importance of learning styles and adult education principles in the
implementation of health behaviour change programs.
6. Explain predicted stages of behaviour change and their implications for health
promotion.
7. Apply effective interventions suggested by key theories of behaviour, learning and
motivation.
8. Formulate an intervention to increase motivation by using Motivational Interviewing
principles.
9. Apply the Precede-Proceed model to health and wellness program planning.
10. Prepare reflective written communication in order to demonstrate integration of learning.
11. Read, assess and interpret text and web-based health information critically.
12. Present effective oral and visual presentations.
13. Discuss the limits of the explanatory power of various theories applied to human
behaviour.
14. Conduct health behaviour change interventions with due respect to confidentiality,
cultural awareness and professionalism.
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 33
In conclusion, the development team wishes to express our deep gratitude for the interest you
have taken in our work and the thoughtful advice you have offered to improve the program
proposal. We look forward to an opportunity to update you on the successful implementation of
our degree program.
Sincerely,
Sandra Cardinal,
Program Development Consultant,
Humber College Institute of Advanced Technology and Learning
M102- 205 Humber College Blvd.,
Toronto, ON, M9W 5L7
416-675-6622 ext. 4982
Fax: 416-675-6681
Sandra.cardinal@humber.ca
Bachelor of Health Sciences (Workplace Health and Wellness)
Section Q, Page 34