Where and how do they usually obtain their postsecondary education? Does Georgian College offer other courses that would give students equivalent credit in meeting program graduation requirements? (Note: At minimum, an existing course that is being replaced will likely qualify). Develop the program learning outcomes: What will students be doing to demonstrate their achievements? Demonstrate their learning? Are these outcomes attainable and measurable? Demonstrate learning outcomes are met through a mapping process. Determine curriculum structure to support a business case: • number of program hours • number and length of semesters • number of courses per semester • course hours • course delivery modes • experiential learning Document any external requirements, such as professional credential and provide rationale for design if applicable Consult with Registrar’s Office; the structure of a program may impact funding, student fees, academic space and scheduling Consult with the Centre for Teaching, Learning and Academic Excellence for curriculum coaching, instructional design and resources Consult with General Education and Communications Jan general education and essential employability skills are distinct program components, it is also important to recognize and link between them and provide a relevant context for students within the program. General Education Handbook Communications Handbook Consult with Registrar/Admissions Jan . Develop preliminary program costing Jan Dean/Associate Dean constructs program costing for new program with Financial Planning including program development costs, start-up costs, projected program delivery costings, (including specialized standard
Present Program Outline, Map and signed Tracking to Academic Council for approval April Present Program Outline, Program Map and Program Tracking to Academic Council for approval Prepare and submit CVS Application to VPA Office May Submit final Business Case to Finance and VP Corporate Services for approval May Present final Business Case to SLT for approval May-June Present Business Case to SLT for approval. All programs must be approved by SLT before moving to CVS and Board. Submit final Business Case and Program Costings to BOG for approval June Present Business Case to BOG for approval 3.13 Prepare and submit MTCU funding application to VPA Office June 3.14 Receive MTCU funding approval June-July STAGE 4: MARKETING CYCLE “How will we generate demand for these programs? How will we deliver?” STEPS TIMEFRAME COMMENTS FORMS Submit Program Outline to Marketing for Program June Last date to withdraw from Program Guide if not approved July 1 Recruiter packages developed August Program loaded into OCAS August 5: CURRICULUM DEVELOPMENT “How will we deliver?”
requisite structure that supports increasing complexity Document any external requirements, such as professional credential and provide rationale for design if applicable. Consult with Registrar’s Office; the structure of a program may impact funding, student fees, academic and scheduling. Consult with the Centre for Teaching, Learning and Academic Excellence as needed. Develop preliminary program costing Oct-Nov Dean/Associate Dean constructs program costing for new program with Financial Planning including program development costs, start-up costs, projected program delivery costings, (including specialized space, specialized IT requirements, specialized equipment) promotion and marketing, projected staffing plan, equipment, Library Commons and other learning resource requirements, ROI (return on investment) analysis, (use internal college resources and assistance of Financial Planning Administration). Meet with Finance to review preliminary costings Nov-Dec Finalize Program Outline, Program Map and Program Tracking Nov Pause! If curriculum development suggests that initial determination of curriculum structure, program hours, and delivery strategies need to be amended, the Dean/Associate Dean must be consulted (any change to delivery costs requires a reassessment); may require interim consultation with Degree Development Office, Registrar’s Office, Macro Curriculum Committee, Academic Council and Vice President Academic before development continues. Meet with Marketing to develop Marketing Plan Nov Prepare draft of Business Case Dec STAGE 3: CONSULTATION AND APPROVAL PROCESS “Are these proposed programs aligned with our strategic direction? Should we invest?” standard
TIMEFRAME COMMENTS FORMS Forward draft Business Case to key stakeholders and schedule consultation meeting(s). (Note: VPA Office may schedule one meeting for all stakeholders to discuss and sign-off) December Submit completed Business Case to VPA January Present Business Case to ALT (VPA may schedule dedicated ALT meeting) Jan-Feb Present Program Outline, Program Map and Program Tracking to Degree Macro Curriculum Committee for approval Jan-Feb Present Program Outline, Program Map and Program Tracking to Academic Council Co-Chairs Jan-Feb Present Program Outline, Program Map and Program Tracking to Academic Council for approval Jan- Feb Submit Business Case to Finance and VP Corporate Services for approval February Present Business Cases to SLT for approval March Submit Business to BOG for approval April Team and Degree Development Office Prepare Application for Ministerial Consent Degree Development Office submits Application to VPA for approval
minimum, an existing course that is being replaced will likely qualify.) What resources will students be required to use? What additional resources would be useful for student success? Macro Curriculum Committee April December August April (for courses to be delivered in September) December (for courses to be delivered in May) August (for courses to be delivered in January) Curriculum Committee Notify other areas of of revised course Inform academic area office, Library Commons, and Information Technology, Student Services, if appropriate, of changes: their intent and expectations.
Purpose Enhances program study by providing to academic studies through work with periods of time spent in school Scheduled hours of activities intended to give students hands-on experience in the workplace. Work exposure to full range of tasks or skills expected of a competent graduate Opportunity for exposure to some or all the job tasks or skills associated with a job Hands-on reserved for advanced students (e.g. Integral course component(s) of program curriculum to provide experience in hospital or health care setting, exposure to complete (or nearly complete) range of tasks expected of a graduate Integral hands-on experience within a course applying theoretical knowledge in a working facility with specialized equipment and/or supplies Mandatory: students must have full-time employment in order to qualify for 1 is usually taught after the apprentice has completed significant on the job hours Setting work site work site Independent work site work site Hospital or community health care setting Functioning facility either inside or outside college Independent work site Student; interview College College College College College Ministry of Training, Colleges and Universities and Apprenticeship Branch Co-op Field Work Practical Supervision Employer of agency and college Lesser degree of monitoring and evaluation than in clinical or placement by college of agency staff and college. Teacher or working on behalf of college Direct faculty supervision Employer must qualify and be approved by local MTCU office training
College staff role No direct work site, makes periodic site visits, monitors student assists in problems No direct college – one or more: evaluates work site, makes periodic site visits, monitors student progress, assists in problems No direct supervision; college staff – one or more: evaluates work site, makes periodic site visits, monitors student progress, assists in addressing problems No direct college staff – one or more: evaluates work site, makes periodic site visits, monitors student progress, assists in addressing problems Continual direct Direct supervision None: Colleges have no jurisdiction for Apprenticeship on the job learning outcomes Yes – Not No No No No A term. Yes: Apprentice is a paid employee Duration a full for one, two or three during the program 4 or 8 Usually a small portion of total program time (i.e. Up to 10%) Normally equivalent to one full semester As determined by program Normally equivalent to 50% of academic course time 5,000 to 8,000 hours, depending on the trade Occurrence Normally one-half (not less than of time spent in academic study; occurs between academic terms Scheduled within academic term; may run with academic classes Can be during academic term, but not in conflict with academic courses Is a term of its own; either at end of academic studies or between 2 terms Scheduled during academic term(s) During academic term of course 2 to 4 years. 90% of learning is on the job, only 10% is in school curriculum delivery. In school is usually in three 8 week sessions.
Co-op Field Work Practical Ministry funding No Yes No Yes Yes Attached to funded course but not funded itself No Program hours Co-op work term must be at least 30% of total academic hours. Not counted in total program hours; nor in program duration for ministry audit; is not an academic course. Ex. 600 academic hours plus 180 Co-op hours for a total of 780 Counts in total program hours and program duration for ministry audit Not counted in program hours; nor in program duration for ministry audit Counts in total hours and program duration for ministry audit Counts in total program hours; academic credit course; counts in total number of weeks for program duration May be counted in total program hours 5000 to 8000 combined school and work. In-School training represents approximately 10 to 15% of overall hours Graduation requirement Yes, for GC is has specific learning outcomes Yes, necessary as an integral component of the No Yes Yes As required portion of specific course Yes Grade S/U P/F No grade P/F P/F Part of course Competencies are checked off as “completed” in the
standards document provided by MTCU Co-op Field Work Practical Course code Co-op course code Course code None Course code Academic discipline course code Integral component of a specific course credit; no separate course code None Credit value No academic credit; rather than integral Yes Can be rolled into requirements of a course to be satisfied outside course hours Yes Academic credit value as course within curriculum Integral component of a specific course credit Yes Ministry Program Standards and Essential Skills: Basic Components Georgian College programs enhance the Ministry standards in their articulation of vocational, workplace and general education outcomes. The course-based model provides opportunities for student choice in their program courses within the following categories common to all Georgian College postsecondary level programs: Vocational Outcomes: knowledge, and attitudinal learning outcomes which are vocationally specific to the program, specialized career or field.