Loyalist College Applied Degree Proposal. Name of Institution: Loyalist College of Applied Arts and Technology

Transcription

1 College and Program Information 1.0 Submission Cover 1.1 College Information Name of Institution: Loyalist College of Applied Arts and Technology Title of Program: Bachelor of Applied Arts (Human Services Management) Date of Submission: May 6 th, 2002 Person Responsible for this Submission Name/Title: Maureen Piercy, Vice-President, Academic Full Mailing Address: P. O. Box 4200, Belleville, Ontario K8N 5B9 Telephone: , extension Fax: mpiercy@loyalistc.on.ca URL for College Homepage: Name/Title of Site Visit Coordinator: Beverlie Dietze, Applied Degree Project Campus Address: P.O. Box 4200, Belleville, Ontario, K8N 5B9 Telephone: , extension Fax: dietze@loyalistc.on.ca 1.2 Table of Contents:

2 1.3 Program Abstract Executive Summary... 3 Economic Need for the Program... 3 How the Economic Need was Determined... 3 Opportunities for the Recognition of Credentials... 5 Originality of the Program... 6 A Description of How the Proposed Program Fits with the Mission and Strengths of the College and Will Enhance the Capacity of the Institution... 6 Types of Skills/Knowledge at the Degree Level Required for the Profession... 7 A Summary of the Ways in Which the Employers Will Support the Program... 8 Enrolment Growth and Anticipated Faculty Growth... 8 Financial Capacity to Operate the Program With Ministry Funding Parameters Synopsis of Proposed Program Program Description Program Learning Outcomes and Linkage with the Curriculum Description of the Linkage Between the Program Learning Outcomes and the Curriculum Design Method of Delivery Relationship of Regulatory/Licensing Requirements Relationship to Professional Bodies Nature of the Paid Co-op Work Term Experience Admission Requirements Projected Cumulative Full-Time Enrolment for the Proposed Program Anticipated Start Date Program Structure Requirement Proposed Program Structure Paid Co-Op Considerations Standard 1 - Applied Degree-Level Standard How the Proposed Program Meets Knowledge and Skill Level Requirements Standard 2 - Program Content Program Development Advisory Committee Program Development Advisory Committee Minutes Regulatory/Licencing Requirements Current Requirements and Standards Letters of Support from all Licencing and Regulatory Body(ies) Professional/Accreditation of Other Organization Support Requirements The Current Requirements and/or Standards of all Professional Associations, Accreditation Agencies, or Other Organizations Associated with the Field.. 33 i Letters of Support Indicating Recognition of the New Graduate Credential Proposed Applied Degree Program... 37

3 6.6 Academic Course Schedule Course Outcomes and Delivery Admission Requirements Promotion and Graduation Paid Co-op Work Experience Work Experience Outcomes Paid Co-op Work Experience Commitments Standard 3 - Program Delivery Student Feedback - Processes for Student Feedback on Program Delivery College Policy Feedback Criteria Existing Student Feedback Instruments Standard 4 - Capacity to Deliver Past Performance - Key Performance Indicators Program Strengths Appropriateness to College Mission and Goals Curriculum Vitae of Current Faculty Assigned to this Applied Degree Curriculum Vitae Release Form Policies on Faculty Evaluation /Renewal Policies Academic / Professional Credentials of Faculty Teaching in the Program. 247 The Requirement to have on File Highest Academic Credential The Regular Review of Faculty Performance including Student Evaluation 256 The Means for Ensuring the Currency of Faculty Knowledge in the Field Enrolment Projects and Staffing Implications Resources Library Resources On-line Delivery Resources Computer Access Laboratories/Equipment Resource Renewal and Upgrading Library Resources Computers and Computer Access Classrooms Laboratories / Equipment Support Services Financial Planning Standard 5 - Economic Need Economic Need The Types of Jobs that will be Available to Graduates The New Job/Positions Created by this Program The Credential of People Now Holding the Job How the Changing Needs of Employers/Community and the Insufficiencies in Current Training Led to the Submission of an Applied Degree Program 277 ii How the Proposed Closes the Gap in Labour Force Skills Employer Support

4 Employer Recognition of Credential Employer Confirmation of Paid Co-op Employer Financial Commitment Employer/Community Student Scholarship and Bursaries Other Evidence of Employer Support Student Interest /Potential Pool of Candidates Evidence of Support/Interest from Students Evidence of Requests for the Program Summary of any Survey of Students Conducted by the College Other Evidence of Student Interest Standard 6 - Non-Duplication of Programs Similar/Related Diploma Programs Similar/Related University Programs Innovative Programs Innovative and Original both for the College and Within the Ontario CATT System Standard 7 - Credential Recognition Transfer of Academic Credit The Process used by Loyalist College to Notify Students of Credit or Credential Recognition Standard 8 - Evaluation The College s Plans and Scheduled for the On-going Review and Evaluation of this Applied Degree Proposal Optional Course Descriptions for Year I and Year II Foundation Programs Ministry Submission Requirements Required Information for Determining Funding Parameters Diploma and Post-Diploma Programs in Related Areas Appendices Appendix A Articulation Agreements Appendix B Curriculum Themes Appendix C Glossary of Terms Appendix D Policy Documentation Appendix E KPI Appendix F Research Protocol Appendix G Professor Professional Development Portfolio Appendix H Financial Planning iii

5

6 1.3 Program Abstract: Loyalist College Applied Degree Proposal

7 The Bachelor of Applied Arts in Human Services Management is an interdisciplinary applied degree designed to prepare graduates to meet the leadership requirements of Canada s human services sector. Program graduates will be prepared with the knowledge and skills needed to design, develop and lead effective and efficient programs and services to meet the rapidly evolving needs of this sector, which is closely tied to economic prosperity. The Bachelor of Applied Arts in Human Services Management focuses on developing innovative leaders with a strong grounding in key management issues and topics to complement and enhance their foundation in human services. Employers in the human services sector have expressed the need for this applied approach to preparing managers who will be well-equipped to ensure optimal use of public resources in a complex environment. Specifically, this applied degree: a). Provides a specialized curriculum with a combination of theoretical and application skills relevant to the management of human, physical, and program resources of the human services sector; b). Prepares graduates for middle and senior management positions in a variety of human services sectors; and c). Offers graduates opportunities to continue their education at a Master s level. 2.0 Executive Summary 2

8 2.1 Executive Summary Economic Need for the Program A survey of managers of human services agencies reinforces that the demand for, and delivery of, human services is influenced by the conditions of the Canadian economy. Entrylevel or new managers in the field are often reported to have limited skills in management, leadership and innovation, yet these attributes are essential to effective program development and implementation for human services. The combination of the theoretical component of the applied degree and co-op experience will contribute to individuals developing the critical skills necessary for leadership roles in middle and senior management level positions. It will also provide the opportunity to develop and influence the evolution of human services policy and informed professional practice. Human services managers surveyed agree that staff education costs should be reduced and productivity increased, when human services practitioners enter the work force prepared by their education and experience in Loyalist s proposed applied degree program Employers from the following human services agencies have expressed an interest in employing graduates from this applied degree program: Children s Aid Societies Child Care Centres Group homes Early Years Centres and Family Resource Centres Senior Citizen Facilities Family Program Agencies Municipal Recreation Programming 3

9 Associations for Community Living How the Economic Need was Determined A needs assessment was conducted with 40 employers in both eastern and southern Ontario in a variety of human services settings. The results indicated that employers want well- qualified, employment-ready, self-directed, lifelong learners as leaders of human service work teams. Employers also identified that preparing human service management practitioners could best be achieved through an educational program, delivered in an educational institution where opportunities are provided for application and consolidation of theory to practice in actual human service environments. This would eliminate the isolated learning that often takes place in staff education presentations or hit-and-miss access to individual training courses or modules during employment. The employers unanimously agreed that they would experience a better return on their financial and human investment if and when employees participated in a focussed learning experience such as the proposed applied degree. Consultation occurred with Loyalist Program Advisory Committees, associations including The Canadian Child Care Federation, The Association of Early Childhood Educators, Ontario, and The Association of Day Care Operators, Ontario, and executive directors of human service agencies. These sectors concurred with the employers that there is a significant identified need for this applied degree. A survey of on-line job opportunities was conducted on November 18 th, 2001 and April 15 th, The on-line job search indicated an average of 40 positions were being recruited for on each of those dates. Vacant positions for which graduates of Loyalist s proposed degree program would be well-qualified included: Manager -York Region Children s Aid Society, 4

10 Project Facilitator -Early Years Action Group, Early Years Project Coordinator - Social Services, Child Care Supervisor - YMCA. A review of the literature was conducted, including the following key studies: You Bet I Care! Caring and Learning Environments: Quality in Child Care Centres Across Canada (2000), Work-Life Compendium 2001 (2001), and Reversing The Real Brain Drain - Early Years Study Final Report (1999). Opportunities for the Recognition of Credentials Loyalist s School of Business and Applied Arts currently has articulation agreements with Carleton University, University of Guelph, Nipissing and Ryerson universities that support credit transfer from Loyalist diploma programs to university degree programs with recognition of Loyalist credits as equivalent to degree level credits. Two additional universities have indicated support based on the proposed applied degree program. These agreements would allow graduates of the applied degree flexible and seamless access to continuing education at either a Bachelor s or Master s level. Loyalist College will continue to explore articulation agreements with universities across Canada so that there are choices and seamless transfer for graduates of the applied degree who wish to continue their education. Discussions with employers have suggested that they intend to include the proposed applied degree as an educational standard for employment or promotion. Copies of existing articulation agreements are included in Appendix A. Originality of the Program 5

11 The proposed applied degree in human services is a unique, integrated blend of human service and business and management theory and skills, utilizing highly effective adult education curriculum delivery strategies. The program delivery modes provide opportunity to apply theory to practice in close proximity to the theory delivery. A human service based research project and an intensive co-op work placement will provide students with an opportunity to experience community partnerships and the real life environment and challenges of human service development and delivery. The curriculum links the foundation human service and programming theory and skills developed in the first three semesters to the leadership and business strategy skills explored in-depth in the subsequent semesters. This combination will provide the knowledge and skills required to be an effective manager/leader of a human service work team or organization. A review of university and college programs confirms the uniqueness of this program. It is the only program that provides opportunities for students to develop an area of specialization within the human services sector, combined with studies that emphasize leadership, innovation, strategy, and human resources development specific to the human services sector. Existing college and university programs prepare graduates to meet the needs of the business or corporate sector, rather than the social sciences area. A Description of How the Proposed Program Fits With the Mission and Strengths of the College and Will Enhance the Capacity of the Institution Over more than 30 years, Loyalist College Business and Applied Arts programs have developed a strong reputation for producing graduates who have the skills and knowledge to competently fill front line positions in the human services field. In its mission statement, Loyalist College describes its commitment to meeting current and expected labour market needs, not only in the local community, but, in Ontario, Canada and internationally. The College is 6

12 committed to developing partnerships with industry, business and public sector agencies to strengthen the productivity and skill set of employees in these agencies, while providing Loyalist College students with high quality practicum or work co-op experiences. During the past three years, programs in the School of Business and Applied Arts have been awarded several action research projects in the field of human service. Faculty continue to build expertise and skills in action research methodology. Students are active participants in the research process, and their role is integral to supporting this aspect of the College mission. The curriculum design and delivery modes of the proposed applied degree integrate the process of action research into the content of various courses. Delivery of the applied degree will build Loyalist s capacity to meet the needs of learners for individuals wishing to pursue management positions in the human services field. Types of Skills/Knowledge at the Degree Level Required for the Profession Data collected from the employer needs assessment and from Steering Committee membership, indicate a need for a program that prepares individuals with current, transferable skills and knowledge. The skills included in the key program strands of Human Service Strategy, Human Resources Development, Stakeholder and Agency Relationships, and Business Process Development curriculum will support the knowledge and skills necessary to meet employer needs and future employment requirements for individuals wishing to pursue management positions in the human services field. A Summary of the Ways in Which the Employers Will Support the Program 7

13 Employers surveyed during the needs assessment identified their support for the proposed applied degree by: a). actively participating on a Steering Committee for the development of the applied degree; b). making a commitment to Loyalist College to offer a paid co-op work experience that supports the program learning outcomes; c). agreeing to share their expertise in further development of the program and in the delivery of content; and d). committing funding for their employees to participate in the applied degree program in the form of tuition costs, scholarships, paid co-op, or action research projects. Enrolment Growth and Anticipated Faculty Growth Loyalist College envisions that over a five-year period the enrollment in the Bachelor of Applied Arts in Human Services Management will increase from 70 students to 156 students across the four year program. It is anticipated that the program will attract students both on a full-time and a part-time basis. In fact, we expect strong interest and support during the first few years of delivery from diploma graduates in Ontario who are motivated to increase their credential to the applied baccalaureate level and who are being required to do so to meet the needs of their organizations. Successful alternative delivery models will be important to ensure meeting learners goals and the needs of employers. The initial need for additional academic staff has been assessed as the equivalent of three professors. Loyalist envisions hiring specialized adjunct and part-time faculty as required, as well as supporting the upgrading of existing faculty. Full-time equivalent academic staff is projected to increase to a total of six over the initial five year delivery period. Financial Capacity to Operate the Program Within Ministry Funding Parameters 8

14 The financial projections suggest that the program will effectively become financially selfsufficient by the third year of operation, dependent on rates of enrolment as indicated. The College has made a commitment to invest resources needed to support library holding acquisitions, capital and technical support for student computer resources, curriculum development, and a modified contribution to overhead, and this commitment is reflected in the financial projections. These are similar investment assumptions to those the College makes when introducing any new program. 3.0 Synopsis of Proposed Program 9

15 3.1 Synopsis of Proposed Program Title: Bachelor of Applied Arts (Human Services Management) Credential Nomenclature: Bachelor of Applied Arts Program Description: Loyalist College is uniquely positioned to offer this applied degree based on more than 30 years of reputation and experience in educating outstanding front-line staff for human service agencies through its diploma programs in Early Childhood Education, Social Service Worker and Developmental Services Worker, as well as a history of strong business administration programming. These two and three year diploma programs have consistently achieved very high levels of employment for graduates, and faculty have served as consultants for related programs across Ontario. In addition to expanding the depth and breadth of knowledge, skills and application of theory normally provided through diploma-level curriculum, the proposed applied degree includes significant focus on business and leadership topics, and liberal studies components. The program, built on a values-based model, provides opportunities to develop the expertise needed to identify, design, manage, and lead a variety of human services. Graduates will be well-prepared to use their knowledge of individual growth and development, family systems development, and community development as a foundation to conduct action research, formulate needs assessments, develop service plans, and demonstrate effective leadership, management and change strategies. Graduates will acquire skills and expertise in assessing and influencing the policy, business and legislative environments within which human service agencies operate. The program is designed to develop leadership skills including advocacy and governance skills, team development, and effective management of volunteers. Critical thinking, problem solving, 10

16 action research, development of ethical practices, and integration of information technology into human services are key components. The focus in the business theme of the program includes effective financial management and planning for human service agencies, human resources development, marketing, building strategic alliances, and resource development. Program Learning Outcomes and Linkage with the Curriculum: The learning outcomes have been developed based on consultation with employers, Program Advisory Committees, faculty and curriculum designers. The Steering Committee and faculty completed an analysis of the occupational profile specific to human services management. This became the foundation for the development of the program learning outcomes. At the conclusion of this applied degree, graduates will be able to: apply knowledge of how value-based principles enhance the leadership role; apply business, financial, and strategic planning practices that support innovation and partnerships within the community and the human services field; apply principles of personal, interpersonal and group dynamics in human service settings as they relate to organizational change; apply flexible and creative skills in the development of community-based initiatives responsive to identified needs of individuals and groups in the human services field; describe and apply best practices in human service program development, delivery and support; apply legislation and labour relations practices; apply ethical practices, taking into account current trends, emerging policy issues, and legislative changes; and 11

17 demonstrate the ability to develop and implement strategic processes and planning and evaluate and measure agency outcomes against benchmark criteria. Description of the Linkage Between the Program Learning Outcomes and the Curriculum Design This proposed Bachelor of Applied Arts in Human Services Management program emphasizes the development of leadership competencies from both an individual perspective and the process dimensions of human service programs. Selected functional content is included to expand the development of specific skill sets identified by employers, students, and related stakeholders. The process dimensions describe primary human systems and ways in which human beings experience their interactions as individuals within groups, organizations and the community. The knowledge content and the presentation of theory are designed to facilitate the development of leadership and process skills needed to plan, implement and evaluate appropriate program interventions for human services. Throughout the program, a major emphasis is placed on community relationship skills which support prevention, accessibility, accountability, and coordinated delivery of services. The proposed applied degree combines a base of foundation studies, followed by targeted interdisciplinary knowledge and leadership development. The two senior years consolidate diverse educational experiences with a blend of contemporary delivery modes addressing business structure and processes, strategic leadership and management, human resources development, community relations, and contemporary Canadian social and community issues and trends. A work co-op semester completes a nine semester applied degree program. Each of the five integrated curriculum themes is grounded in process rather than specialized areas such as rehabilitation, aging, juvenile justice or substance abuse. The 12

18 student may elect to pursue additional training in functional areas beyond the scope of this program. See Appendix B for further detail on curriculum themes. The recommended material in each curriculum theme has been selected with outcomes targeting the needs of various stakeholders and will be presented in a progressive fashion so the student expands and demonstrates integrated learning across each of the five curriculum themes in each semester. The Curriculum Themes The proposed applied degree has five core curriculum themes: Leadership and Innovation Skills, Human Services Strategy, Human Resources Development, Stakeholder and Agency Relationships, and Business Process Development. The concept of curriculum themes has been developed to support the following primary characteristics and to achieve the specific learning outcomes for the proposed degree program: The emphasis in each of the themes allows a specific focus on leadership skill development within each of the core process dimensions. The student is offered flexibility in his/her choice of specialization in the senior years of the program to meet individual interests and strengths. The theme approach emphasizes the multi-faceted nature of human and social services and the essential linkages and dependencies across a variety of knowledge sectors. The learning outcomes must blend knowledge, a sense of values and attitude and application techniques in order for the program to deliver superior value. The result should be that a graduate from the proposed program will be effective and valued in a variety of primary roles such as a leader, counsellor, teacher, manager, program planner, advocate or mediator. 13

19 Course Presentation The complexity of learning is staggered over the nine semesters. Each course, in each theme, builds on earlier pre-requisite, introductory or related material in one or more of the themes. Each course is designed with selected content that works well with varied individual and team based active learning styles. This is to ensure that a proper balance is maintained between the accumulation of essential knowledge, the integration of this knowledge and its efficient application to real-life challenges and opportunities. Each course is tailored to use one or more delivery methods to support varying learning styles and will include extensive team work in laboratory settings and detailed case analysis. The first semester of year 3 assists the student in gaining a perspective on the breadth of opportunities for leadership and management within human service and emphasizes the benefits of combined individual and team-based learning. A targeted 14-week work experience after the second semester of the third year will enable the student to extend field-based experience, provide additional insight into his/her primary areas of interest, and offer optional material for an extensive team-based research project that must be completed prior to graduation from the program. The research project begun at the end of year 3 will continue to be developed and completed during year 4. The student will present the findings and recommendations of this project to a review panel including human service practitioners in his or her final semester. Method of Delivery 14

20 The initial program will be offered on-campus serving full-time and part-time students. The curriculum will use active learning approaches including the use of lectures, case studies, focussed labs, guest speakers, research, self-directed, and team based learning. Upon curriculum review at the conclusion of each academic year, delivery options will be explored to determine which methodologies best support the curriculum content and the accessibility of entry. Delivery methods will be adjusted to meet the students needs if educationally and financially feasible, including development of distributed learning models. Relationship to Applicable Regulatory/Licensing Requirements The Human Service discipline is not currently subject to program regulatory or licensing criteria. Our stakeholder advisory committee will keep us apprised of the need to be responsive to any change in this status. The College interviewed a number of employers in the course of our research who volunteered the comment that they would consider making a degree such as the proposed Bachelor of Applied Arts in Human Services Management an employment criterion. Relationship to Professional Bodies The human services discipline is not currently subject to a professional body. Nature of the Paid Co-op Work Term Experience From an educational perspective, the most essential element of the co-op experience is the opportunity for the individual to gain experience in program design and implementation in a human service setting. The work experience will provide opportunities for students to work closely with middle managers, senior managers and executive directors. They will participate in requiring further development. Mentors from the various agencies will support student learning in relation to the identified goals and objectives of the documented learning plan. Loyalist is 15

21 very experienced at providing educationally meaningful, evaluated workplace practicums, internships and learning experiences. Admission Requirements OSSD/OSSGD or equivalent with courses at a general, advanced, (C), (U/C) or (O) level (Effective with the 2003/2004 academic year). A minimum of six grade twelve (U) or (U/C) credits including grade 12 U/C English is required. Admission on the basis of post-secondary standing with a diploma or degree requires completion of studies with a grade point average of at least 3.00 or higher. Advanced standing for those with credentials or courses completed will be considered based on the previous area of study and prior learning assessment. Section 6.8 provides further details. Projected Cumulative Full-time Enrolment Per Year for the Proposed Program Year I students 35 Year I 35 Year III Year students 40 Year I 28 Year II 38 Year III 31 Year IV Year students 40 Year I 32 Year II 44 Year III 34 Year IV Year students 40 Year I 32 Year II 44 Year III 40 Year IV Year students 40 Year I 32 Year II 44 Year III 40 Year IV Anticipated Start Date: September, Program Structure Requirement 16

22 4.1 Proposed Program Structure Applied Degree Structure September January May Semester I Semester 2 Semester 3 Year One On-Campus Studies and practicum On-Campus Studies and practicum Vacation Year Two On-Campus Studies and practicum On-Campus Studies and practicum Vacation Year Three On-Campus Studies On-Campus Studies Full-time Co-Op Year Four On-Campus Studies On-Campus Studies Graduation Practicum: Paid Full-time Consecutive Co-op Work Experience: 14 weeks Please Note: Students entering the applied degree program from diploma or degree programs who do not have university courses in Introduction to Social Statistics and Research, Issues in Lifespan Development and Introduction to Financial Accounting are required to complete them prior to Year 3. Paid Co-Op Considerations: Human Service agencies are generally designed to facilitate and support the needs of individuals or families. These community, not-for-profit organizations are predominately funded through federal, provincial, or municipal funding. Consequently, these agencies submit annual budgets to the respective funding source that present the actual costs for human resources, calculated using predetermined formulas. Although Loyalist College and the Steering Committee membership, representing employers for the Bachelor of Applied Arts in Human Services Management support the concept of a paid co-op work experience, but may be limited in their ability to provide these, based on budget. 17

23 5.0 Standard 1 - Applied Degree-Level Standard 5.1: Summarize and Synthesize How the Proposed Program Meets Knowledge and Skill Level Requirements One of the mission statements of Loyalist College is to provide high quality postsecondary education and advanced training that enables learners to succeed in reaching their personal, educational, and cultural goals. Loyalist College, through the School of Business and Applied Arts, offers three, two-year foundation programs (Developmental Services, Early Childhood Education and Social Service Worker) that prepare graduates for introductory careers in human service. However, employers surveyed indicate that there is a need for both entry level diploma graduates and degree level personnel who are ready and able to meet the challenges of management positions including managing the policies, procedures and accountability levels necessary to meet government and association standards of practice. The curriculum has been designed to ensure that the four-year applied degree program meets both the needs of the employers and the identified program standards for applied degrees. The curriculum framework provides students with opportunities to participate in professional courses, professionally related courses, and liberal studies courses. Various courses and labs contribute to students developing the strong written and verbal communication skills as well as the intrapersonal and interpersonal skills necessary to be effective in the human service sector. The combination of classroom study, participation in labs, practicum and work co-op, contribute to students gaining knowledge and skills in methods of inquiry, critical evaluation, problem solving, and communication skills. On-going evaluation and reflective practices contribute to students gaining an understanding of the limits of their knowledge and identification of strategies to strengthen the areas requiring further development. This should provide a strong framework for lifelong learning. 18

24 The senior years of the applied degree curriculum design build on knowledge and entry level skills gained through foundation studies of the first two years. The content considers the expressed needs of present human service employers and reflects the current relationship of human service issues and trends to projected future directions in human services. Faculty engaged in the delivery of the curriculum have credentials in the development of human services delivery and work experience demonstrating program accountability and achievement of results. The curriculum delivery modes involve active learning techniques to ensure selfassessment of learning to identify strengths, areas for improvement, and strategies to increase competencies, in order to provide maximum opportunity for self-directed learning. The active learning modes encourage faculty and peer feedback and experience with collaborative goal setting. The applied degree curriculum content includes the current information associated with university social sciences, and related information technology applications, as well as business and commerce disciplines. Opportunity for application of theory is provided throughout the program delivery design. Theory application is presented as an on-going process requiring descriptive analysis, application and implementation of new learning; as well as the processes of doing, reflecting, deciding, changing and re-doing. Andragogically, this ensures that opportunities for applied degree learning outcomes will be achieved. Knowledge and understanding of human behaviour, including the development of individual, group, organization, community and social behaviours provide the theory framework for effective identification of need and interaction with individuals or groups of individuals. Curriculum focussed on leadership, team dynamics, the expectations of human service customers, organizational behaviour and conflict, change processes, and partnerships evolves 19

25 from this content. Current business practice is the information foundation for curriculum focussed on project and program management, establishment of alliances and partnerships, and management of the strategic process. Learning outcomes related to service delivery strategies, program assessment, and the determination of best practices also evolve from and reflect the best of contemporary business practice. The influence of Canadian politics and the impact of regulations on service delivery, as well as the societal context gained through the electives, further support the breadth of knowledge associated with an applied degree curriculum and the learning experience necessary to meet degree level standards. Inclusion of curriculum covering IT concepts, IT tools, database systems and data communication network architecture, media relations, operation of effective meetings, effective techniques for oral presentation, use of presentation skills, presentation aids, and presentation environments reinforce the professional presentation skills necessary to meet the requirement of an applied degree standard. The learning outcomes provide the framework for learning activities and are supported by the delivery modes. They are visible and agreed upon by experts from the human service field, employers, faculty, and community stakeholders. Learning outcomes are subject to change as the curriculum undergoes continuous review and annual revision. As new knowledge emerges or as increasing competencies or new social and economic values become apparent, program outcomes will be modified. The applied degree integrates human service concepts and needs analysis with current issues and trends in the delivery of human services. The laboratory setting provides opportunity for the development of skills necessary to deliver human services as identified by employers or individuals within the human services field. The lab experience associated with the course Communities and Canadian Politics 20

26 provides the opportunity for exploration of existing provincial human service programs and identification of initiatives that could enhance the scope and delivery of such programs. The lab also provides experiences in designing programs that are influenced by regulations. The leadership lab experiences are designed to group individuals into working teams and through these teams, experience collaborative problem solving, decision making and community relations. Individuals will have an opportunity to experience human service and business challenges through the use of case study, simulations, lab experiences, community workshops, video conferencing and role playing. This applied degree curriculum and delivery design encourages the exploration of the foundation of principles and values from which the human service skills have been developed. The curriculum design reflects a curriculum thread that supports the development of research skills including methods of inquiry, literature search, determination of validity and reliability of studies, research analysis, and the relevance of identified principles to real life program delivery and design. The principles of child development/life span development, principles of human behaviour, principles of adult learning, principles of business, principles of project management and program design principles are the fundamentals of human service program planning, design and delivery. Leadership and innovation in creative program design, a curriculum thread in the applied degree, provides opportunity for creative thinking, problem solving, and risk determination in human service program design and implementation. The applied degree delivery modes of group projects, case studies, labs, and co-op work experience, support the achievement of the program learning outcomes by providing the opportunity to apply concepts and principles in a real life environment. This is intended to encourage the development of critical thinking, problem solving, reflective practice, 21

27 collaboration, and assimilation of knowledge and skills that are transferrable to the human service workplace. This applied degree uses various measures to assess students competency in each of the identified program outcomes. Individuals will write research papers, conduct literature searches, design and facilitate focus groups, and conduct action research. Action research encourages the integration of theory, practice, and concurrent application of results so that alternatives to present practices are determined, implemented and evaluated. Action research supports the systematic reflection of practice and requires feedback from professors, employers, peers, and the community. This process empowers the individual to adopt new practices responsive to the needs of individuals requiring human service. Action research provides opportunity for the humanitarian tenets of being supportive, positive, and proactive in the human service workplace. Individuals requiring human services bring to the agency different approaches to solving problems, learning styles, and service expectations. The applied degree prepares the human service professional to assess appropriateness of problem solving and service expectations and demonstrate flexibility and creativity in design and options. The curriculum design presents the concept of self awareness, building on information from life span development courses in the first two years of the program and continuing with course content from the applied degree course titled Issues in Life Span Development. The critical nature of self understanding as it relates to community and work team membership is explored. The self awareness component of the program includes identification of personal bias and the relationship of bias to the design and delivery of human service programs. The project learning curriculum delivery mode ensures individuals begin each project with an identification of what information they have about the project subject and the strategies required for effective 22

28 project completion. Identification of what knowledge and skill are required and the process for acquiring additional knowledge and skill are included in the project planning and evaluation process. This supports the process of professional development and lifelong learning. Assessment is a continuing andragogical process in which the individual makes assessments, checks progress and makes modifications as required. This process supports the development of critical thinking in real-life situations. Continuing self-assessment becomes an internalized process that encourages a self-reliant individual with a goal of lifelong learning. The focus of self assessment becomes the individual s responsibility. The applied degree content information reinforces the role of boards and governance as an important factor in the establishment and engagement of community relations in the field of human service. Case studies, specialized labs, theory and practice allow the individual within the applied degree program to acquire the higher level skills and expertise necessary to transfer these concepts to a variety of human service workplace environments. 23

29 6.0 Standard 2 Program Content 6.3 Regulatory/Licencing Requirements Current Requirements and Standards This section is not applicable. The Ministry of Community and Social Services accept the educational standard evidenced in the Community College human service programs for employment in the field of human service Letters of Support From all Licensing and Regulatory Body(ies) This section is not applicable from the perspective of licensing. However, the Ministry of Community and Social Services, South East Region, support this proposed applied degree as documented in the letter that follows. The College s intent would be to submit the approved applied degree curriculum for equivalency consideration by the Ontario College of Social Workers. 24

30 25

31 6.4 Professional/Accreditation or Other Organization Requirements/Standards The Current Requirements and/or Standards of all Professional Associations, Accreditation Agencies, or Other Organizations Associated With This Field of Study and Indicate How Program Will Address These This is not applicable to the Human Service field at this time Letters of Support Indicating Recognition of the New Graduate Credential The Association of Early Childhood Educators, Ontario and The Association of Day Care Operators, Ontario, and The Canadian Child Care Federation have provided letters of support. 26

32 27

33 28

34 29

35 6.5 Proposed Applied Degree Program Program Learning Level Outcomes Apply knowledge of how value-based principles enhance the leadership role. Apply business, financial, and strategic practices that support innovation and partnerships within the community and human service field. Courses That Contribute To This Outcome! Program Planning and Design! Organizational Communications! Introduction to Community Research! Human Services Legislation! Introduction to Exceptionalities! Principles of Adult Education! Ethics and Advocacy in Human Services! Alliance and Partnership Strategies! Issues and Trends in Human Services! Change Processes in Human Services! Communities and Canadian Politics! Research Projects! Social Perspectives on Aging! Fundamentals of Canadian Business! Introduction to Financial Accounting! Introduction to Social Statistics and Research! Management of the Strategic Process! Project Management and Business Case Process! Community Relations and Government! Communities and Canadian Politics! Entrepreneurship! Human Services in Rural Canada Apply principles of personal, interpersonal and group dynamics in human service settings as they relate to organizational change.! Organizational Behaviour and Conflict! Organizational Communications! Cross Functional Team Management! Introduction to Psychology! Introduction to Sociology! Canadian Cultural Studies! Applied Health Sciences Program Learning Level Outcomes Courses That Contribute To This Outcome 30

36 Apply flexible and creative skills in the development of community based initiatives responsive to identified needs of individuals and groups in the human service field.! Community Relations and Government! Social Policy, Communities and Canadian Politics! Social Psychology! Introduction to Marketing! Program Planning and Design! Human Services in Rural Canada! Principles of Counselling! Family and Modern Society! Intercultural Relations Describe and apply best practices in the human service program development, delivery and support.! Introduction to Community Research! Program Evaluation and Assessment! Strategies for Implementing Change Processes! Program Planning and Design! Canadian History! Leadership, Power and Influence! Family and Modern Society! Issues in Lifespan Development Understand and apply effective, efficient, ethical, and strategic processes to ensure the efficient management of human services.! Ethics and Advocacy in Human Services! Action Research Methods! Multi-Media Communication! Finance And Accountability for Non- Profit Organizations! Writing for Publication! Action Research in Human Services! Leadership, Power and Influence Program Learning Level Outcomes Courses That Contribute To This Outcome 31

37 Apply legislation and labour relation practices. Apply ethical practices, taking into account current trends, emerging policy issues, and legislative changes.! Ethics and Advocacy in Human Services! Organizational Design and Leadership! Human Services Legislation! Governance and Canadian Labour Laws! Issues in Life Span Development! Issues and Trends in Human Services! Social Policies, Communities and Canadian Politics! Canadian History! Action Research Methods! Contemporary Canadian Literature! Leadership, Power and Influence! Family and Modern Society Demonstrate the ability to develop and implement a strategic plan, evaluate and measure agency outcomes against benchmark criteria.! Community Relations and Government! Program Evaluation and Assessment! Project Management and Business Case Process! Multi-Media Communication! Strategies for Implementing Change Processes! Introduction to Social Statistics and Research! Action Research in Human Services 6.6 Academic Course Schedule Please Note: P - Professional course which relates directly to the program. O - Course outside the direct field of study 32

38 Year & Semester Course Title Total P Course Semester Hours Total O Course Semester Hours Course Pre-requisite and Co-requisite Year I - Semester 1 Organizational Communications 36 Program Planning and Design I 36 Class 36 Lab Developmental Psychology I 36 Introduction to Sociology I 36 Introduction to Community Research 36 Elective 36 Total Year I Semester 2 Human Services Legislation 36 Applied Health Sciences 36 Class 36 Lab Introduction to Exceptionalities 36 Research Practicum 72 Principles of Adult Education Developmental Psychology II Introduction to Sociology II Developmental Psychology I 36 Introduction to Sociology I Elective 36 Total

39 Year & Semester Course Title Total P Course Semester Hours Total O Course Semester Hours Course Pre-requisite and Co-requisite Year 2 Semester I Family and Modern Society 36 Organizational Development 36 Introduction to Social Statistics and Research 36 Class 36 Lab Canadian Cultural Studies 36 Research Practicum 72 Elective 36 Total Year 2 Semester 2 Multi-Media Communication Introduction to Financial Accounting Issues in Lifespan Development 36 Class 36 Lab Developmental Psychology I, II Intercultural Relations 36 Developmental Psychology I, II Introduction to Sociology I, II Research Practicum 72 Elective 36 Total

40 Year & Semester Course Title Total P Course Semester Hours Total O Course Semester Hours Course pre-requisite and Co-requisite Year 3 Semester 1 Fundamentals of Canadian Business I Management of the Strategic Process Program Planning and Design II Social Policy, Community Relations and Government 36 Introduction to Social Statistics and Research Financial Accounting Lifespan Development Program Planning and Design I 36 Social Psychology 36 Introd to Sociology I - II Social Perspectives on Aging 36 Issues in Lifespan Development Elective 36 Total Year 3 Semester 2 Fundamentals of Canadian Business II Issues in Program Evaluation and Assessment Management Strategies for Implementing Change Part I 36 Fundamentals of Canadian Business I Issues in Life Span Development Action Research Methods 36 Principles of Counselling 36 Project Management and Business Case Processes 36 Class 36 Lab Fundamentals of Canadian Business I and II Total 252 Year 3 Semester 3 14 Work Paid Co-Op

41 Year & Semester Course Title Total P Course Semester Hours Total O Course Semester Hours Course pre-requisite and Co-requisite Year 4 Semester 1 Leadership, Power, and Influence 36 Introduction to Marketing 36 Strategies for Implementing Change Part II Ethics and Advocacy in Human Services Organizational Behaviour and Conflict Class 36 Lab Applied Research Project 72 Applied Action Research Total 288 Year 4 Semester 2 Communities and Canadian Politics Community Development and Partnerships Governance and Canadian Labour Law Issues and Trends in Human Services Management of the Strategic Process Program Evaluation and Assessment 36 Class 36 Lab 36 Applied Research Project Total Sub-total Course Hours Total Program Hours 2268 Calculate the percentage of the program offered in O courses 22% 36

42 Breadth Area I Electives This group of electives is intended to provide students with an understanding of human, social and technological processes through exploration of the social science domain Year & Semester Course Title Total P Course Semester Hours Total O Course Semester Hours Course Prerequisite and Co-requisite Computer Applications* 36 Writing for Publication 36 Human Services in Rural Canada 36 Canadian History 36 Contemporary Canadian Literature 36 Pharmacology and Legal Issues 36 Introduction to Nutrition 36 Youth in Conflict with the Law 36 Adapted Recreation Programming 36 * Please Note: Students are required to take this course, or earn an exemption through demonstration of prior learning. 37

43 Electives Breadth Area 2 This group of electives is intended to expand the understanding of human values, ethics and processes through further exploration of business and social domains. Course Title Total P Course Semester Hours Total O Course Semester Hours Course Pre-requisite and Co-requisite Event Management 36 Alliance and Partnership Strategies Cross Functional Team Management Entrepreneurship 36 Finance and Accountability for Non-Profit Organizations 36 Please Note: Consideration will be given to students wishing to substitute option courses that are web-based delivered by a recognized university. For example, a number of distributed learning courses offered by Canadian universities would be eligible for full credit consideration. Permission must be obtained from the faculty advisor prior to registration in the desired course. 38

44 6.8 Admission Requirements Program Admission Requirements Academic Admission on the Basis of Secondary School Standing: Applicants will be considered eligible for admission to the Bachelor of Applied Arts in Human Services Management Degree program on the basis of their secondary school standing with appropriate grade 12 subjects with a final average of 60% or higher. OSSD/OSSGD or equivalent with courses at a general, advanced, (C), (U), (U/C) or (O) A minimum of six Grade 12U or U/C credits and Grade 12 U/C English required. Admission on the Basis of Maturity: Applicants who are 19 years of age as of the first day of classes in the year of admission, and who do not have OSSD or OSSGD standing are considered as mature applicants. Such applicants must demonstrate competency in the required subjects for admission. If they lack the required subjects, they may be requested to write a diagnostic test. Mature applicants are treated on an individual basis and should consult the Admissions Office as early as possible to determine whether preentry testing and/or college preparatory studies are required. Admission on the Basis of Post-Secondary Standing: Applicants will be considered for admission to the Bachelor of Applied Human Service Management degree program on the basis of a diploma or degree from a recognized post-secondary institution if they have completed their studies with a Grade Point Average of at least Advanced standing will be considered based on previous area of study. Related Work/Volunteer Experience Other Volunteer experience in a human services setting is strongly preferred. Submission of a goal statement and questionnaire. 39

45 6.9 Promotion and Graduation Course Type Promotion Graduation Professional Courses GPA 2 GPA 2 Courses Outside Professional Field of Study GPA 2 GPA 2 Overall GPA 2 GPA 2 Please Note: Loyalist College reserves the right, at any point during the co-op work experience, to remove a student from the site, in a situation in which individuals are placed at risk, or that the learning outcomes are not being achieved. This will result in the student receiving a grade of F. Grading System and Graduation Requirements: The official College grade is a letter grade. This grade is converted into a numerical value for the purposes of calculating the Grade Point Average (GPA). Each course in the applied degree has a total number of instructional hours assigned to it per week. The number of grade points for each course is determined by multiplying the units of credit in each course by the numeric value of the grade earned in that course. The grade point average is determined by dividing the total units of credit by the grade point average. A student must attain a GPA of 2.0 or better in all required (graded or exempted) courses in a program in order to qualify for a Loyalist proposed applied degree, diploma or certificate. The official Loyalist College policy follows. The authorization of the policy is found in Appendix D. 40

46 LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Grading System for Applied Degrees ISSUED BY: Vice-President, Academic Registrar SUPERSEDES: New PREAMBLE No. ACAD 211 Dated: April 25, 2002 PAGE: 1 of 6 PROCEDURE ATTACHED: YES X NO Loyalist College is responsible for evaluating student achievement in applied degree programs on documented standards and learning outcomes. The evaluation criteria are communicated in a clear, consistent, and equitable manner in student handbooks and on course outlines. The assignment of College defined grades formalizes a student s academic status for the course or program in which he/she is registered. The grades provide the basis for which decisions are made regarding academic status and eligibility for dean s list, promotion, academic probation and withdrawal. POLICY 1. Students are provided with the details regarding overall course evaluation methods, assignment descriptions and evaluation criteria for each assignment, test, or exam within the course description. This is distributed at the beginning of each semester. 2. The College grading system for applied degrees, which is described in the related procedures, is to be applied to all courses. Letter grades are used for courses, while Pass/Fail grades are assigned for practicum and work co-ops. 3. Students final grades become official when recorded and released by the Registrar s Office. 41

47 LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Grading System for Applied Degrees ISSUED BY: Vice-President, Academic Registrar SUPERSEDES: New No. ACAD 211 Dated: April 25, 2002 PAGE: 2 of 6 PROCEDURE ATTACHED: YES X NO PROCEDURES, ROLES AND RESPONSIBILITIES 1. Letter grades are used to describe the achievement level attained in each course within the applied degree. 2. If percentages are used for a course, they are converted to a letter grade. A+ With Distinction The student s work demonstrates outstanding quality. It provides clear evidence of a thorough knowledge of concepts and application of concepts/techniques. The student further demonstrates a high degree of skill in critical analysis, problem solving, and logical thinking, as well as the ability to organize, analyze, and synthesize ideas with appropriate literature, strategies and techniques in satisfying the requirements of an assignment or course. A Excellent The student has demonstrated knowledge, skills and application of concepts/techniques that meet all of the required learning outcomes at an exceptional level of performance and/or competency. 42

48 LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Grading System for Applied Degrees ISSUED BY: Vice-President, Academic Registrar SUPERSEDES: New No. ACAD 211 Dated: April 25, 2002 PAGE: 3 of 6 PROCEDURE ATTACHED: YES X NO B Good The student has demonstrated knowledge, skills and application of concepts/techniques that meet all of the required learning outcomes at a competent level of performance and/or competency. C Satisfactory The student has demonstrated knowledge, skills, and application of concepts/techniques that meet the required learning outcomes at a satisfactory level of performance and/or competency. D Marginal The student s work indicates minimal knowledge of the concepts and/or techniques and application processes needed to satisfy the requirements of an assignment or course. F Failure Course learning requirements are not met. No credit is awarded. I Incomplete W Withdrawal with permission 43

49 LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Grading System for Applied Degrees ISSUED BY: Vice-President, Academic Registrar SUPERSEDES: New 3. A pass in each course is 50 percent. No. ACAD 211 Dated: April 25, 2002 PAGE: 4 of 6 PROCEDURE ATTACHED: YES X NO 4. The grades described above for applied degree programs carry numeric value for the purpose of averaging. These values are described below. Percent Grade Letter Grade Numeric Grade A A B C D F The grade point average is a weighted average. It is calculated as follows: Each course in the applied degree has a total number of instructional hours assigned to it per week. These would be the units of credit (for example, 4 hours per week = 4 credits). The number of grade points for each course is determined by multiplying the units of credit in each course by the numeric value of the grade earned in that course. This figure is termed grade point total. The grade point average is determined by dividing the total units of credit by the grade point total. 44

50 LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Grading System for Applied Degrees ISSUED BY: Vice-President, Academic Registrar SUPERSEDES: New No. ACAD 211 Dated: April 25, 2002 PAGE: 5 of 6 PROCEDURE ATTACHED: YES X NO Academic Achievement 1. Students in applied degree programs who achieve a term grade point average at or above 2.0, as well as any minimum grade requirements in particular course (s) within a program, may progress to the next year or phase of study. 2. Because practicum and work co-op are graded as a Pass/Fail, a term GPA is not calculated. A student who achieves a P in practicum or the work co-op may progress to the next year or phase of study. Academic Probation 1. A student in an applied degree program is considered to be on academic probation when his/her term/cumulative grade point is below 2.0, or when two or more F grades have been assigned. Continuation in the applied degree program is subject to conditions established by the Dean. 2. A student in an applied degree and who is on probation may be required to reduce his/her course load, to withdraw from full-time student status within the program, or, to withdraw completely from the program for a specified period of time. A student who has been required to withdraw for a specified period of time, must have the approval of the Dean prior to resuming his/her studies. 45

51 LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Grading System for Applied Degrees ISSUED BY: Vice-President, Academic Registrar SUPERSEDES: New No. ACAD 211 Dated: April 25, 2002 PAGE: 6 of 6 PROCEDURE ATTACHED: YES X NO Repeated Courses 1. All grades are recorded on the student s transcript. If a course is repeated to replace a failed or lower grade, the higher grade will be used to compute averages or to determine academic standing. Grade Changes 1. Any change of grades must be approved by the appropriate Dean. Once approved, a Grade Change Form must be submitted to the Registrar s Office no later than three weeks after the end of term. 46

52 6.10. Paid Co-Op Work Experience Work Experience Outcomes The co-op experience is designed to provide individuals with the opportunity and tools to participate in an self-assessment process of knowledge and skills relevant to the human service field. The co-op experience provides students with a perspective of their areas of strengths, interests, and of the professional development needs necessary for effective leadership. Work Experience Outcomes To identify the principles of the leadership model in the workplace. To identify how the work place organization interacts with the community through effective advocacy. To document an action research project or strategic process that is operational within the co-op setting. How Work Experience Puts Into Practice the Program Outcomes Understanding the appropriateness and the relevance of various leadership styles. Appreciate the significance and impact of community partnerships. Develops a broader perspective on critical success factors for human services projects. To document the active process for staff development and life long learning opportunities. To identify and document a significant rural or urban issue that is impacting service delivery. To summarize and present learning gained from the co-op experience, using IT skills, adult education principles, and presentation skills. Develops awareness of real life challenges in human resource management and the benefit of life long learning. Develops a sense of insight and inquiry about issues impacting leadership and program success. Provides a broad assessment opportunity for the students confidence and anticipated leadership skills. The work experience has a professional development focus. Students are assigned a faculty advisor, and an agency advisor who will collaborate to assist the student in designing, implementing and evaluating their co-op experience. Upon completion of the required co-op documentation (portfolio), a second faculty member will review the document to assess the 47

53 academic merit and to confirm with the student, and the assigned faculty advisor that the required learning outcomes were completed to the established standard set forth by the School of Business and Applied Arts. The School of Business and Applied Arts sets forth the following criteria for the co-op experience component of the applied degree. 1. The student, the faculty advisor, and the agency advisor will ensure that there is a documented plan of action for the work experience. The plan will include the student s learning intent, a proposal that outlines the area of investigation, the process for conducting the area of investigation, strategies for implementation, the learning outcomes and evaluative process. 2. The co-op experience plan will have documented learning goals that define and translate to the identified area of specialization; 3. The co-op learning outcomes will document learning outcomes that exhibit clear intentions to pursue the breadth of an area of study within the area of specialization; 4. The co-op work experience learning outcomes will describe an in-depth investigation of principles and practices related to the area of specialization; 5. The co-op experience plan will include both strategies to acquire a comprehensive knowledge and transfer of theory to application in the work place and specialization; 6. The co-op plan will be evaluated based on the documented learning outcomes by the student, the faculty advisor and the work place supervisor; and 7. The co-op will require the student to develop a portfolio that documents the knowledge gained, changes in philosophy and practices made, personal learning gained, and work plan objectives for the next twelve months. 48

54 7.0 Standard 3 - Program Delivery 7.1 Student Feedback - Processes for Student Feedback On Program Delivery College Policy At present, Loyalist College has three primary formal processes for student feedback regarding program delivery; a) Membership on the Program Advisory Committees; b). Key Performance Indicators surveys, and c). Faculty performance evaluation. Students may also be asked to participate in focus group sessions, or in a variety of informal (in class) feedback on specific aspects of curriculum. These are intended to complement the College policy for student feedback. The Program Advisory Committee Policy, the Faculty Performance Policy and the process for student response to the Key Performance Indicators survey mandated by the Province of Ontario follow. The documentation illustrating the authorization of the policy is found in Appendix D. 49

55 LOYALIST COLLEGE SUBJECT: Advisory Committees NO: ACAD 105 ISSUED BY: President DATED: SOURCE REFERENCES: March 1992 Advisory Guidelines - Regulation 770, MCU Act POLICY PAGE: 1 of 1 SUPERSEDES: ACAD The Board of Governors of Loyalist College has the mandate and responsibility to ensure the development and operation of high quality educational and training programs which meet the needs of learners and reflect the needs of employers, Quinte Region communities and the provincial, national and global economies. To aid the Board of Governors in this broad and complex mandate, and in response to provincial direction, each college program or approved cluster of programs will establish a Program Advisory Committee (PAC). In addition, provision will be made for the creation of other special purpose advisory committees which potentially may advise on specific issues, identified client or community needs or college services in general, as well as ad-hoc program advisory committees regarding the exploration and development of new programs. The advisory committees created under this policy will make recommendations to the Board of Governors through the normal Loyalist College administrative channels. Given their advisory role, advisory committees cannot be held responsible for the effectiveness of college operations. This responsibility is the legislated mandate of the Board of Governors. The Loyalist Board of Governors and Administration will give advisory committee recommendations the most serious consideration possible and will ensure that advisory committees are informed of the final disposition of their recommendations. 50

56 I. PROGRAM ADVISORY COMMITTEES (PACs) Terms of Reference Program Advisory Committees (PACs) will be expected to provide program-related advice and assistance, and participate in discussions regarding the following program related matters: 1) the design, curriculum and delivery of the program with reference to learning outcomes and documentation of the Loyalist program, provincial program standards (or similar benchmarks where program standards are not available), regional or local curriculum adaptations, and current employer requirements; 2) the continuing need for programs, their viability, and the identification of alternate clientele and markets for graduates; 3) the suitability of resources, facilities and equipment, including field work, field placement or clinical resources; 4) program marketing, student recruitment and changing or expanding graduate employment opportunities; 5) the maintenance of faculty team and college contact with existing and potential employers of graduates; 6). the potential development of new courses or programs; 7) the feasibility of other program related projects, proposals, or activities including parttime, continuing education and contract training opportunities; 8) the results of provincial or college evaluation instruments related to the program such 51

57 as Key Performance Indicators (KPI); 9) other issues at the request of the Loyalist Board or Administration; 10) additional issues not directly related to their specific program mandate which the PAC wishes to bring to the attention of the Board or Administration. B. Membership: 1. Voting Members a) Program Advisory Committees (PACs) will consist of a minimum of five members external to the college and will represent a diversity of experience and expertise in the particular career or program area concerned. b) Every effort will also be made to have at least one Loyalist graduate from the program, and an appropriate representative of a Quinte Region school board on the committee as voting members. 2. Ex-officio and Resource Members: (Non-voting Members) a) The President; Vice-President, Academic; and Vice-President, Staff and Student Services are ex-officio members of all program advisory committees. Deans are ex-officio members of committees for programs under their jurisdiction. b) The Board of Governors will appoint one of their members as an observer to each advisory committee. These appointments will normally be rotated annually. c) A student representative from each program year will be invited to attend and participate in PAC discussions as a non-voting member. 52

58 d) Other students or other college/community resource people may be invited to attend and participate as non-voting resources by the Dean acting in concert with the Chair of the PAC. 53

59 SUBJECT: Faculty Performance Review NO: ACAD 116 ISSUED BY: Vice-President, Academic DATED: 91/10/31 SUPERSEDES: ACAD 116 DATED: PAGE: 1 of 3 PROCEDURES ATTACHED Yes...X NO... PHILOSOPHY This policy on faculty performance review demonstrates Loyalist College s strong commitment to excellence in the teaching/learning process and recognizes the importance of each faculty member s contribution to institutional success. Review of faculty performance is a developmental process, designed to identify strengths and areas where the level of performance might be improved. The goals of the process are: to maximize the quality of teaching/learning; to encourage the professional growth and career development of teaching staff; and to enhance institutional improvement maintaining the best interests of the students as the primary mandate of the process. Results of the evaluation process also assist the College in effective personnel decision-making. The following assumptions are important to successful implementation of the policy: An institutional commitment to helping employees improve their skills and performances through staff development complements the review process; Development of an objective and effective evaluation procedure is an on-going process, and should be routinely reviewed; Faculty responsibilities are broad and complex; therefore a combination of evaluation methods is preferred to one single method. Informed input is sought from multiple sources. The process includes self-evaluation and may include peer evaluation if faculty so choose. 54

60 SUBJECT: Faculty Performance Review NO: ACAD 116 ISSUED BY: Vice-President, Academic DATED: 91/10/31 SUPERSEDES: ACAD 116 DATED: PAGE: 2 of 3 PROCEDURES ATTACHED Yes...X NO... The performance review process includes: mutual identification and setting of objectives; classroom/laboratory/shop and/or clinical visit; input from a student questionnaire; self evaluation; and a summary report/developmental plan which is discussed by the faulty member and evaluator, and to which the faculty member may add comments if desired. Other sources of input may be sought based on mutual agreement. TIMING Minimum requirements as specified below. Faculty members who wish to be evaluated more frequently may negotiate this with their evaluator. a). b). All faculty members are evaluated annually. Board of Governors policy requires that each faculty member is comprehensively evaluated once every three years. Faculty members may, of course, request evaluation more frequently. In each of the second and third years of the cycle, summative/anecdotal evaluations take place. This will include the administration of the student questionnaire. c). Faculty members who are completing their probationary period will be evaluated according to the specifications of the collective agreement. 55

61 SUBJECT: Faculty Performance Review NO: ACAD 116 ISSUED BY: Vice-President, Academic DATED: 91/10/31 SUPERSEDES: ACAD 116 DATED: PAGE: 2 of 2 PROCEDURES ATTACHED Yes...X NO... d). All part-time, partial load and sessional faculty members will be evaluated using as much of the procedure for full-time employees as possible. As a minimum, these faculty members will be required to administer the student questionnaire to each of their classes. e). Evaluators will arrange with faculty for the student evaluation of faculty and courses as frequently as required. Student evaluation will take place during the last third of the semester or teaching period, or as agreed to by mutual consent. f). Comprehensive evaluations will include at least one classroom and/or clinical/laboratory visit. g). Completed evaluations, including all appropriate documentation, are to be submitted by evaluators to the Vice-President, Academic or the Vice-President, Community and Contract Services, no later than June 15 of each year. Evaluation by Students: a) Students will participate in the evaluation process through input provided by the CATS student questionnaire. b) The Students' Association is responsible for informing students of the importance of student involvement in faculty performance review, and their role in the process; during Orientation, through the Student Handbook, or o other occasions. 56

62 Key Performance Indicators: In , the Ontario government implemented a full and detailed public accountability model with Ontario's colleges of applied arts and technology. The system is known by its acronym -- KPI for Key Performance Indicators. The CAAT S were the first public organizations in Ontario to become partners with the government in developing this accountability framework, and were building on their existing systems of legally mandated program advisory committees, local community appointments to their Boards, published graduate placement statistics, and other accountability measures. All colleges participate in the annual process of surveying current students, graduates (surveyed for both placement and satisfaction outcomes), and employers. The colleges' graduation rates are also being measured. Some of the indicators are now directly tied to the colleges' funding. Student satisfaction is planned to be included in the future. All colleges are required by the Ministry of Training, Colleges and Universities to publish their KPI data on their web-sites. Annually, current students have an opportunity to comment on a wide variety of issues related to their satisfaction with their program and with the College in general. Survey protocol is standardized, and survey results are collated and analysed by an independent third-party consultant contracted by the Ministry of Training, Colleges and Universities. Loyalist takes the outcomes of these surveys seriously. Results are reviewed by program teams and with Program Advisory Committees, and are the basis for action plans to improve student satisfaction. A copy of the KPI agreement is located in Appendix E. 57

63 7.1.2 Feedback Criteria Existing Student Feedback Instruments It is the intent of Loyalist College to determine the types of feedback to be collected and the appropriate tools that will be utilized during the various phases of the program delivery and evaluation phases for the Bachelor of Applied Arts in Human Services Management. It is anticipated that the student questionnaire will be adjusted to include an evaluative section specific to the labs, practicums and work co-op components. The current College tool for diploma programs is presented below and will be used for discussion purposes in devising the feedback tools for the applied degree. FACULTY PERFORMANCE REVIEW Student Questionnaire This questionnaire includes statements describing a variety of expectations regarding teaching/learning and the program and courses in which you are enrolled. Please read each statement carefully and decide which of the following responses best describes your degree of agreement or disagreement with the statement. Please record one of the following responses for each question on the computer card: A = Strongly Agree B = Agree C = Disagree D = Strongly Disagree Do not put your name or student number on the computer card. Record only the course number and section. 58

64 Course Management: The professor: 1. Provided a well-defined, detailed course outline and documentation. 2. Provided a detailed breakdown on how grades or marks are earned. 3. Gave assignments and/or tests that reflected the content and emphasis of the course. 4. Followed the course outline. 5. Provided feedback from assignments and tests quickly enough to benefit me. 6. Marked assignments and tests according to a clear and detailed grading scheme. 7. Discussed assignments and tests adequately upon their return. Characteristics of Professor: The professor: 8. Demonstrated a thorough knowledge of the subject matter. 9. Was able to explain material to my satisfaction. 10. Seemed well prepared for classes. 11. Seemed to enjoy teaching. 12. Motivated me to do my best work. 13. Treated me with respect. 14. Was available for assistance. 15. Uses class time effectively. Student Outcomes of Instruction 16.This course helped me improve my ability to solve problems in this field. 17. This course gave me skills and knowledge directly applicable to my career. 59

65 18. This course increased my interest in the subject matter. 19. I enjoyed the course content. 20. I developed a clearer sense of professional responsibility from this course. 21. Participation in class activities contributed to my success in this course. Instructional Environment 21. The professor promoted an atmosphere conducive to work and learning. 22. The professor maintained professional standards in creating rapport with students. 23.The professor dealt with disruptive behaviour in an appropriate manner. 24. The number of students in this course was appropriate for effective learning 60

66 8.0 Standard 4 - Capacity to Deliver 8.1 Past Performance - Key Performance Indicators Overall College Performance Year Graduate Employment Graduate Satisfaction Employer Satisfaction Student Satisfaction Graduation Rate % 85% 90% 74% ** % 83.7% 82.3% 76.5% 54.2% % 84.5% 94.0% 76.1% ** Developmental Service Worker Program Year Graduate Employment Graduate Satisfaction Employer Satisfaction Student Satisfaction Graduation Rate % 85% 90% 77% ** % 83.7% 82.3% 75% 57.6% % 95.2% 100% 78.8% ** Early Childhood Education Program Year Graduate Employment Graduate Satisfaction Employer Satisfaction Student Satisfaction Graduation Rate % 85% 90% 77% ** % 83.7% 82.3% 75% 57% % 95.% 81.8% 91.2% ** Social Service Worker Program Year Graduate Employment Graduate Satisfaction Employer Satisfaction Student Satisfaction Graduation Rate % 85% 90% 77% ** % 83.7% 82.3% 75% 68.8% % 88.9% 100.0% 83.3% ** ** Only one set of graduation rate data has been required by the Ministry to date. These statistics were published in Spring 2001, representing results for students first enrolled in

67 8.2 Program Strengths and Appropriateness to College Mission and Goals Loyalist College, situated in Eastern Ontario, serves a population base of approximately 150,000. According to Statistics Canada, this area consistently has an unemployment rate of between 10 and 12 percent. Twenty-three percent of the population are considered low income families, 22.4% of the households are single parent families, and the area has a 26% higher teen pregnancy rate compared with other Ontario communities. These demographics contribute to the proportionately higher number of individuals and families accessing a variety of human services in the Loyalist College catchment area. As societal needs change, there is an increased demand by employers to have the College offer programs that provide a skilled workforce in the human services field. For example, according to 25% of the employers surveyed, it is anticipated by the Year 2007, that there will be a % increase in demand for human service employees in the various human service agencies. Employers will require these individuals to have the knowledge and skills in leadership and innovation and to design and develop programs and services that support the changing needs of society. Employers will require these individuals to transfer into the workplace with the identified skills, thus decreasing the period of orientation. Loyalist College proposes implementation of a Bachelor of Applied Arts in Human Services Management degree. This applied degree will complement current strengths of the Colleges s School of Business and Applied Arts. Identified strengths in the existing diploma human service programs include: a). The design and delivery of programs based on adult education principles, community and employer needs, and availability of programs on a full and part-time basis through on-site and distance learning; b). Opportunities for students to assist professors with action research projects; c). Faculty exchanges and student co-ops in an 62

68 international context; d). Faculty funding for credential enhancement; e). Opportunities for faculty to deliver workshops, conferences, and consultation services on current, professional issues in both national and international forums; and f). Program relevancy and currency ensured through Program Advisory Committees. Presently, the Applied Arts section of the School of Business and Applied Arts comprises more than 480 students (18% of the college student population) with a student/professor ratio of one full-time professor to twenty-five students. There are fourteen full-time staff in the three applied arts program areas. Nine hold Master s of Arts, Adult Education, Education or Science degrees. One faculty member is a doctoral program candidate. Adjunct faculty are hired to deliver specialized courses when required. This applied degree builds on the identified vision for Loyalist College. In June, 2001, the Board of Governors of Loyalist College met to redefine the Strategic Directions for the College for the period from 2001 to The Board maintains that human resources development, accountability, partnerships, innovation and leadership are key themes that must be present throughout the design, development and delivery of programs and services at Loyalist College. The documented mission statement, goals and themes highlighted below, illustrate the commitment to these areas relative to the establishment of a Bachelor of Applied Arts in Human Service degree. The mission of Loyalist College is to provide high quality post secondary education and advanced training that enables learners to succeed in reaching their personal, educational and cultural goals (p. 3, Excellence and Opportunity: Reviewing the Mission and Goals for The 21 st Century). The College believes in Measuring success: One student at a time. 63

69 The goals set for Loyalist College are designed to provide academic programming that meets current and expected labour market needs not only in our community but in Ontario and beyond. Through strong partnerships with industry, business and public sector agencies, our programs will strengthen the productivity and skill set of employees. Modes of delivering learning will, to the extent possible, respond to needs of students. Aware that there is an increasing demand for degree credentials, Loyalist College will continue to build partnerships with degree granting institutions, and develop applied degree programs where resources permit (p. 4). The development of the proposed Bachelor of Applied Arts in Human Services Management responds to the expressed needs identified by employers, graduates and national research findings. Loyalist College has been building the foundation to move toward having the ability to develop and deliver applied degrees for the past decade. Loyalist College President Douglas Auld has been a vocal advocate for this direction including Loyalist s submission in the mid-nineties to The Commission on the Future of Post Secondary Education. As the School of Business and Applied Arts moves toward a Centre of Excellence, the programs within the School have gained both national and international recognition for leadership and innovation through: a). the establishment of an integrated curriculum design and delivery; b). action research; c). distance education available to students on both a full and part-time basis; d). prior learning assessment; e). specialized programming such as the Reggio Emilia approach to early childhood education; f). an increase in international students; g). the establishment of articulation agreements with universities; h). the secondment of faculty to local, national and international educational facilities; and i). the organization of specialized training. The School of Business and Applied Arts continues to create learning opportunities that lead to success in 64

70 both employment and lifelong learning for students, faculty and the community. Loyalist College recognizes the need for an on-going investment in its human resources development. Although the Applied Arts section of the School of Business and Applied Arts has more than 70% of current full-time faculty prepared at a Master s level, the establishment of a Bachelor of Applied Arts in Human Services Management degree will see Loyalist College continue to make a commitment to faculty who are interested in expanding their skills, knowledge and academic credentials related to the proposed curriculum, as well as expanding the efficiency of the team. The College plans to align its professional development strategies to focus on the achievement of these goals. Loyalist College recognizes the mutual benefits of partnerships. The College is an important part of the business/education/industry continuum and should play a major role as a partner and leader (p. 10). Today the College has over 45 articulated agreements for collegeuniversity transfer. The College has negotiated two agreements recognizing the value of Loyalist s proposed applied degree. Loyalist College will continue to develop new alliances relevant to the applied degree. Loyalist College believes accountability is essential to the variety of clients, employers, and constituencies it serves and has always been keenly interested in knowing whether the expectations of stakeholders are being met. This single standard applies to all aspects of the educational environment. This benchmark that will be incorporated into the design, development and evaluation of each aspect associated with the proposed applied degree. As identified in the draft Strategic Plan (2001), the intent of the Bachelor of Applied Arts in Human Services Management is to develop a program that will be competitive with or superior to any comparable program in Canada. Innovation will be possible through: Organizational 65

71 commitment to provide resources to support curriculum innovation and development of new programs and services (p.12, Loyalist College: Strategic Directions and Goals: 2001). Finally, The Board of Governors identified in a Report of Proceedings and Decisions of the Loyalist College Board of Governors Retreat, June 22 and 23, 2001, that innovation and excellence have been demonstrated through recent major changes to the curriculum, especially related to technology, media studies, and applied arts. The Board maintains that the trend toward human service employers demanding skills and credentials from the post secondary sector in response to changes in the workplace, reinforces the need for the establishment of the proposed applied degree. The research is clear; the proposed applied degree will not only support employers with a qualified workforce, the applied degree will provide graduates with more portability, higher wages and salaries and more job advancement. The availability of this applied degree has the potential to strengthen the human services workforce throughout Ontario. The proposed program will attract motivated students, and employees, as well as expand opportunities for action research. These activities ultimately support economic development in the region. 66

72 8.5 Policies on Faculty Evaluation/Renewal Policies Academic/Professional Credentials Required of Faculty Teaching Courses in the Program Loyalist College has two documented policies relevant to academic and professional credentials for faculty teaching in the applied degree: a). Professional Qualifications for Applied Degrees -Policy No ACAD 208; b). Hiring Guidelines Professors/Instructors - Policy No HR 130. Each policy is identified below, followed by excerpts from the 1998 Strategic Direction that addresses academic credentials. The authorization of each policy is located in Appendix D. The dates refer to when the policies were approved by the Board of Governors went into effect. LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Professor Qualifications for Applied Degrees NO: ACAD 208 DATED: ISSUED BY: Vice-President, Academic PAGE: 1 SUPERSEDES: New PROCEDURE ATTACHED YES X NO It is the policy of Loyalist College to hire the most appropriately qualified candidate for any vacant position. The College in its hiring practice, shall recognize that every person has a right to equal treatment with respect to employment without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of offences, marital status, family status or handicap. (Ontario Human Rights Code) As Loyalist College moves toward the establishment of applied degrees, all new full-time professors hired to teach in an applied degree program will require a minimum of a Master s degree. In discipline areas in which a Master s degree is not offered or not easily accessed, exceptions may be considered at the sole discretion of the College. LOYALIST COLLEGE POLICY & PROCEDURE 67

73 SUBJECT: Professor Qualifications for Applied Degrees NO: ACAD 208 DATED: ISSUED BY: Vice-President, Academic PAGE: 1 SUPERSEDES: New PROCEDURE ATTACHED YES NO PROCEDURE For any new, approved full-time professor positions in an applied degree program, the College will require job postings and advertisements to identify the following educational requirements and experiences as essential qualifications for the position. 1. A minimum of a Master s degree with preference given to those who are pursuing or have completed their doctorate. 2. Demonstrated experience of instructional practices in adult education. 3. A proven record of action research. 4. Supervisory experience with students in placement/co-op work experiences. 5. In discipline areas in which a Master s degree is not offered or not easily accessed, exceptions may be considered at the sole discretion of the College. The hiring guidelines in Policy HR 130 will be followed as outlined. 68

74 SUBJECT: HIRING GUIDELINES - ACADEMIC STAFF NO: HR 130 DATED: ISSUED BY: Vice-President, Human Resources PAGE: 1 of 1 SUPERSEDES: PER 107 DATED: PROCEDURE ATTACHED YES..X.. NO... POLICY It is the policy of Loyalist College to hire the most qualified candidate for any vacant position. The College in its hiring practice, shall recognize that "every person has a right to equal treatment with respect to employment without discrimination because of race, ancestry, place or origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of offences, marital status, family status or handicap." To determine the application of this policy for current members of the Board of Governors of Loyalist College - see page 4 of Procedure. 69

75 SUBJECT: HIRING GUIDELINES - ACADEMIC STAFF NO: HR 130 DATED: ISSUED BY: Vice-President, Human Resources PAGE: 1 of 4 SUPERSEDES: PER 107 DATED: PROCEDURE Notice will be posted of all vacancies of full-time positions in the bargaining unit. Such a notice will be posted for at least five (5) days. All requests for postings and advertising of vacancies should include the desired wording and a job specification sheet which lists the precise competencies and skills required. All advertisements should specifically require a detailed work history, including start and finish dates, as part of the application (required for initial placement on salary grid). Applications for full time employment are directed to the office of the appropriate Vice-President, and acknowledgements will go out from that office. Applications for other than full time positions should be directed to the appropriate Dean's office and all written responses will be acknowledged by that office. SELECTION INTERVIEW PROCESS 1. For full time positions an interview committee will be appointed by the appropriate Vice-President and will include the Dean, up to two program faculty and one representative from another department of the College. This committee will recommend those applicants who are to be interviewed, with the final decision resting with the Dean. 70

76 SUBJECT: HIRING GUIDELINES - ACADEMIC STAFF NO: HR 130 DATED: ISSUED BY: Vice-President, Human Resources PAGE: 2 of 4 SUPERSEDES: PER 107 DATED: All submissions for advertised and/or posted positions will be reviewed by the Dean and a minimum of two other members of the selection committee and a short list of applicants who are to be interviewed will be formulated. 3. All qualified internal applicants (full time) are to be interviewed by the interview committee. 4. An interview rating scheme shall be devised and agreed upon prior to the start of the interviews. A copy of this form is to be completed and signed by each member of the panel for each candidate interviewed. At the conclusion of the competition all forms and related documents will be forwarded to the Human Resources Department for short term storage. 5. After reviewing the input of the committee the Dean will make the final recommendation to the Vice-President. 6. Expeditious handling of the selection process is essential to ensure the availability of the chosen candidate. Interview dates should be set up as soon as possible after the closing date of the competition. Applicants must be informed if unusual delays are incurred. 7. At least three (3) references are to be carefully checked by the Dean. With the prior approval of the final candidate these references must include the immediate supervisor 71

77 SUBJECT: HIRING GUIDELINES - ACADEMIC STAFF NO: HR 130 DATED: ISSUED BY: Vice-President, Human Resources PAGE: 3 of 4 SUPERSEDES: PER 107 DATED: of the applicant an two other work related references. Notes on the reference checks are to be attached with the document. 8. No salary figures, other than salary ranges, are to be quoted without authorization of the academic Vice-President and/or the Vice-President, Human Resources. 9. The standard College confirmation letter must be used to confirm the appointment of any full-time academic staff members (copy attached). 10. All unsuccessful candidates will be so notified when the successful applicant has accepted the College's offer. 72

78 In further support of policy ACAD 208 and the objective of encouraging faculty to enhance their academic credentials, in May 1998, guidelines were outlined in the College s Strategic Directions that documented strategies to reinforce the commitment to creating an effective staff. The plan indicated that As part of the annual evaluation of each employee, the employee s supervisor will review the professional development activities of the employee and encourage/assist an employee to undertake one professional development activity in the coming year (p. 3, Excellence and Opportunity: Renewing the Mission and Setting New Goals for the 21 st Century). Several years ago, the College President initiated earmarked annual funding to support faculty and staff in earning advanced academic credentials. This commitment has been made a continuing priority in the College s business planning process and has been well-used. These two key practices have been instituted to support academic/professional credentials. 73

79 8.5 The requirement to have on file evidence supplied direct to the college from the granting agency of the highest academic credential and any required professional credential claimed by the faculty members As of 2001, Loyalist College requires all full-time and part-time employees hired to submit official transcripts of their academic credentials to the Human Resources Department, prior to being hired. The policy for Record of Academic Credentials follows. The authorization of the policy is found in Appendix D. LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Record of Academic Credential NO: ACAD 209 DATED: ISSUED BY: Vice President, Academic PAGE: 1 SUPERSEDES: New PROCEDURE ATTACHED YES X NO POLICY It is the policy of Loyalist College to hire the most appropriately qualified candidate for any vacant position. The College in its hiring practice, shall recognize that every person has a right to equal treatment with respect to employment without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of offences, marital status, family status or handicap. (Ontario Human Rights Code) As Loyalist College moves toward the establishment of applied degrees, all new full-time professors hired to teach full-time or part-time in an applied degree program will be required to have on file in the Human Resources department, evidence directly from the granting agency of the highest academic credential and any required professional credential claimed by the faculty members prior to an official offer to hire being made. This policy is a requirement for Applied Degree approval. 74

80 LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Record of Academic Credential NO: ACAD 209 DATED: ISSUED BY: Vice President, Academic PAGE: 1 SUPERSEDES: New PROCEDURE ATTACHED YES NO PROCEDURE: Loyalist College requires new candidates being hired for the position of professor in any applied degree program to provide the Human Resources Department with official transcripts. Loyalist College requires: 1. Official transcripts in a sealed, signed/stamped envelope sent directly from the issuing institution to the Human Resources Department at Loyalist College. 2. When an academic institution will not issue an official transcript, due to exceptional circumstances, unofficial transcript copies may be considered, if accompanied by a letter of explanation, and a signed declaration sworn before a Notary Public or Commissioner of Oaths. The Notary Public or Commission of Oaths should include the reason that the official transcript is not available. 3. Once College officials have received the official transcripts and are satisfied as to the content, a standard College confirmation letter to confirm the appointment will be issued as per the HR 130 Hiring Guidelines policy. 75

81 The regular review of faculty performance, including student evaluation of teaching Loyalist College has a faculty performance review policy, that includes a student evaluation, and a faculty self assessment component. As Loyalist College moves toward becoming an applied degree granting institution, and in an effort to support professors teaching in new curricula areas, a self-directed Professional Portfolio Guide has been developed (in draft format). This guide is one tool that faculty may choose to document strengths and analyse different components of their teaching. The Portfolio Guide provides guidelines that supports and encourages reflective practice. See Appendix G. Loyalist College has in place a faculty performance policy that includes a student evaluation component. Recognizing the importance of qualified and effective faculty, Loyalist College believes when the faculty performance policy is followed, collaboratively, the management team and faculty may identify areas of strengths, achievements and goal setting for future direction. The relevant aspects of each document follow. 76

82 LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Faculty Performance Review NO: ACAD 116 DATED: 86/01/20 ISSUED BY: Vice President, Academic PAGE: 1 SUPERSEDES: PROCEDURE ATTACHED YES X NO PHILOSOPHY This policy on faculty performance review demonstrates Loyalist College's strong commitment to excellence in the teaching/learning process and recognizes the importance of each faculty member's contribution to institutional success. Review of faculty performance is a developmental process, designed to identify strengths and areas where the level of performance might be improved. The goals of the process are: to maximize the quality of teaching/learning; to encourage the professional growth and career development of teaching staff; and to enhance institutional improvement -- maintaining the best interests of the students as the primary mandate of the process. Results of the evaluation process also assist the College in effective personnel decision-making. The following assumptions are important to successful implementation of the policy: An institutional commitment to helping employees improve their skills and performance through staff development complements the review process; Development of an objective and effective evaluation procedure is an on-going process, and should be routinely reviewed; Faculty responsibilities are broad and complex; therefore a combination of evaluation methods is preferred to one single method. Informed input is sought from multiple sources. 77

83 The process includes self-evaluation and may include peer evaluation if faculty so choose; All assigned duties are subject to evaluation. The performance review process includes: mutual identification and setting of objectives; classroom/laboratory/shop and/or clinical visit; input from a student questionnaire; selfevaluation; and a summary report/development Plan which is discussed by the faculty member and evaluator, and to which the faculty member may add comments if desired. Other sources of input may be sought based on mutual agreement. TIMING Minimum requirements as specified below. Faculty members who wish to be evaluated more frequently may negotiate this with their evaluator. a) All faculty members are evaluated annually. b) Board of Governors policy requires that each faculty member is comprehensively evaluated once every three years. Faculty members may, of course, request evaluation more frequently. In each of the second and third years of the cycle, summative/anecdotal evaluations take place. this will include the administration of the student questionnaire. c) Faculty members who are completing their probationary period will be evaluated according to the specifications of the collective agreement. d) All part-time, partial load and sessional faculty members will be evaluated using as much of the procedure for full-time employees as possible. As a minimum, these faculty members will be required to administer the student questionnaire to each of their classes. e) Evaluators will arrange with faculty for the student evaluation of faculty and courses as 78

84 frequently as required. Student evaluation will take place during the last third of the semester or teaching period, or as agreed to by mutual consent. f) Comprehensive evaluations will include at least one classroom and/or clinical/laboratory visit. g) Completed evaluations, including all appropriate documentation, are to be submitted by evaluators to the Vice-President, Academic or the Vice-President, Community and Contract Services, no later than June 15 of each year. PROCEDURE d) The student questionnaire includes a standard College core of questions. Section I of the questionnaire is used for each evaluation. Sections I and II are used for the comprehensive evaluation. Faculty and Deans in departments or clusters of related programs may wish to add a section of program or cluster-specific questions. Individual faculty members or evaluators may also develop and add their own individual questions, with possible student input. 4.2 Questionnaire Results: Results based on questionnaire data will be generated by the Computer Centre, and sent directly to the evaluator and faculty member. Faculty members who wish to obtain their personal data on floppy disk in order to make optimal use of the CATS program features, may do so by requesting through their evaluator. 5. Self-Evaluation After receiving the results of students' and evaluators' feedback, faculty members will prepare a written response indicating the degree to which they feel their objectives have been met, and addressing any other aspects of the evaluation as desired. 79

85 6. Evaluation Report a) The faculty member and the evaluator will meet to review all input from the evaluation process, including the self-evaluation. b) Following this discussion, the evaluator will prepare a report, including professional development objectives and plans, to be signed by both parties. Faculty members may add comments if they wish. c) A signed copy of the report should be submitted to the Vice-President, Academic no later than June 15 of each year. The evaluator will forward a signed copy to the faculty member, and the Vice-President will forward a signed copy to the Human Resources Department to be retained as part of the faculty member's file. The Means for Ensuring the Currency of Faculty Knowledge in the Field Loyalist College has a strong commitment to professional development for staff, with a particular emphasis on professors. Professors are encouraged to participate in sabbaticals and professional development leaves as outlined in the policies below. The School of Business and Applied Arts has a high percentage of professors who seek out opportunities to participate in experiences relevant to their area of expertise. Professors, assisted by students in the School of Business and Applied Arts, have increasingly become involved in applied research funded by external organizations and government departments. As a result, Loyalist College has developed an Applied Research Protocol. See Appendix F. An Ethics Committee has also been developed to ensure research groups conducting applied research are adhering to ethical practice in their research strategies. A brief description of the types of professional development opportunities that Loyalist College has supported, 80

86 relevant to the sabbaticals/professional development leaves policies are outlined following the documented policies. LOYALIST COLLEGE POLICY & PROCEDURE SUBJECT: Sabbaticals/Professional Development Leaves NO: HR 231 DATED: 94/09/06 ISSUED BY: Vice President, Human Resources PAGE: 1 SUPERSEDES: PROCEDURE ATTACHED YES X NO POLICY The College is committed to encouraging and supporting sabbaticals/professional development leaves for academic renewal, research, retraining, and for other purposes which enhance the mission of the College. Semester and Year-Long Sabbaticals/Professional Development Leaves The policy on full-time semester and year-long sabbaticals/professional development leaves incorporates the terms of the relevant articles on professional development leave in the Collective Agreements between the Ontario Council of Regents for the Colleges of Applied Arts and Technology and the Ontario Public Service Employees Union (for Academic Employees, and for Support Staff) and the relevant article on professional development leave of the Terms and Conditions of Employment for Administrative Staff. These leaves will normally commence either January 1 or September 1, and terminate at the end of a semester or at a time mutually agreed upon by the applicant and the College. The approval of requests will be based on criteria which include but are not limited to the following: * the availability of a suitable replacement * enhancement of the employee's skill in the field of instruction or in the current work 81

87 assignment, or preparation for a future assignment * retraining or reskilling of an employee for an alternate career Short-Term and Part-Time Sabbaticals/Professional Development Leaves The College is also committed wherever economically viable, to encouraging and supporting short term and part-time sabbatical/professional development leaves for academic renewal, research, retraining, and for other purposes which enhance the mission of the College. In addition to the relevant articles mentioned above, the College encourages innovative and flexible approaches to the achievement of the above objectives. Where appropriate, the procedures identified in the collective agreements and/or the terms and conditions of employment for administrators will apply. In addition, short-term or part-time arrangements may be used when the terms and conditions can be mutually agreed upon by the applicant and the College. Leaves will commence and terminate in a manner that supports existing semester schedules, anticipates fluctuations in work flow and which minimally impact the learning environment and business of the College. Examples Of Human Studies Professors Remaining Current In The Field Secondments: 82

88 Two faculty members are seconded to work with First Nations Technical Institute for the purpose of designing and implementing a customized Social Services Worker Program that is learner-centred for aboriginal clientele. One faculty member was seconded to the Cuernavaca Centre of Intercultural Dialogue and Development (CCIDD) in Morelos, Mexico as Interim Director for a four-month period. During the secondment, responsibilities included: creating a strategic plan and striking an annual budget, overseeing the daily operation while 14 different American and Canadian College groups participated in examining cultural and local issues related to poverty, social justice, global economics, indigenous concerns, and racism. Several Loyalist faculty have been seconded to the Ministry of Training Colleges and Universities to provide their skills and expertise in the development of provincial program standards. Industry Attachment: Loyalist can offer numerous examples of faculty working with industry partners. For example, faculty typically spend at least part of sabbatical leaves working in industry or agencies. One Loyalist professor has been on professional leave with Procter and Gamble for two years, during which time she has gained invaluable skills in program management, human resource management, personnel issues related to operation and restructuring of business units. Her expertise would make a significant positive contribution to the business education components of the applied degree curriculum. Applied Research Projects: Over the past three years, the School of Business and Applied Arts has accessed over 83

89 $200,000. for applied research projects. The applied research is conducted by primary researchers in partnership with students, faculty, administrators, research-oriented agencies, and community groups related to the area of research investigation. Currently there are contracts with both the provincial and federal governments for applied research in infant attachment and staff development. Partnerships: Faculty worked with The Ahliyyah School for Girls in Amman, Jordan, over a three year period. A specialized program was designed for the manager of the kindergarten unit. It was delivered both on-site and through distance education modes. The Social Service Worker program has developed a community based delivery model to meet the needs of a number of agencies in our communities. Further Education: A full-time faculty member in the Applied Arts section of the School of Business and Applied Arts, is completing a Master s degree, another faculty is pursuing Doctoral studies, and three part-time faculty are participating in Master s degree studies. The Promotion Of Curricular And Instructional Innovation Loyalist College, through the Academic division has an annual budget to fund innovative projects. Program teams are encouraged to submit proposals outlining the objectives, outcomes, and relationship to their current practices. The Academic team review the proposals and fund those that are deemed most valuable. This new initiatives funding is one aspect of support for the college s policy on program and course development which follows. LOYALIST COLLEGE POLICY & PROCEDURE 84

90 SUBJECT: Course Development _ Proposals and Approval of Funds NO: ACAD 117 DATED: 85/12/20 ISSUED BY: Vice President, Academic PAGE: 1 SUPERSEDES: PROCEDURE ATTACHED YES X NO POLICY Funds may be approved for course development to staff members or a team of staff members, on the recommendation of the appropriate Dean and subject to the approval of the President's Committee. Procedure: There are two routes whereby funds may be approved for specific course development activities during the academic year. (a) Approval of funds for course development activities included in the approved Operating Budget. OR (b) Approval of funds for course development activities which were not included in the approved Operating Budget, but for which funds may be specially appropriated. In either case, approval of the Dean and of the President's Committee must be obtained before the actual course development can proceed. 8.6 Enrolment Projections and Staffing Implications 85

91 Staffing Requirements Projected Cumulative Enrollment Full-time Cumulative Enrollment Part-time Cumulative Full-time Faculty Equivalents (F.T.E) Cumulative Part-time Faculty Equivalents (F.T.E) Cumulative Technical Staff Assigned to Program (F.T.E.) Ratio of Full-time Students/ Full-time Faculty Year I Year Year Year Resources Library Resources An inventory of the library holdings was conducted in October 2001, to determine the collection relative to degree studies and specific to the Bachelor of Applied Arts in Human Services Management. The inventory represents the collection of published work between 1994 and 2001, as well as those defined as classics to the subject matter. The subjects inventoried were those that were reflective of applied degree studies in the following categories: adult education, business management, organizational management, community development, personal development, leadership, personnel management, families, culture, ethnicity and intercultural communication. Loyalist College has on-line access to library services. Inter-library loan services and web-based materials will be utilized with the applied degree program Library Resources 86

92 Library Resources Relevant to Applied Degree Program Area # of Holdings (print) relevant to the field of study # of Holdings (electronic) Current If Program Approved Main Campus Loyalist College, Belleville Multiple campuses Names/Locations Other: Names/Locations Not applicable Not applicable Not applicable Not applicable On-line Delivery Resources This section is not applicable at this time Computer Access Loyalist College has seven computer labs that are equipped with a variety of software packages to accommodate students and the IT requirements of their required program. Loyalist College also has a Computer Assisted Lab (CAL) that provides computer-based learning resources for students and acts as an incubator for newer technologies. At present, CAL has over 250 computer-aided learning packages that complement college programs, and the lab is staffed with individuals who are able to offer assistance and guidance as required. This centre is used by hundreds of students each year, independently or working with faculty members to support their IT and academic skills. Loyalist College has a strong commitment to provide access for students to learning technologies and IT skill development. Currently, the college s overall IT inventory includes 1 computer for every 2.5 full-time students. Loyalist s Superbuild project includes a significant expansion of our IT Learning Commons. 87

93 Year Number of Students (Cumulative) Number of computers available to applied degree students Number of Computers with internet access available to applied degree students Location of computers 1 Campus new for applied degree new for applied degree Main Campus See above 10 additional new See above 10 additional new See above 10 additional new See above 10 additional new Classroom Space Year Number of Students Cumulative Number of Classrooms Location of Classrooms 1 Campus Main Campus Laboratories/equipment (if applicable to the proposed program) This is not applicable to the Bachelor of Applied Arts in Human Services Management Resource Renewal and Upgrading Library Resources: Loyalist College intends to build the library collection to include a minimum of 1500 holdings in print and electronic format for the subject components of the applied degree program. This will be achieved over a five year period, with an investment of $60,

94 Loyalist s $5.7 million SuperBuild Project includes a state-of-the-art Information Resource Centre/Library. Computers and Computer Access: Loyalist College has over 1200 computers available for student use at this time. The applied degree budget will include adding up to 10 computers and software each year to the computer inventory, for use by students in the applied degree program. Classrooms: The combination of the present space utilized by the School of Access and Human Studies and the increased space that will be created by the Loyalist s Superbuild project will allow Loyalist College to assign classrooms for this applied degree. Laboratories/Equipment: This is not applicable for the applied degree. Labs will be conducted in classrooms or breakout rooms. 89

95 8.8 Support Services Support Service Tutoring Available to Applied Degree Students The Peer Tutoring Program involves meeting individually or in a small group with a Student Tutor. A counsellor matches tutors with students. Tutorial sessions are arranged to accommodate the student wishing support services. Academic Advising Career Counselling Personal Counselling Services for Students with Disabilities Placement Students are assigned an academic advisor, usually a member of full-time faculty. Academic advice is available as required throughout the academic program. Advisors and students meet at mid-term and at the conclusion of the academic year. A comprehensive counselling service is available. Counsellors administer tests for exploring career preferences, aptitudes, personality, and abilities. Professionally trained counsellors are available to help students with personal or social problems. The focus is to support the individual in effective problem-solving and decision making. The Student Office for Alternative Resources (SOAR) is a dedicated service supporting students with identified disabilities. A wide range of services are provided to students with varying disabilities. A state of the art adaptive computer lab staffed with a trained technician, allows students to develop independent skills which will translate into greater academic success and enhanced employment opportunities. Students are able to access interpreters, learning strategists, psychologist, counsellors and specialized tutors in order to ensure their learning needs are met in a comprehensive manner. Each post secondary program with a placement or internship has an process for identifying the process of securing placements that support the expected learning outcomes to be achieved. 90

96 Support Service Other (s) College Survival Skills Available to Applied Degree Students Consultation services are available to support learners in acquiring skills on topics such as: learning skills, time management skills, test-taking strategies, stress management, assertiveness and career planning and clarification. Aboriginal Resource Centre Writing Skills Centre English as a Second Language Courses LSAC (Loyalist Students Administrative Council) Orientation Programs Child Care Anderson Centre for Information Resources This centre was established to ensure appropriate support for Native students on campus. A Native Student Advisor is available to assist Native students with personal, academic, or employment counselling. This centre is available to all students throughout the academic year. It provides students with support and direction in effective writing. ESL is available by participating in scheduled courses or tutoring services. This council is designed to reflect the views of students and has representation on all of the college committees. Programs provide a one-to-three day orientation program. The Student Administrative Council provides activities intended to support the social interaction for new students. An on-campus child care facility is available for students and staff. Provincial/Municipal subsidies may be available to qualified families. This centre provides access to traditional print and video to CD-Rom, specialized on-line databases, and the Internet. Access to the Library Catalogue and On-Line Databases are available from inside the college or from home. 91

97 Support Service Employment and Career Services Available to Applied Degree Students This centre assists students, graduates and alumni in obtaining part-time, full-time, contract and summer employment. Resume writing, job search techniques, community resources, and interview strategy support services are available. Employers may submit job postings to Employment and Career Services. These postings are circulated to targeted groups using the internet, , fax, and telephone. They are also posted on the website. An annual Career Fair is held each February, with over 100 employers from around the province attending. Students may meet with employers during the fair, or submit their resumes for consideration. CAL This centre offers a variety of computer assisted learning options. Support staff is available to assist in utilizing the programs available. The computer assisted learning may be a requirement for a particular course or of interest to the student. 92

98 8.9 Financial Planning See Appendix H for additional details 93

99 9.0 Standard 5 - Economic Need 9.1 Economic Need The Type(s) of Job (s) that will be Available to Graduates Holding an Applied Degree in this Proposed Area of Study The 40 Human Service agency employers surveyed to date identified that in today s work environment, there is a strong need to integrate advanced vocational skills with management and leadership abilities. There is a need for managers of human service agencies to have a combination of management processes and leadership skills. This is an essential change necessary to ensure that empowerment of employees, innovation, and development of people and resources occur. The employers surveyed indicated they are attracted to the proposed applied degree described, because of its unique blend of theoretical knowledge and skills that are transferable to the workplace. They maintain that if the stated learning outcomes can be achieved, that they will hire graduates. The Bachelor of Applied Arts in Human Services Management will prepare graduates for leadership positions in the Human Service Sector including: family resource centres, group homes, early intervention and family support programs, residential and community service agencies, demonstration sites, child protection agencies, government departments and related programs and facilities. The combination of the applied degree and work experience contributes to individuals obtaining skills necessary for leadership roles, middle and senior management level positions, and opportunity to revise and influence the development of human service policy. 94

100 The New Job/Positions Created by this Program The nature of the human service field, limits the creation of new job categories because of the relationship of government funding for services. There is however, a need for human service agencies to attract individuals with leadership and innovation skills that support the development and management of human service programs. The preparation of Bachelor of Applied Arts in Human Services Management graduates is timely for human service and government agencies who are changing from a hierarchical management system to that of self-directed work teams. The increase in the demand for children s services and services for aging citizens, increases the numbers of human service personnel required in communities. The Credentials of People now Holding the Job Employers surveyed for this proposal indicated that one of the common practices in the human service sector is that often, individuals move from front line positions into supervisory positions or management positions without the theoretical information or application experiences necessary to be an effective leader. These individuals often come from programs where the focus is the delivery of person-centred programming. The principles of leadership and management skills are learned on-the-job over long periods of time. This is further articulated by national studies and employer comments. An overview follows: The study, You Bet I Care (1999), findings concluded that Only 27.7% of [child care] directors had any training or education in business administration or the management of a child care centre. Yet 68.% of directors indicated that specific course work in administration should be a prerequisite for the position (XV11). Only one-fifth of the directors (20.2%) had an ECE related BA degree, the level of education recommended for directors by the National 95

101 Association for the Education of Young Children (NAEYC). The findings also indicate that the educational achievement for early childhood education directors in Ontario generally ranks below the national average of trained staff at the three year college credential, post certificate and BA or higher degree. The Executive Director of the Campbellford & District Association for Community Living indicated that at present, individuals holding management positions are required to participate in a five day intensive management training program, followed by on-going in-service and professional development opportunities when available. He indicated, because there is no specialized educational program for individuals moving into management positions, that the learning curve can take six to 16 months for the individual and the organization. This is costly both from a financial and human resource perspective. The Executive Director of Children s Aid for Hastings and Prince Edward County (employing over 90 social service professionals) indicates that he recruits staff from British Columbia and New Brunswick so that he can acquire staff with a combination of social service education and management education. He believes the proposed program will allow his agency to acquire staff from Eastern Ontario and that the staff will be better prepared to be leaders in multi-service agencies, and have transferrable skills for both internal and external career enhancing positions. The Chief Operating Officer of PLASP Child Care Services indicates that her organization is in need of program coordinators who have a combination of Early Childhood Education, and leadership strategies. At present, the organization has a training program for managers, but, she maintains that the piecemeal approach to this training reduces the impact of effectiveness compared to an applied degree learning experience. She suggests that a 96

102 specialized program such as the Bachelor of Applied Arts in Human Services Management will be more cost effective to social service agencies, and ultimately transfer quality service to children, families and communities. The Executive Director of Central Frontenac Community Services indicated that multiservice agencies are now requiring human resource managers to support volunteers. She also identified the increasing need for travelling managers who will work with individuals and groups offering human services in a variety of community settings. The proposed applied degree credential will create mobility options within the organization, thus empowering individuals in the lifelong learning process. The Executive Director of The Association of Day Care Operators of Ontario indicates that this applied degree will provide a much needed avenue for individuals to gain the academic and applied skills necessary to manage a variety of family-centred and specialized children s programs. The availability of post-secondary education beyond the diploma level in human services is limited in Canada, yet employers indicate there is a need for employees to have a business and management skill-set relevant to human services. This applied degree will support this identified need. How the Changing Needs of Employers/Community and the Insufficiencies in Current Training Led to the Submission of an Applied Degree Program The human services field encompasses programs and services that promote the social well-being of individuals across the life span. Programs and services may occur in settings such as child care centres, group homes, school settings, Children s Aid societies, hospitals, senior citizen complexes, community agencies, and in government and non-government sectors. 97

103 In addition to the needs assessment conducted with employers, Loyalist College examined four studies conducted between 1999 and 200. The findings of these studies, coupled with the results of the needs assessment, reinforce the benefits of the development of a Bachelor of Applied Human Services Management degree. The Collaborating for Innovation (2000), Work-Life Compendium (2001) and Early Years (1999) studies lay the foundation for this proposed applied degree. Specific data have been extrapolated from the You Bet I Care (1999) study that describes the the immediate need for a Bachelor of Applied Arts in Human Services Management degree to be established. Mustard and McCain (1999) indicate in their study Reversing the Real Brain Drain - Early Years Study that the rapid increase of women s participation in the labour force is producing continuing pressure to shift social and economic policies. Attitudes and institutional structures have not caught up to the full implication of the changes. Our investments and policies were designed for the older concept of male breadwinner and female homemaker and child care giver. Our institutions and policies have to change to meet the new reality; human services are essential across the province of Ontario. This change will occur by educational institutions conducting needs assessments, projecting future trends and exhibiting leadership skills necessary to prepare the work force for the changing market place. This notion is supported by through formalized studies, surveys, and employer discussion groups. In the Work-Life Compendium 2001 study, authors Johnson, Lero, and Rooney (2001) identify that the labour force is aging. Consequently, it is predicted that labour shortages will occur in a wide range of occupations including the health, teaching and public service sectors. Recognizing that generally, employees in the human service fields are employed under the umbrella of health, education and public service, one can assume these shortages identified will 98

104 have a direct impact on programs designed to support individuals across the lifespan. In preparation for the projected shortages, employers are being advised that the workplace will become increasingly competitive. In order to maintain or attract employees, authors Johnson, Lero and Rooney (2001) predict by 2010 that employers who provide flexibility, balance, and opportunities for continuous learning and development will have a strategic advantage in a tight labour market, and will make an important contribution to the wellbeing of employees, families and communities (p. 8). This reinforces the need for employers to ensure that human resources policies include lifelong learning opportunities as a standard employee benefit. Promoting lifelong learning opportunities in communities is of particular importance to the current workforce. Recognizing the importance of educational laddering, employers indicate they need opportunities for their employees to have access to a higher level learning that supports the development of the individual and they indicate this can best be achieved when there is access to advanced education within an individual s community. The Work-Life Compendium 2001 authors note that one of the key components that promote both an effective employee performance and a healthy work-life balance is the career planning and skills development (p. 59). This is supported by the Conference Board of Canada. Their research indicates that Nearly half (48 per cent) of the respondents believed that retaining key employees is more difficult today than three years ago (p. 10). The respondents indicated that staff development is essential if organizations are going to be effective in maintaining staff and the economic base that supports the organization. The Conference Board of Canada (2000), report further suggests that in order to increase our skilled workforce so that a strong economic base is maintained, educational 99

105 institutes must become adept at helping to create positive attitudes to change, risk taking and lifelong learning. This will ensure that Canada has the necessary workforce for innovation (p. vi). Loyalist College examined the needs assessment data, reviewed the four national studies, and obtained requests for the applied degree from employers and potential students, and determined the need for a Bachelor of Applied Arts in Human Service Management. This is reinforced when we look at the national demographic profile of child care directors as an example. 57.2% of the present directors are over the ages of 40, with 13.8 being over 50 years of age. Couple this with 48.4% of directors being in the field for over 15 years, and one can predict that over the next five to seven years there will be a large turnover in administrators. Associations, employers, and Boards of Directors are indicating the need for new administrators to have specialized training. Therefore, the time is right for Loyalist College to exhibit leadership by establishing the proposed applied degree. How the Proposed Program Closes the Gap in Labour Force Skills The proposed applied degree has been developed in partnership with various stakeholders. These stakeholders have identified the need for the degree, and the curriculum streams necessary to meet the needs of the human service marketplace. The employers suggest that by establishing this proposed applied degree that they will be able to hire individuals from the community with the skill set necessary to perform the leadership roles in their organizations. They identify that this will provide advancement mobility within organizations, it will increase stability for organizations, and it will reduce recruitment costs. It allows employers to promote lifelong learning so that their workforce has the knowledge, skills and expertise reflective of the human service field. 100

106 The employers surveyed say they need this proposed applied degree in order to meet their future human resources needs. Data collected directly represents a sampling of 40 employers, but, one can assume this identified need is consistent across human service agencies in Ontario. By extrapolation of data acquired, it is clear that all graduates will be employed. See references at the end of the proposal submission. 101

107 9.3 Student Interest/Potential Pool of Candidates Evidence of support/interest from students; Between September 2001 and November 2001, 187 students in the Early Childhood Education, Developmental Services Worker and Social Service Worker diploma programs were surveyed to determine their interest in furthering their education through the proposed applied degree program. One hundred and three students or 55% indicated their interest in completing the applied degree. Since January, 2002, fifteen potential students have contacted Loyalist College either by telephone, or mail to inquire about the status of the applied degree program. Evidence of Requests for the Program; To date, Loyalist College has not marketed the proposed applied degree in Human Service Management. Nevertheless over 50 telephone calls have been fielded from front line workers and administrators from a variety of human service agencies who have contacted the College to inquire about the applied degree. Twenty Early Childhood Education students in the distance education delivery responded positively to the survey conducted to determine program interest. Fifty seven recent graduates of the Developmental Services Worker, Early Childhood Education, and Social Service Worker programs, expressed, through a telephone interview, an interest in enrolling in the proposed program. The employers submitting letters of support each indicated that a number of their staff are interested in pursuing this applied degree program. 102

108 Summary Of Any Surveys Of Students Conducted By The College Or Other Organization Loyalist College designed a questionnaire that was distributed to full-time, part-time and distance education students in the Developmental Service Worker, Early Childhood Education and Social Service Worker Programs. One hundred and three students or 55 % of the responded indicated their interest in pursing the applied degree. Other Evidence Of Student Interest Loyalist College made presentations at eleven human service agencies. Twenty nine staff from twelve agencies expressed an interest in pursing the applied degree at their local community college. 103

109 Bachelor of Applied Arts in Human Service Management Degree Questionnaire - Employers Questionnaire 1. Please outline your organization s primary activities and staff complement. 2. Have you employed graduates of the Human Service Programs at Loyalist College in the last 1-3 years? Yes No 3. If staff at your facility were interested in furthering their education, would you encourage he/she to pursue a Bachelor of Applied Arts in Human Services Management degree as a preferred option? Yes No 4. If Loyalist College was to produce graduates with a Bachelor of Applied Arts in Human Service Management degree, with the skills and knowledge outlined, would you be prepared to hire them? 104

110 Yes No 5. Would you like to be put on our mailing list for further information about this applied degree? Yes No Address: 105

111 Bachelor of Applied Arts In Human Service Management Questionnaire Questionnaire - Students 1. Are you planning to pursue studies at a community college or university upon completion of your current studies? Yes No Full-time Part-time College University 2. If you are planning to pursue further studies, are you considering a similar field of study? Yes I am considering studies in