National Standard for Post-Secondary Environmental Programs

Transcription

1 National Standard for Post-Secondary Environmental Programs Requirement for post-secondary institutions for use in accreditation or other forms of recognition Version 1.5 February 2011

2 CONTENTS INTRODUCTION SCOPE NORMATIVE REFERENCES TERMS AND DEFINITIONS PRINCIPLES General Protect the Public Interest Quality Assurance Quality Enhancement Accountability GENERAL REQUIREMENTS Institutional Requirements Program Requirements ENVIRONMENTAL PROGRAM DEVELOPMENT AND MAINTENANCE Program Goals and Outcomes Curriculum Development ENVIRONMENTAL PROGRAM CURRICULUM Environmental Competency Outcomes Transferable Competency Outcomes FACULTY COMPLEMENT General Competencies Program Leadership and Support Faculty Engagement Performance Management ADMISSIONS General Publications and Finances Selection STUDENT SERVICES General Student Engagement INSTITUTION FACILITIES AND LEARNING RESOURCES General Facilities Library Services and Information Resources PROGRAM FINANCIAL RESOURCES Sufficiency of Resources Financial Management SCHOLARLY ACTIVITY General Scholarly Activity Support Page 2

3 INTRODUCTION ECO Canada established a standing committee of its Board in 2009; the Canadian Environmental Accreditation Commission (CEAC or the Commission). It is the Commission s role to oversee the accreditation of environmental programs offered by post-secondary learning institutions in Canada using this National Standard for Post-Secondary Environmental Programs. The accreditation of post-secondary environmental programs is voluntary, and is intended to enhance the quality of environmental programs across Canada. The environmental profession, inclusive of industry, government, and academia, expects its members to be competent in their areas of specialization and to understand the impact of the environment on society. Accredited programs prepare students for their area of specialization and contribute to the development of responsible environmental professionals. The accreditation standards reinforce the quality of the students, academic and support staff, educational facilities, and curricula. The accreditation criteria are intended to: provide a broad base to identify acceptable environmental programs; provide sufficient freedom to accommodate innovation in education; allow adaptation to different regional factors; and permit the expression of the individual institution s qualities, ideals, and educational objectives. The standards and accreditation process are intended to provide quality assurance and support the continuous improvement of environmental education. 1 SCOPE This national standard specifies the principles and requirements that post-secondary institutions must address when delivering accredited environmental programs. 2 NORMATIVE REFERENCES The following documents are crucial for the application of this document: Curriculum Standards for Environmental Diploma Programs Curriculum Standards for Environmental Science Degree Programs Environmental Competency Outcomes New documents may be referenced in this national standard when they are developed. All updates will be made available through the ECO Canada website: Page 3

4 3 TERMS AND DEFINITIONS The following is an alphabetical listing of the key terms used in this document. The applicable definition accompanies each term. Academic Calendar A book of rules, regulations, policies, programs, and courses offered at a specific post-secondary education institution. These books are sometimes referred to as catalogues, calendars, or student handbooks. Education Credentials Documented evidence of learning based on completion of a recognized program of study, training, work experience, and/or prior learning assessment. Degrees, diplomas, and certificates are examples of educational credentials. Education Institutions Institutions, whether public or private, that have been authorization from the appropriate provincial/territorial/ national agencies to grant education credentials. This can include: universities, colleges, collèges d'enseignement général et professionnel (colleges of general and vocational education), and other technical institutions. Environmental Competency Outcomes A measurable skill or set of skills, level of knowledge, and behavioural practices obtained through formal, non-formal, or informal learning. The ability to perform occupation-specific tasks and duties. Environmental Employment The stewardship of natural capital in the performance of activities that seek to manage the sustainable use of natural and synthetic resources; avoids or minimizes negative impacts; and maintains or restores the ecological integrity of a natural environment. These activities relate to the planning and management of environmental activities, the supply of environmental products and services, and the development and dissemination of environmental knowledge. Employment can be in academia, government, or profit/not-for-profit industry organizations. Environmental Professional All individuals actively engaged/employment in the environmental field. These individuals can work in: environmental protection, including air and water quality, site assessment and reclamation, waste management, and health and safety; resource management, including energy, fisheries and wildlife, and natural resource management; environmental sustainability, including education and training, research and development, policy and legislation, communications and public awareness; and environmental management. Page 4

5 Environmental Programs Post-secondary education environmental programs are programs that: are at least one academic year in length and are consistent with similar programs and requirements specified in the relevant curriculum standards (see section on Normative References); award a certificate, diploma, advanced diploma, graduate certificate, applied degree, baccalaureate degree, or post-graduate degree; and provide appropriate balance of theoretical instruction and related experience in the application of practical knowledge and skills consistent with Bloom s Taxonomy and the Environmental Competency Outcomes (see Normative References section). Environmental Program Manager The individual(s) in a full-time or joint full-time administrative or academic position with defined leadership and management responsibilities for the environmental program (e.g., dean, director, program coordinator, or chair). Faculty This term refers to the full-time and non full-time employees, or contractors, who teach courses or have field/laboratory assignments. As used in this manual, faculty does not include administrators, counsellors, and other non-teaching employees or contractors who have faculty status. Full-time faculty members are those whose major responsibility is teaching, although a portion of their assignments may be performing research, service, or academic administration. Non full-time or adjunct faculty are those whose major responsibilities are not related to the program, but who customarily teach one or two classes or have a small number of lab/field work assignments. Joint Faculty Faculty members who are full-time, but have responsibilities in two or more other program areas. Program Faculty Faculty members who are engaged in the delivery of courses within the environmental program. Formative Evaluation Evaluations that are undertaken to provide feedback on performance. These evaluations are informal and are outside the grading for credit process. Since knowledge of results is essential to learning, contemporary educational philosophy stresses the importance to student learning by using ongoing, informal, non-credit feedback. Formative evaluations help students achieve learning objectives and are associated with the student s journey as a learner. Instructional Methodology The approach taken to presenting didactic/theoretical and experiential course components to students. Learning Outcome A statement that identifies what a learner is expected to know, understand, or can do as a result of successfully completing the learning process. Page 5

6 Program Goal A statement that defines an environmental program s mission, goals and/or plans; it states the aims of the program and what it seeks to accomplish in terms of its own advancement and that of its students, environmental education, environmental sector, and public welfare. The statement as a whole serves as a guide for decisions about such matters as course offerings, budget allocations, admission policies, graduation requirements, faculty selection, and capital improvements. Program Outcomes Statements that describe what students and graduates are expected to know and be able to do upon graduation. They relate to the skills, knowledge, and behaviors that students acquire throughout the program. These measures may include grades, grade-point averages, student theses or portfolios, completion rates, results of licensing examinations, student evaluations, and graduate surveys. Scholarly Activity The application of systematic approaches to the development of knowledge through intellectual inquiry and scholarly communication. It includes research, the dissemination of knowledge through such means as publications and presentations, or to others such as policy makers, decision makers and the public, and the application of new knowledge in professional practice and student learning. Summative Evaluation Periodic formal evaluation undertaken to confirm and record the degree of success a student has achieved with respect to specific learning and trends or patterns of performance. It sums up the student s progress and results in a grade or credit in the program. Summative evaluations are associated with the student s arrival at a destination. Interpretive Guidance The term shall is used in this document to indicate those provisions that are mandatory. The term should is used in this document to indicate recognized means of meeting the requirements of the standard. These are not mandatory, but rather provide good practice guidance in support of continuous improvement. 4 PRINCIPLES 4.1 General This national standard cannot anticipate all possible learning situations. Therefore, the following principles provide additional guidance in assessing unanticipated situations. Principles are not mandatory requirements. The accreditation process provides quality assurance for environmental education programs and ensures programs reflect a culture of continuous quality enhancement. 4.2 Protect the Public Interest Accreditation standards provide assurance to Canada s public that accredited environmental education providers are committed to high program standards and academic quality. Page 6

7 4.3 Quality Assurance Accreditation ensures that Canada s accredited environmental education providers are committed to academic quality and reflect the profession s standards of practice and ethical standards. 4.4 Quality Enhancement Accreditation ensures that Canada s accredited environmental programs are current and committed to ongoing improvement. It ensures that programs reflect the evolution of professional knowledge and prepares environmental professionals for the diverse needs of industry, government, and academia. 4.5 Accountability Accreditation ensures environmental programs are accountable to society, the environmental profession and industry, government, and academia to deliver high-quality academic programs. 5 GENERAL REQUIREMENTS 5.1 Institutional Requirements Environmental programs shall be located at public or private institutions that have the following. a) Authorization from an appropriate provincial/territorial/national agency to grant education credentials. b) A formally constituted and effective governing board. Board responsibilities shall include ensuring the: i. quality and integrity of the institution, ii. adequacy of financial resources supporting the institution, and iii. approval of strategic and financial plans, annual budgets, and fiscal audits. c) Have its financial records audited annually by an external and independent certified public or chartered accountant or by an authorized provincial auditing agency. The audit report shall include an opinion on the financial statement as to the fiscal integrity of the institution. d) Policies and practices consistent with the Canadian Occupational Health and Safety Standards, as well as human rights and immigration policies when dealing with students, staff, and faculty. e) Administration policies that specify student characteristics and qualifications appropriate for environmental education. 5.2 Program Requirements The environmental program shall be: a) managed by a full-time, or joint full-time, administrative or academic position (e.g., dean/director/program chair/vp academic/coordinator); and b) in a position within the administrative structure of the institution that is consistent with comparable programs offered by the institution. Page 7

8 6 ENVIRONMENTAL PROGRAM DEVELOPMENT AND MAINTENANCE 6.1 Program Goals and Outcomes An environmental program shall have documented goals and outcomes. An environmental program s goals should provide a foundation for the programs a) activities; b) services; c) policies; d) academic goals, which are reasonable and attainable; e) strategic planning; f) curriculum; g) allocation of resources; h) evaluation of performance and effectiveness; and i) program outcomes. An environmental program s goals should align with the institution s current mission statement and strategic plan Environmental Relevance of Program Goals and Outcomes An environmental program shall demonstrate that the program s goals and outcomes are appropriate as: a) an environmentally focused academic program; or b) an environmental program focused on the preparation and training of graduates for environmental employment Goal and Outcome Development and Maintenance The environmental program s goals and outcomes shall be developed in a collaborative process with representatives from the program s administration, faculty, students, and/or industry. Environmental programs shall have a process for reviewing and revising program goals and outcomes in a collaborative process. Representatives from the program s administration, faculty, students, and industry should be involved in the process. 6.2 Curriculum Development Curriculum Documentation The environmental program s curriculum shall be clearly and accurately described in all published materials. A syllabus shall be prepared for each course or major unit of instruction, be maintained in the program s curriculum files, and be distributed to each student in the course. The syllabus shall contain the following, or equivalent information, as defined by institutional policy. Page 8

9 a) The purpose of the course. b) The learning outcomes of the course. c) A list of the educational competencies/learning outcomes to be attained. d) An outline of the content of the course and laboratory instruction in enough detail to permit the student to understand the full scope of the program. e) The method(s) of instruction and assessment. f) The requirements of the course with important dates (e.g., papers, projects, and examinations). g) The grading system that will be used. h) The required and recommended reading for the program Instructional Methodology The environmental programs curriculum and methodology shall achieve the following. a) Ensure that all students have access to adequate learning opportunities for each component of the program. Where applicable, academic and lab/field/work experiences will be carefully coordinated, interwoven and integrated, and be mutually reinforcing. b) Support the program s goals and outcomes. c) Utilize formative and summative evaluation processes to evaluate student learning. Evaluations should occur early enough in the program to allow time for students to seek remedial options, if required Curriculum Review The environmental program shall establish a formal curriculum review process and committee that will: a) review, evaluate, and revise the content and instructional methodology of the program; b) review required competencies, expected outcomes, and supporting academic and lab/field experiences; and c) review and assess findings identified by the programs or institutions outcomes assessment processes. 7 ENVIRONMENTAL PROGRAM CURRICULUM The Normative References section of this national standard provides specific requirements for environmental program curriculum. Environmental programs must demonstrate conformance to the curriculum standards that are used for accreditation. 7.1 Environmental Competency Outcomes The environmental program curriculum shall support the preparation of graduates for employment or further studies within industry, government, or academia; and establish and maintain processes to monitor their success. Environmental competency outcome areas for environmental programs include: a) Environmental Impact Assessment b) Site Assessment (Remediation, Restoration, and Reclamation) Page 9

10 c) Regulatory and Enforcement d) Pollution Prevention, Abatement, and Control e) Climate Change f) Waste Management g) Water Quality Management h) Environmental Sampling and Analytical Work i) Policy Development and Planning j) Planning, Monitoring, and Reporting for Sustainability k) Corporate Environmental Program Planning and Implementation l) Environmental Health and Safety m) Natural Resources Planning and Management n) Environmental Education and Training o) Environmental Research p) Environmental Business, Technology, and Product Development q) Environmental Communications and Public Awareness. See Normative Reference: Environmental Competency Outcomes for additional details. 7.2 Transferable Competency Outcomes The environmental program curriculum shall provide opportunities to develop transferable competency outcomes, including: a) Professional Ethics and Work Style b) Learning and Creativity c) Communicating Effectively d) Collaboration e) Critical Thinking/Judgement f) Planning and Organizing Work and Projects g) Leading/Influencing Others h) Business Acumen. 8 FACULTY COMPLEMENT 8.1 General The environmental program faculty is central to the program s ability to produce graduates that are capable of integrating environmental principles, philosophy, and theory into environmental practice. The environmental program shall employ or have access to a sufficient number of personnel (including faculty, administrative, and technical support) to provide: a) adequate faculty-student ratios and interaction, b) appropriate balance of full-time and non-full-time faculty members, c) overall composition and combined experience for full coverage of the program curriculum and field experiences, and d) course continuity. Page 10

11 Environmental programs shall establish and maintain a procedure to review and evaluate faculty and staff composition against the above criteria. 8.2 Competencies For the teaching positions in the environmental program, faculty members shall have the appropriate: a) education; b) professional credentials; c) work, field, and/or research experience; and d) skills in teaching and learning methodologies (including assessment methodologies, communication skills, and technologically current knowledge). 8.3 Program Leadership and Support The environmental program shall have a full-time (or joint full-time) faculty member with defined leadership responsibilities. Environmental programs should also develop leadership skills in others to ensure that the program s survival does not become dependent on one individual. A reasonably stable core group of full-time or joint full-time faculty with a primary commitment to the program and/or institution should be maintained to provide for coherent academic planning, coordination of instruction, and curriculum development. 8.4 Faculty Engagement Environmental program faculty shall have an appropriate role in the development of the program s curriculum and academic policies. The environmental program shall establish and maintain structures and mechanisms to facilitate open communication among program faculty members and between program faculty and administration. This should include opportunities to discuss: a) the environmental program, b) the curriculum, and c) current environmental issues. 8.5 Performance Management The environmental program shall establish and maintain performance evaluation procedures and professional development policies. Professional development shall enhance faculty members skills and leadership abilities and their effectiveness in meeting the program goals. There should be evidence of reasonable support for such efforts, such as funding for professional development activities, study leave, facilitation of secondments, sabbaticals, and so forth. Page 11

12 9 ADMISSIONS 9.1 General An institution s admission policies and procedures shall: a) involve planning and periodic reviews to ensure its adequately serving the needs and interests of the students, faculty, and program; and b) be clearly stated in institutional publications. Environmental programs shall adhere to an institution s published admissions policies. Recruitment materials and representations made to prospective students shall be clear and accurate. 9.2 Publications and Finances The environmental program shall make available to students and to the general public a calendar that specifies: a) program goals; b) admissions requirements and procedures; c) opportunities for financial or other student services; and d) policies and procedures applicable to, or of special interest to, students. Prospective and current students should also receive information regarding the program s expected costs including field experiences, living expenses, lab fees, and educational fees. Opportunities and requirements for financial aid prior to admission into a program should also be available to students. 9.3 Selection Selection of students for the environmental program shall be: a) based on specific, approved, and published selection criteria; and b) consistent with the available resources at the institution (i.e., physical facilities, laboratories, opportunities for co-op and field placement, faculty members, and technical support staff). The selection criteria should reflect the program s goals and clearly specify educational pre-requisites, as well as outline the minimum qualifications of an applicant that the program considers necessary for academic and professional success. 10 STUDENT SERVICES 10.1 General Environmental programs shall provide timely access to personal, academic, and career counselling services to students. Academic counselling services shall be tied in with the program and reinforce the efforts of faculty members, program administration, and student affairs officers. Career counselling services should assist students in finding environmental work experience and employment. Page 12

13 NOTE: Student services are designed to promote student success, engagement, retention, professional growth, and the transition to the workplace or further education. In addition, they promote equitable treatment of individuals regardless of race, gender, age, ethnicity, sexual orientation, socio-economic status, and physical challenges Student Engagement The environmental program shall establish and maintain a process for systematically obtaining student views and input into institutional and program planning. This should include provisions for student evaluations of courses and faculty and for representation on student councils and advisory committees. 11 INSTITUTION FACILITIES AND LEARNING RESOURCES 11.1 General Facilities The environmental programs physical facilities and equipment shall be as follows. a) Appropriate for the delivery of the program in support of the program goals and student achievement of the program goals. b) Sufficient in relation to student enrolment and not be adversely affected by the demands of other programs using the same facilities and equipment. c) Securely committed to the program, whether within or external to, the program. d) Where facilities external to the institution are used, have affiliation agreements that provide for sufficient notice of termination to allow reasonable time for the program to make alternative arrangements. The institution shall have procedures for the maintenance or replacement of laboratory and field equipment, software, hardware, supplies, teaching aids, and reference materials Library Services and Information Resources Professionally administered resource centre(s) shall: a) be available and accessible to students and faculty during and outside scheduled hours of instruction; b) include electronic equipment, networked computers, software, and supporting subscriptions adequate to support faculty scholarly activity and essential student research and learning; c) include quiet individual work areas in convenient proximity to the resources; d) contain sufficient resources assigned/available to students/faculty in the environmental program; e) be supportive and responsive to the research and teaching activities of the program; and f) be responsive to the changing roles and services in an evolving technological environment. Staff in the Resource Centre(s) shall possess appropriate training, experience, and qualifications to perform professional and technical operations in managing resources and services. The resource centre(s) should have established processes for evaluating the adequacy and use of its resources. Page 13

14 12 PROGRAM FINANCIAL RESOURCES 12.1 Sufficiency of Resources The institution offering the program shall provide adequate financial resources to support the program. Actions in response to financial pressures shall not compromise the quality of the program, or result in having more students enrolled in the program than the total resources can reasonably accommodate Financial Management The program shall have sufficient input and control into financial and strategic planning to ensure that its current and future needs are met and sustained over its lifetime. The program s annual budget process (including how resources are allocated) shall be clearly defined and consistently implemented. The program shall have a process to review its current operating budget. 13 SCHOLARLY ACTIVITY 13.1 General The program and/or faculty should demonstrate an appropriate commitment to scholarly activity that is consistent with the goals of the program Scholarly Activity Support In support of scholarly activities, institutions should: a) Provide, secure, or arrange adequate funding, facilities, information technology, equipment, staff, library, and other resources. b) Demonstrate a commitment in such areas as: i. the teaching load and assignment of full-time faculty responsibilities, ii. support for seeking external funding, iii. opportunities for faculty leave to conduct and participate in appropriate scholarly activity programs, and iv. professional development opportunities to increase scholarly activity capabilities. c) Facilitate opportunities for interested faculty and students to participate in scholarly activities. d) Use scholarly activities to enhance the quality of the program and student learning experiences. Page 14