18-month follow-up report to the program quality assurance

18-MONTH FOLLOW-UP REPORT TO THE PROGRAM QUALITY ASSURANCE PROCESS AUDIT FINAL REPORT Submitted to: Ontario College Quality Assurance Service Submitted by: Mohawk College Date: December 21, 2010

Mohawk College – 18-Month PQAPA Report Page 1

INTRODUCTION

Mohawk College expresses appreciation to the Ontario College Quality Assurance Service (OCQAS) for the opportunity to take part in the Program Quality Assurance Process Audit in March, 2009. The audit served as a catalyst to allow us to refine and meet our goals for quality improvement. As a result of the comprehensive preparation strategies completed by Mohawk College, the on-campus audit itself, and the Final Report, our awareness of and commitment to program quality has been greatly heightened. Quality processes are taking an ever-increasing place of importance as we build upon the quality framework articulated in our self-study.

REPORT ON AUDIT COMMENDATIONS

Mohawk College is proud to report that the commendations cited below, which the Audit Team identified as a demonstration of exemplary practice and leadership in the field of quality assurance and improvement, continue to play a prominent role in our quality efforts.

“Centre for Teaching, Learning and Research: A resource serving staff on a college-wide basis including Curriculum Development (Program and Curriculum Renewal, Program Mapping, etc.), Faculty/Teaching and Learning Professional Development (group and individual activities), E-Learning, Staff Professional Development and Applied and Institutional Research. “

Post-Audit Action: Staff in the Centre for Teaching and Learning, which includes the above-mentioned areas as well as Library and Quality services, continues to focus their efforts on developing and implementing programs and services aligned with the College’s three strategic priorities of Quality, Innovation and Sustainability. A recent full-day retreat identified several opportunities which will be explored, evaluated and developed appropriately in the 2011 to build further capacity to serve faculty and students in a quality fashion.

“Learning Excellence Project: This project focused on the development of a program map and the on-line course outline repository (CORE) for all postsecondary programs balancing standards, accreditation, outcomes, key performance indicators feedback, program hours and financial resources; the development of curriculum expertise to support course and program quality was also the focus of this project.” Post-Audit Action: We are currently pursuing upgrades to the system to ensure its sustainability.


“Mohawk College Program Review Process Chart: A multi-coloured chart that summarizes the four stages of Program Review at Mohawk including Curriculum Development, Environmental Scan, Program Assessment, Report Summary; team members felt the chart represented an excellent visual aid for a complex process that could, otherwise, be overwhelming to staff members.” Post-Audit Action: Our Program Review Team continues to use the process depicted in the chart to facilitate program improvements.

“Curriculum Development Team: The College has put together an impressive New Program Development process that combines the skills of subject and curriculum design experts; a detailed guide outlines an eight-step process that begins with the development of “Program Concept Reports” and ends with “Finalize Marketing Strategy and Program Launch”. Mohawk reviews the New Program Development process on a regular basis for continuous improvement.” Post-Audit Action: We have added a “Statement of Interest” phase to the beginning of the process, and developed and implemented workshops to support Associate Deans and faculty members in the preparation of new programs.

“Mohawk-McMaster Collaborative Programs: As indicated in Part I, Section, B, Mohawk developed its Mohawk-McMaster Institute for Applied Health Sciences as a center for a number of certificate, diploma, graduate certificate and collaborative degree programs. Two of these programs, Medical Radiation Sciences and Nursing, are offered as joint diploma/degree and degree programs respectively, through a collaborative arrangement between the College and McMaster University. There was every indication from both Mohawk and McMaster staff that the collaborative processes are working extremely well from all perspectives – program, staffing, facilities and administration.”

Post-Audit Action: The Medical Radiation Sciences Collaborative programs consistently score above the provincial and Mohawk averages in most KPI indicators, including Student Satisfaction, Graduate Satisfaction, Graduation Rate, and Employer Satisfaction. Although these programs don’t qualify for the Provincial KPI surveys, they are completed with the same external Consultants that MTCU uses at Mohawk’s cost as a requirement for accreditation. In addition, in 2009-10 the Medical Radiation Sciences programs ranked in the top 10 programs for Mohawk’s Program Performance Indicators Report. The Collaborative Nursing programs consistently score above the provincial and Mohawk averages for the Student Satisfaction KPI Survey. Although these programs qualify for the Student KPI Survey do to an agreement between the colleges and MTCU, they do not for the Graduate and Employer Satisfaction KPI Surveys and are currently not surveyed at Mohawk. As a result, the Collaborative


Nursing programs do not receive a complete Mohawk Program Performance Indicators Report since they are missing two of the five indicators, but for those indicators that they have results they do well.

“Gap Analysis and Work Plan: A key outcome of the PQAPA process at Mohawk was the preparation of a “Gap Report” outlining 15 areas requiring further work, identified either as requiring “Quick Fixes” or a “Work Plan” for resolution. The College is to be commended for being clear and open in identifying the gaps and, further, commended for developing Work Plans to address each of the identified issues. Work Plans included a description of the issue, a proposed series of steps to address them, assigned responsibility and provided a timeframe for resolution of the issue. Timeframes appeared to be reasonable and realistic in most cases (exception noted in Recommendation #3).” Further Action: Please refer to our comments in the following section, “Affirmations”.

REPORT ON AUDIT AFFIRMATIONS As noted above, Mohawk identified 15 areas, arising out of the PQAPA process, which require further work. We are pleased to report that we have addressed several gaps in their entirety and are now in a straightforward quality maintenance phase for these areas. With other gaps, we are either well underway or, at a minimum, in the early stages in the development and implementation of realistic solutions intended to close the gaps consistent with PQAPA criteria and to ensure future processes are in place to prevent recurrence of the gaps. In all cases, action plans are being developed and assigned for accountability purposes to appropriate staff via Annual Performance Plans. The areas identified include:

Preparing a schedule to ensure that all Ontario Credential (OC) programs have gone through a comprehensive program review process, which includes program mapping.

Ensuring that all course descriptions are available on the Web.

Updating some Corporate Policies and Procedures that are outdated.

Establishing a committee to deal with exceptions to standard requirements of the new Program Promotion and Graduation Requirements Policy.

Establishing a formal annual review process informed by Program Reviews, KPI Reports and other operational planning inputs.

Ensuring that the Program Maps are updated to ensure currency.

Establishing a consistent process for dealing with PLAR issues.

Ensuring that all program Handbooks are prepared on a consistent basis and are available to all students.


Ensuring that complete listings of Program Learning Outcomes are readily available to all students and applicants.

Ensuring consistency in the development of Learning Plans (prepared for guidance of students).

Ensuring that all OC programs are compliant in meeting General Education requirements.

Develop a consistent and college-wide framework to provide students with consistent and early feedback leading to course evaluation.

Full implementation of the “Academic Staff Performance Feedback Program”.

Establish a plan and process to assure assessment methods are appropriate and linked to course outcomes.

Establish quality processes for OC programs run exclusively through Continuing Education.

REPORT ON AUDIT RECOMMENDATIONS

The Audit Team identified several areas that will assist in improving program quality at the College. A short description and rationale for each of these items follows. Recommendation #1: “Students expressed concern about the lack of “quiet space” in the College, particularly within the Learning Resource Centre. Students felt they needed the space to pursue their own, individual studies as well as small group work which is integral to many of their programs. Audit Team Members concurred that the provision of quiet study spaces within the College is consistent with PQAPA criteria and understands and supports the need for students to do some of their “homework” on college premises.” Action Taken: Mohawk is thrilled with the construction of new facilities and improvements to our existing facilities at Fennell Campus. The focus throughout all construction and renovation was to create a student friendly environment which will contribute to students’ academic success and overall college experience. Please refer to the following article, published in The Hamilton Spectator, November 18, 2010, which attests to our accomplishments in this area. http://www.thespec.com/news/local/article/277075--mohawk-construction-turns-the-college-around With specific reference to increased study space, as cited in the recommendation, Mohawk has developed a tracking report to document on-going improvements to student study space. Of particular note is the increase in quiet spaces from 29 in June 2010 to 65 by November 2010; greater growth has occurred in the amount of group study space available – from 226 to 312 in the Fennell Library and Collaboratory, and 0 to 178 in the C-wing Hub. There is a total increase of 288 study spaces for students in

http://www.thespec.com/news/local/article/277075--mohawk-construction-turns-the-college-around

http://www.thespec.com/news/local/article/277075--mohawk-construction-turns-the-college-around


the last 5 months. Please see Appendix A for our 2010 report. Progress will be monitored on an annual basis. Recommendation #2: “Students expressed concern about overcrowding in the open access computer laboratories and their inability to gain access to a computer within a reasonable waiting period. They observed that some students misused their computer time by accessing programs outside of the scope of their studies, e.g. Facebook. Students also noted that there is no organized “wait line” for computer resources resulting in some students waiting much longer than others. Audit Team Members concurred that the requirement to have reasonable access computer resources is consistent with PQAPA criteria. It was suggested, at the very least, that a process be put in place to monitor computer use and to establish an organized wait line process.” Action Taken: As in Recommendation #1, our new and renovated facilities at Fennell Campus have increased student access to computing, with a focus on increasing our wireless capabilities. We have developed a tracking report on computer space at all campuses and will monitor student satisfaction over the coming year to determine if further actions are required. Please see Appendix B for our 2010 report. Recommendation #3: “The Gap Report identifies that not all of Mohawk’s Ontario Credential programs are compliant in meeting General Education requirements. The associated Gap Report and Work Plan indicates a time frame of 2013/14 for implementation and also expresses reservations that budget constraints may further constrain implementation. It is the opinion of the Audit Team that the Framework for Programs of Instruction and the Credentials Framework require colleges to ensure adherence to General Education requirements without exception. The Audit Team suggests that the College pursue a more aggressive implementation schedule and also suggests that budget constraints should not be used to delay such implementation.” Action Taken: The Mohawk Executive Group (MEG) has mandated that our corporate policy on General Education (AC530) be reviewed and revised to ensure clarity of definitions of General Education courses and hours/credit requirements. The policy will also ensure clarity on the mandate and authority of the General Education Committee. Additionally, MEG has authorized that a new internal General Education audit be done to baseline changes to General Education courses since the PQAPA audit. This work is underway and expected to be completed by end-December, 2010. Future work, beginning in January 2011, will involve the application of the revised policy AC530, General Education, to all courses currently identified as General Education to ensure compliance. Recommendation #4: “One of the programs interviewed by the Audit Team indicated that they did not have a dedicated Program Advisory Committee but, rather, a school-wide Advisory Committee advising on a number of programs. It is the opinion of the


Audit Team that input from the professionals that hire College graduates is essential to maintain currency and relevancy in programs and that this advice can only be provided by an Advisory Committee that is focused on a particular set of skills, i.e. a program. The College is encouraged to review its Advisory Committee structure to ensure that each program has an Advisory Committee with membership related to its area of expertise.” Action Taken: We have developed a reporting mechanism to track the status of all Program Advisory Committees (PACs) to ensure compliance with MTCU’s Framework for Programs of Instruction regarding Program Advisory Committees: “The board of governors is to ensure that an advisory committee for each program of instruction or cluster of related programs offered at the college is established and is made up of a cross-section of persons external to the college who have a direct interest in and a diversity of experience and expertise related to the particular occupational area addressed by the program. The board of governors is to establish in by-law the structure, terms of reference, and procedures for program advisory committees.” Please refer to Appendix C for our 2010 report. Mohawk’s Vice President Academic will ensure annual monitoring of the status of our PACs to ensure compliance with MTCU policy.

CONCLUSION The quality journey continues at Mohawk College and we remain committed to a comprehensive quality assurance and improvement process. As recently as November 30, 2010, Mohawk’s President announced that a new President’s Advisory Council will convene in January, 2011, to provide Mohawk’s Executive Group with valued advice and guidance on issues that matter to students and staff. The 36-member council will play a key role in strengthening strategic decision-making at Mohawk and driving continuous improvement across our College. Students are the central focus for our ongoing quality initiatives, as articulated in our umbrella Vision statement: “Students and learning are at the heart of all we do”. Achievements are many and activity is intense, with significant effort dedicated to sustainability of quality initiatives. With constant attention to our quality agenda, Mohawk College intends to advance its well-deserved reputation for quality and excellence.

APPENDIX A


REPORT ON AVAILABILITY OF “QUIET SPACE”

PQAPA RECOMMENDATION #1 IN AUDIT REPORT, MARCH, 2009: “Students expressed concern about the lack of “quiet space” in the College, particularly within the Learning Resource Centre (LRC). Students felt they needed the space to pursue their own, individual studies as well as small group work which is integral to many of their programs. Audit team members concurred that the provision of quiet study spaces within the College is consistent with PQAPA criteria and understands and supports the need for students to do some of their “homework” on college premises.”

STATUS OF ACTIVITY AS OF MARCH, 2009 (PQAPA AUDIT DATE)

PROGRESS TO JUNE 23, 2010 PROGRESS TO DECEMBER 1, 2010

EVIDENCE DATA

FUTURE PLANS TO CONTINUE PROGRESS

Number of student study spaces:

Number of student study spaces: Note - No change from PQAPA audit date.

Number of student study spaces:

Physical

count

No future Quiet study plans Sept 2011 – additional School Learning Hubs will be added to the learning landscape. Distinction between Group and Individual becomes blurred in new learning landscape – either/or.

FF BF STARRT IAHS eLIB Total

FF BF STARRT IAHS eLIB Total FF Lib&Collab

BF STARRT IAHS eLIB

C Hub

Total

Quiet 29 0 0 0 0 29 Quiet 29 0 0 0 0 29 Quiet 65 0 0 0 0 0 65

Individual 184 55 115 205 135 694 Individual 184 55 115 205 135 694 Individual 172

55 115 205 135

682

Group 226 70 63 37 0 396 Group 226 70 63 37 0 396 Group 312 70 63 37 0 178 660

TOTAL 1119 TOTAL 1119 TOTAL 1407

APPENDIX B


REPORT ON AVAILABILITY OF COMPUTER SPACE

PQAPA RECOMMENDATION #2 IN AUDIT REPORT, MARCH, 2009: “Students expressed concern about overcrowding in the open access computer laboratories and their inability to gain access to a computer within a reasonable waiting period. They observed that some students misused their computer time by accessing programs outside of the scope of their studies, e.g. Facebook. Students also noted that there is no organized “wait line” for computer resources resulting in some students waiting much longer than others. Audit team members concurred that the requirement to have reasonable access to computer resources is consistent with PQAPA criteria. It was suggested, at the very least, that a process be put in place to monitor computer use and to establish an organized wait line process.”

STATUS OF ACTIVITY AS OF MARCH, 2009 (PQAPA AUDIT DATE)

PROGRESS TO JUNE 23, 2010 PROGRESS TO DECEMBER 1, 2010 EVIDENCE DATA FUTURE PLANS TO CONTINUE

PROGRESS

Number of computer stations:

Number of computer stations: Number of computer stations: Physical count

Monitor wireless capacity . Monitor bandwidth capacity. Adjust as required. PCs added to School Learning Hubs for Sept 2011

FF BF STARRT IAHS eLIB Total FF BF STARRT IAHS eLIB Total FF BF STARRT IAHS eLIB Total

PCs 40 18 19 45 49 171 PCs 40 18 19 45 49 171 PCs 80 18 19 45 49 211

Laptops 5 5 0 0 0 10 Laptops 5 5 0 0 0 10 Laptops 70 5 0 0 0 75

Express 3 3 2 2 0 10 Express 3 3 2 2 0 10 Express 4 3 2 2 0 11

DS 1 1 1 1 4 8 DS 1 1 1 1 4 8 DS 1 1 1 1 4 8

Open Access

129 Open Access

129 Wireless Average 2500

simultane-ous users

TOTAL 328 TOTAL 328 TOTAL 305 + wireless

APPENDIX C


REPORT ON PROGRAM ADVISORY COMMITTEES FACULTY OF ENGINEERING TECHNOLOGY

PROGRAM STAND-ALONE PAC

(Check if yes)

PROGRAM CLUSTERED WITH OTHER PROGRAMS UNDER ONE

PAC (If yes, list other programs in

cluster.)

RATIONALE FOR PAC WITH CLUSTERED PROGRAMS

Mechanical Engineering Technology

Programs clustered under Mechanical /NDE Advisory Committee

Both Programs are accredited to National Standards. CTAB for Mechanical, and NRCan for NDE. Investigating with CINDE the possibility of a separate PAC for NDE. There may not be enough industry support to enable a separate Quality Engineering Technician – NDE PAC

Quality Engineering Technician - NDE

Chemical Engineering Technology

Programs clustered under Chemical / Environmental / Biotechnology Advisory Committee

Present PAC members cover all these program specialties. Insufficient Industry Support for separate individual Program Advisory Committees

Chemical Engineering Technology – Environmental

Environmental Technician

Biotechnology Technician

Biotechnology – Health Technician

APPENDIX C



(Check if yes)



cluster.)


Aviation Technician – Aircraft Maintenance Aviation Flight Technology (waiting MTCU funding approval)

Programs clustered under Aviation Advisory Committee

All Programs require Transport Canada Approval and Canadian Aviation and Aerospace Council (CAAC - formerly CAMC) Accreditation. Strong Aviation Advisory committee with members covering all these program specialties.

Aircraft Structural Repair (In proposal stage)

Avionics (pre-concept stage)

Computer Systems Technician - Network Systems, (447), Optional Co-op Internship Program (455)

PAC includes programs 447/455/555/548/558/559

Network Engineering & Security Analyst

Software Support

Software Development

All programs (447/455/555/548/558/559) share a common first semester. Semesters 2 to 4 are common for (447/455) Computer Systems Technician - Network Systems and (555) Computer Systems Technology - Network Engineering & Security Analyst. Advisory Committee members represent both Networking and Software programs.

Computer Systems Technology - Network Engineering & Security Analyst, Co-op (555)


Network Systems

Software Support


All programs (447/455/555/548/558/559) share a common first semester. Semesters 2 to 4 are common for (447/455) Computer Systems Technician - Network Systems

APPENDIX C



(Check if yes)



cluster.)


and (555) Computer Systems Technology - Network Engineering & Security Analyst. Advisory Committee members represent both Networking and Software programs.

Computer Systems Technician - Software Support, (548), Co-op (558)



Network Systems


All programs (447/455/555/548/558/559) share a common first semester. Semesters 2 to 4 are common for (548/558) Computer Systems Technician - Software Support and (559) Computer Systems Technology - Software Development. Advisory Committee members represent both Networking and Software programs.

Computer Systems Technology - Software Development, Co-op(559)



Network Systems

Software Support

All programs (447/455/555/548/558/559) share a common first semester. Semesters 2 to 4 are common for (548/558) Computer Systems Technician - Software Support and (559) Computer Systems Technology - Software Development. Advisory Committee members represent both Networking and Software programs.

APPENDIX C



(Check if yes)



cluster.)


Energy Systems Engineering Technology – Clean and Renewable Energy, Co-op (260)

No PAC under development. All programs (260/536/537/552) share a common semester 1, 2 and 3. Semester 1 and 3 in program 260 include an optional Clean and Renewable course that can be taken at anytime during the program. These courses are not prerequisites for future program courses.

Electrical Engineering Technology - Control Hydro One Partnership Program, (536), Co-op

PAC includes programs 536/537/552

Electronics Engineering Technology – Telecommunications

Computer Engineering Technology

All programs (536/537/552) share a common semester 1, 2 and 3 as well, as courses in each of semesters 4, 5, and 6.

Electronics Engineering Technology - Telecommunications (537), Optional Co-op Internship Program


Electrical Engineering Technology – Control

Computer Engineering Technology


Computer Engineering Technology, Co-op (552)


Electronics Engineering Technology – Telecommunications

Electrical Engineering Technology - Control


Industrial Woodworking Techniques (107)

Industrial Woodworking Technician

Programs share a common first year

APPENDIX C



(Check if yes)



cluster.)


Industrial Woodworking Technician (464)

Industrial Woodworking Techniques

Programs share a common first year

Construction Engineering Technician (451)

Civil Engineering Technician (421) Civil Engineering Technology (534)

Construction Engineering was originally clustered with Civil Engineering under the change to an apprenticeship-technician model. Current program of studies remains under the purview of the Civil/Construction Program Advisory Committee. Approximately 50% of the Construction Engineering Technician POS is considered equivalent to Civil Engineering Technician. Documented pathways exist between 451 and other BCS diploma programs

Construction Engineering Technician – Building Renovation (462)

Architectural Technician (420) Architectural Technology (531)

Concept and program of studies for the Building Renovation Technician program first proposed through the Architectural Program Advisory Committee. Current program of studies remains under the purview of the Architectural PAC due to the nature of the learning

APPENDIX C



(Check if yes)



cluster.)


outcomes. Documented pathways exist between 462 and other BCS diploma programs.

Architectural Technician (420) Architectural Technology (531) Construction Engineering Technician – Building Renovation (462)

420 and 531 clustered for first year and share other course curriculum. Documented pathways between all three programs and other BCS program offerings

Architectural Technology (531) Architectural Technician (420) Construction Engineering Technician – Building Renovation (462)


Civil Engineering Technician (421)

Civil Engineering Technology (534) Construction Engineering Technician (451)


Civil Engineering Technology (534)

Civil Engineering Technician (421) Construction Engineering Technician (451)

421 and 534 clustered for first year and share other course curriculum. Documented pathways between all three programs and other BCS program

APPENDIX C



(Check if yes)



cluster.)


offerings

Transportation Engineering Technology (543)

Urban & Regional Planning Technician – GIS

APPENDIX C


REPORT ON PROGRAM ADVISORY COMMITTEES FACULTY OF SKILLED TRADES AND APPRENTICESHIP

PROGRAM

STAND-ALONE PAC

(Check if yes)

PROGRAM CLUSTERED WITH OTHER PROGRAMS UNDER ONE PAC

(If yes, list other programs in cluster.)


Manufacturing Engineering Technician – Automation (413 and 473)

Manufacturing Techniques Electrical Engineering Technician - Power

Programs share many common courses, common first year, all three are Co-op Diploma Apprenticeship (CODA) programs with special Advisory Committee requirements for apprenticeship employers. Same employers hire graduates.

Manufacturing Techniques (115)

Manufacturing Engineering Technician – Automation Electrical Engineering Technician - Power


Electrical Engineering Technician – Power (403 and 433)

Manufacturing Techniques Manufacturing Engineering Technician – Automation


Motive Power Fundamentals (187)

Motive Power Technician PAC under development Programs share a common first

APPENDIX C


PROGRAM

STAND-ALONE PAC

(Check if yes)




semester. Same employers will hire our graduates.

Motive Power Technician (446) Motive Power Fundamentals PAC under development Programs share a common first semester. Same employers will hire our graduates.

Heating, Refrigeration and Air Conditioning (HRAC) – (180)

Utility Systems Operator Gas and oil Burner Technician Power Engineer Techniques

All programs are one year certificate programs. All programs share common courses and curriculum is similar. Same employers on the PAC will hire our graduates. PAC under development

Utility Systems Operator (486)

HRAC Gas and oil Burner Technician Power Engineer Techniques


Gas and oil Burner Technician (049)

Utility Systems Operator Power Engineer Techniques HRAC


Power Engineer Techniques ( 482)

Utility Systems Operator Gas and oil Burner Technician HRAC

All programs are one year certificate programs. All programs share common courses and curriculum is similar.

APPENDIX C


PROGRAM

STAND-ALONE PAC

(Check if yes)




Same employers on the PAC will hire our graduates. PAC under development

APPENDIX C


REPORT ON PROGRAM ADVISORY COMMITTEES FACULTY OF HEALTH SCIENCES

PROGRAM

STAND-ALONE

PAC (Check

if yes)




Bridging For Internationally Educated Nurses

Bridging Program For Medical Laboratory Technology

Bridging Program For Medical Laboratory Technology, Medical Laboratory Technician

Food Services (CE and DE)

Studies in Aging (CE and DE) Dementia Studies Gerontology Personal Support Workers Palliative Care for Personal Support Workers Working With Dementia Clients Working With The Aged Bridging Personal Support Worker to Practical Nursing

Post Graduate Certificates

Health Continuing Education Part-Time (CE and DE)

Diabetes Education Disability Management Return to Work Medical Device Reprocessing Psychosocial Rehabilitation Palliative Care Registered Nurse - Advanced Cardiac Care Nursing Registered Nurse - Critical Care Nursing Registered Nurse - Nephrology Nursing Registered Nurse - Neuroscience Nursing Registered Nurse - Occupational Health Nursing Registered Nurse - Oncology Nursing Registered Nurse - Operating Room Registered Nurse - First Assistant Registered Nurse – Perinatal Nursing

Post Graduate Certificates

APPENDIX C


PROGRAM

STAND-ALONE

PAC (Check

if yes)




Registered Nurse – Refresher Registered Practical Nurse - Maternal Newborn Nursing Registered Practical Nurse - Operating Room Registered Practical Nurse - Mental Health Nursing Registered Practical Nurse – Refresher Practical Nursing to RPN Diploma Completion: RPN Diploma completion

Nursing Education Advisory Full-Time BScN Practical Nursing Personal Support Worker

Full Time Nursing

Medical Radiation Sciences √

Cardiovascular Technology Diagnostic Cardiac Sonography Employer base is the same for program graduates for both of these programs.

Diagnostic Cardiac Sonography Cardiovascular Technology

Occupational Therapist and Physiotherapist

√

Pharmacy Technician √

APPENDIX C


PROGRAM

STAND-ALONE

PAC (Check

if yes)




REPORT ON PROGRAM ADVISORY COMMITTEES FACULTY OF COMMUNITY AND URBAN STUDIES

PROGRAM

STAND-ALONE PAC

(Check if yes)




Advanced Police Studies (graduate certificate)

Police Foundations Law & Security Admin-Private Security Pre-Justice

All lead to various law enforcement careers; advisory committee sees the ‘fit’ (May and November, 2010) ; LASA and PF share a common first year program of studies and programs ladder from college certificate to diploma to graduate certificate

Pre-Justice (Ontario college certificate)

Police Foundations Law & Security Admin-Private Security Advanced Police Studies

All lead to various law enforcement careers; advisory committee sees the

APPENDIX C


PROGRAM

STAND-ALONE PAC

(Check if yes)




‘fit’ (May and November, 2010) ; LASA and PF share a common first year program of studies and programs ladder from college certificate to diploma to graduate certificate

Law & Security Admin-Private Security (LASA) (diploma)

Police Foundations Pre-Justice Advanced Police Studies


Police Foundations (PF) (diploma) Law & Security Admin-Private Security Pre-Justice Advanced Police Studies


Health, Wellness and Fitness Advisory Committee requested a cross-over report between the separate advisory committees as a standing item (November, 2010)

Autism & Behavioural Sciences

Child & Youth Worker

APPENDIX C


PROGRAM

STAND-ALONE PAC

(Check if yes)




Educational Assistant

Early Childhood Education

Instructor for the Blind & Visually Impaired

IBVI – O & M IBVI – Rehab.

Advisory Members are from the same common agencies

Recreation & Leisure Services

Social Service Worker Developmental Service Worker Apprenticeship Concurrent Disorders

Advisory Members are from the same common agencies

APPENDIX C


REPORT ON PROGRAM ADVISORY COMMITTEES FACULTY OF INTERDISCIPLINARY STUDIES

PROGRAM

STAND-ALONE PAC

(Check if yes)




Gas/AC (Changing to gas - EAP) TBA New PAC to be formed for GAS - EAP program pending MTCU approval of program

General Arts and Science Pre-Health

Both programs share same course availability – difference is in elective courses taken to satisfy Pre-health requirement

Pre-Health General Arts and Science

CONTINUING EDUCATION

Not For Profit Sector Studies (CE)

Not for Profit Leadership Development Certificate Program Volunteer Management Certificate Program Fundraising/Development Associate Certificate Program Workplace Leadership Certificate Program

These are certificate programs in the School of Continuing Education and members are selected from across the community to represent these sectors.

Library and Information Technician (CE)

Library and Information Technician Diploma Records and Information Management Certificate Program

These programs enlist the support of individuals from the same employment and vocational areas.

Creative Arts (CE) Photography Certificate Program Performing Arts Certificate Program Visual Arts Certificate Program

Members from various creative arts organizations comprise the membership of this committee

Labour Studies (CE) Labour Studies Certificate Program

APPENDIX C


PROGRAM

STAND-ALONE PAC

(Check if yes)




Bereavement and Counselling (CE)

Bereavement Counselling Certificate Program Concepts in Bereavement Support Certificate program Counselling Techniques Certificate Program Career Counselling Certificate Program

These programs enlist the support of individuals from the same employment and vocational areas.

REPORT ON PROGRAM ADVISORY COMMITTEES FACULTY OF BUSINESS, MEDIA AND ENTERTAINMENT

PROGRAM

STAND-ALONE PAC

(Check if yes)




Advertising

Business - Accounting

Business - Accounting Co-op Same program, different delivery model

Business - Accounting Co-op

Business - Accounting Same program, different delivery model

Business - Financial Services Insurance Complementary industries

Business - General

Business Administration Business Foundations Human Resources Management International Business Management Small Business & Entrepreneurship

Same employer group

APPENDIX C


PROGRAM

STAND-ALONE PAC

(Check if yes)




Business - Marketing Business - Marketing Co-op

Same program, different delivery model

Business - Marketing Co-op

Business – Marketing Same program, different delivery model

Business Administration

Business – General Business Foundations Human Resources Management International Business Management Small Business & Entrepreneurship

Same employer group

Business Foundations

Business – General Business Administration Human Resources Management International Business Management Small Business & Entrepreneurship

Same employer group

Event Management Tourism & Travel Complementary industries

Human Resources Management

Business – General Business Administration Business Foundations International Business Management Small Business & Entrepreneurship

Same employer group

Insurance Business - Financial Services Complementary industries

International Business Management

Business – General Business Administration Business Foundations Human Resources Management Small Business & Entrepreneurship

Same employer group

Office Administration - Office Administration General Same employer group

APPENDIX C


PROGRAM

STAND-ALONE PAC

(Check if yes)




Executive Office Administration Legal Office Administration Medical

Office Administration - General

Office Administration Executive Office Administration Legal Office Administration Medical

Same employer group

Office Administration - Legal

Office Administration Executive Office Administration General Office Administration Medical

Same employer group

Office Administration - Medical

Office Administration Executive Office Administration General Office Administration Legal

Same employer group

Public Relations

Small Business & Entrepreneurship

Business – General Business Administration Business Foundations Human Resources Management International Business Management

Same employer group

Tourism & Travel Event Management Complementary industries

Broadcasting Radio

Broadcasting Television

Journalism: Print and Broadcast

Pre Media and Entertainment

Applied Music Prep Music Prep is a feeder to Applied

Graphic Design – Integrated Media

Graphic Design Production –

APPENDIX C


PROGRAM

STAND-ALONE PAC

(Check if yes)




Packaging

Graphic Design – Digital Media Graphic Design – Creative Studio Employment through same industry reps

Graphic Design – Creative Studio

Graphic Design – Digital Media Employment through same industry reps

Art and Design Foundations Graphic Media Foundations Two programs are merging into one

Graphic Media Foundations Art and Design Foundations Two programs are merging into one

18-month follow-up report to the program quality assurance

Documents