faculty council agenda - viu...2018/03/28 · teleconference: 1.877.385.4099 access code 2410222#...

DAHHS Z:\Committees\HHS\Faculty Council\2018-03-28\2018-03-28 - Faculty Council AGENDA.docx – revised March 23, 2018

Faculty Council Agenda Wednesday, March 28, 2018

4:00-5:30pm

Nanaimo Campus: Building 180, Room 134

Cowichan Campus: Teleconference Only

Powell River Campus: Room 108

Teleconference: 1.877.385.4099 access code 2410222#

Call to Order / Introductions

Approval of Agenda

Approval of Minutes

Faculty Minutes – January 17, 2018 – for receipt

Faculty Council Minutes – November 23, 2017 – for approval

Business

1. Interim Dean’s Update Smilski

2. Interim Associate Dean’s Update Grieve

3. Program Change Requests

a. Child & Youth Care Uppal

b. BCACS Course Proposal McCrae

c. Dental Hygiene Soth

Other Business

Standing Items

1. Health & Science Centre –Building 210 Smilski

Adjournment

REQUEST FOR

PROGRAM CHANGE

All curriculum changes must be made in accordance with Faculty bylaws and require

Faculty Council approval. Please ensure that required signatures are on the last page

of this form.

Program name: Bachelors of Arts in Child & Youth Care

Nature of Change

Admission requirements

Core course change (adding / deleting courses or changing the sequence of courses)

Elective changes

Credit changes (changes to credits may affect student loan eligibility, please consult the Financial Aid office)

Calendar Copy

Program Length

Other, please specify: Prequisite language

Who did you consult with regarding these changes (other affected departments, Faculty

Council, external bodies, Financial Aid office, etc.)? CYC team members, SW Chairs,

ECEC Chair, HHS Faculty at Faculty Council meeting on March 28, 2018.

Effective Date of Change: September 1, 2018

Details of Change:

1. Calendar Language including Admission Requirements, Residency Requirement,

and Application Deadlines.

Admission Requirements

General admission requirements apply. To be eligible for admission at first year to the VIU B.A. CYC program, students must have

completed Grade 12 (or have mature student status), with a minimum of “C” in English 12 or equivalent.

To be eligible for admission at second year to the VIU B.A. CYC program, students must have completed 30 university credits including completion of the Degree English Requirement and 6 credits of Human Development (normally CYC 111/112), and the following Child and Youth Care core courses (or content equivalent of) CYC 100, 101, 152, and 165, or students must have completed a recognized Human Services Certificate program that includes the English and Human Development and CYC courses or equivalency requirements as stated above.

https://www.viu.ca/admissions/admission-requirements#university

https://www.viu.ca/calendar/GeneralInformation/equivalencies.asp

https://www.viu.ca/calendar/GeneralInformation/generalregulations.asp#englishrequirement


https://www.viu.ca/calendar/courses/CYC.ASPX#CYC111


To be eligible for admission to third year, students must have completed a minimum of 54 credits of university courses OR a recognized Human Services diploma including completion of the Degree English Requirement, Human Development (normally 6 credits), and the following Child and Youth Care courses (or content equivalent of): CYC 101, 100, 152, 252,165, 231, 262, 212, and 232.

The overall GPA of students will be a minimum of 2.33 (“C+”), calculated on the most recent 24 credits completed, and with a minimum “C+” in each of the individual courses previously identified for meeting admission requirements.

Students who wish to take individual courses without being admitted to the program may do so where space is available and when prerequisites have been completed. Students who take courses in Child and Youth Care without being formally admitted into the program are not guaranteed entry into the program. Students are encouraged to explore the program with a VIU Advisor [email protected] before pursing application.

• To be eligible for admission to third year, students must have completed a recognized Human Services Diploma including completion of the Degree English Requirement (6 credits with a minimum of C+) and Human Development Requirement (6 credits with a minimum of C+), providing courses meet the VIU CYC program requirements. Human Services Diplomas, which will be granted a block transfer of a maximum of 60 credits, must be from accredited institutions and does not include vocational or continuing studies certificates or diplomas. Successful block transfer does not guarantee an offer of admission. Elective course requirements vary depending on transfer credit or previous VIU course work.

• In order to graduate from the BA in CYC, a C+ or higher is required in all CYC core courses, including CYC 212 and 232, University English requirements (6 credits), Human Development requirements (6 credits).

• The overall GPA of students will be a minimum of 2.33 (“C+”), calculated on the most recent 24 credits completed, and with a minimum “C+” in each of the individual courses previously identified for meeting admission requirements.

• Students who wish to take individual courses without being admitted to the program may take up to three courses maximum if space is available and when prerequisites have been completed. Students who take courses in Child and Youth Care without being formally admitted into the program are not guaranteed entry into the program. Students are encouraged to explore the program with a VIU Advisor [email protected] before pursing application.

To apply to the program, applicants must submit the following documents:

Transcripts from all secondary and post-secondary institutions/programs attended. Education/work résumé.

Complete the personal profile. Two completed reference forms.

Notes on Admission

Human Services diploma will be granted a maximum of 60 credits. Fieldwork and/or practica will require a satisfactory criminal record check prior to placement.

The Registration Centre at VIU will contact prospective students regarding the Criminal Record Check. Criminal Record Checks are processed through the Ministry according to the Criminal Records Review Act. A check completed through the RCMP is not sufficient to meet the requirements of the Act.

https://www.viu.ca/calendar/HumanServices/index.asp












mailto:[email protected]

https://www2.viu.ca/forms/CYC%20Personal%20Profile%20Guidelines%20F18.pdf

https://www2.viu.ca/forms/CYCReferenceForm.pdf

An interview may be scheduled following receipt of the above information (mid-April to end of May).

Enrolment is limited. Students who meet or exceed the minimum admission requirements may not necessarily be admitted to the program.

Upon admission, students will be expected to be familiar with and adhere to the Code of Ethics of the Child and Youth Care Association of British Columbia and the The Council of Canadian Child and Youth Care Associations.

Students admitted to the BA degree can apply for a Child and Youth Care Diploma provided that have met all the program requirements which include the CYC 210 practicum.

Start Date and Application Deadline

The program starts in September and applications are accepted between the first business day in October and February 28. March 31. Applicants are encouraged to apply by the Early

Consideration Deadline of January 31. The program fills quickly and early applicants are given priority. Admission is limited and applicants who meet or exceed the minimum admission requirements may not necessarily be offered admission. For further information regarding late applications and program contacts check the Program Availability List.

Residency Requirement

Fifty percent of all credits used towards a VIU undergraduate degree must be completed with VIU courses and at least fifty percent of all upper–level credits used towards an undergraduate degree must be completed with VIU courses.

2. Prerequisite language change to all CYC courses adding “Permission of Department

Chair” with the exception of CYC 212.

3. Changes to course requirements for Field/Practicum Experience courses. Additional

hours to be added to CYC 310 and CYC 410. CYC 310 CYC Professional Practice

Seminar and Supervised Practicum hours to increase from 300 to 350 hours. CYC 410

Advanced Supervised Project/Practicum hours to increase to 400.

4. Reduction of class size of CYC 212 from 34 to 17.

Reasons for Change:

1. Calendar Language

Admission requirements around students entering into third year needs to be clarified.

Students from other institutions are entering in the program without proper qualifications.

Non-CYC students, those who have not applied, or whose application has been rejected,

register in numerous courses taking seats away from CYC students.

The Residency Requirement appears on the VIU website, however the department chair

would like to see it posted again on the CYC pages with the addition of ensuring 50% of

credits taken at VIU in order to ensure students represent the CYC programs’ core values.

2. Prerequisite changes for all CYC courses adding “Permission of Department Chair.”

http://www.cycabc.com/#/info1/3/


http://www.garthgoodwin.info/cccycodeofethics.htm


https://www2.viu.ca/pal/detail.asp?ID=39

Rationale: Adjusting and or adding the permission of department chair for all courses to will

bring uniformity in language and to allow the chair to effectively track courses taken by non

CYC students and prevent CYC students from registering in courses out of order.

3. Changes to course requirements for Practicum courses. Additional hours to be

added to, CYC 310 and CYC 410.

Rationale: Increase in field experience/practicum hours are required to bring the CYC

program in line with other institutions and allow CYC to meet accreditation requirements.

4. The rationale for reducing the class size of CYC 212 from 34 to 17.

CYC 212 is an experiential course that teaches students the foundations of using activities as

therapeutic interventions to support physical, emotional, and behavioural health in children,

youth, and families. The course is set up to be taught over 6 full days spread out over the

semester to allow time for students to participate in and practice facilitating a range of

activities that they may incorporate into their practice. The activities include surfing as a

trauma intervention, challenge course work as a goal setting/group cohesion intervention,

hiking as a mindfulness intervention for symptoms of anxiety and depression, canoeing as a

communication skills intervention, and a variety of group-based problem solving activities. It

is essential that students actually participate in these activities as part of their training,

however, a class size of 34 is pedagogically dubious and presents significant risk

management challenges.

The interventions being taught are designed for applications in smaller groups: a therapeutic

group for youth tends to have between 6 and 10 participants. Part of the practice of

experiential education is to keep the students actively engaged throughout a class, and it is

not possible to do this with 34. It is not possible for a single instructor to provide adequate

supervision or instructions to 3-4 separate groups of students participating in therapeutic

activities at the same time. The quality of instruction and feedback is greatly diminished;

having three quarters of the class watch their peers is not pedagogically useful.

The most critical reason for reducing class size is that many of the activities students are

training in (wilderness hiking, surfing, paddling, equine-assisted counseling, and challenge

course work) are not possible to do in a larger group. For example, as a certified paddling

instructor, Stephen is limited to working with 9 students on the water at a time, or his

insurance is void. Similarly, industry standard for taking students on a hike would see a 34-

person hike to Mount Benson or Ammonite Falls with a single instructor as gross negligence.

To this end, within the allotted faculty workload, it is possible manage a section of up to 17

and meet industry standard instructor: participant ratios for the required field trips and

maintain pedagogical integrity during on-campus instruction. The instructor has been

maintaining this by splitting the sections in two and volunteering his time to teach double the

required contact hours for a 3-credit course. It is not feasible to ask an instructor to volunteer

time on an ongoing basis.

Field-based courses in other faculties have similar class size limits (for example, 12 for

surfing in the physical education program), and it would be prudent for CYC 212 to follow

suit to ensure sound pedagogy and adherence to standards of practice for the activities taught

during the course.

………………………………………………………………………………………………

Notes: Increases to program admission requirements are normally subject to one year’s notice.

Increases to course pre-requisites are normally subject to one year’s notice.

Program changes cannot be implemented prior to Senate approval.

All major changes to undergraduate or graduate degree programs must be submitted to the

Degree Quality Assessment Board as per Ministry guidelines. What constitutes a major or a

minor change is left to the discretion of the institution. See Policy 97.21 on Major/Minor

Program Change.

Ensure any changes to the program meet VIU’s Breadth in Degree Program requirements.

For complete policy and procedures, see Policy 33.13 and Procedure 33.13.001.

Proposed by: _____________________________________________________

Print Name Department Chair

Signature/Date

Approved at Faculty Council

_____________________________________________

Print Name Dean Signature/Date

Approved by Dean of

Instruction:

_____________________________________________

Print Name Dean of Instruction Signature/Date

Recommended by Curriculum Committee: _____________________________________

Date

Approved by Senate: _____________________________________

Date

Authorized by Provost and Vice-President Academic (or designate):

____________________________

Date

REJECTED: _____ DATE: ________ SIGNATURE: ______________________________

Chair, Senate

REQUEST FOR

PROGRAM CHANGE



of this form.

Program name: Child & Youth Care Diploma

Nature of Change



Elective changes


Calendar Copy

Program Length

Other, please specify: Prequisite language





Details of Change:

1. Calendar language including admission requirements and application deadlines.

Admission Requirements

Enrolment in the Child and Youth Care Diploma program at VIU is limited. Students who wish to take individual courses without being admitted to the program may do so where space is available and when prerequisites have been completed. Students who take courses in Child and Youth Care without being formally admitted into the program are not guaranteed entry into the program. Students are encouraged to explore the program with a VIU Advisor [email protected] before pursuing application.


To be eligible for admission at first year to the VIU Diploma program, students must have completed Grade 12 (or have mature student status), with a minimum of “C” in English 12 or equivalent.

To be eligible for admission at second year to the VIU Diploma program, students must have completed 30 university credits including completion of the Degree English Requirement and 6 credits of Human Development (normally CYC 111/112), and the

mailto:[email protected]

https://www.viu.ca/calendar/GeneralInformation/equivalencies.asp





following Child and Youth Care Courses (or equivalent of) CYC 100, 101, 152, and 165 or students must have a completed a recognized Human Services Certificate program (granted 30 credits maximum) that includes the English and Human Development and CYC courses or equivalency requirements as stated above.

The overall GPA of students will be a minimum of 2.33 (“C+”), calculated on the most recent 24 credits completed, and with a minimum “C+” in each of the individual courses previously identified for meeting admission requirements.

To apply to the program, applicants must submit the following documents:

Transcripts from all secondary and post-secondary institutions/programs attended. Education/work résumé. A 300-word statement which focuses on what is important to the applicant about working

with children, youth and/or families. A Personal Profile Two completed reference forms.

Notes on Admission

Criminal Record Check. Fieldwork and/or practica will require a satisfactory criminal record check prior to placement. Criminal Record Checks are requested through VIU. The Registration Centre at VIU will contact prospective students by mail regarding the requirements for a Criminal Record Check. Criminal Record Checks are processed through the Ministry according to the Criminal Records Review Act. A check completed through the RCMP is not sufficient to meet the requirements of the Act.

An interview may be scheduled following receipt of the above information. (mid-April to end of May).


Upon admission, students will be expected to be familiar with and adhere to the Code of Ethics of the Child and Youth Care Association of British Columbia and the The Council of Canadian Child and Youth Care Associations.

Start Date and Application Deadline

The program starts in September and applications are accepted from the first business day in October to February 28. For further information regarding late applications and program contacts check the Program Availability List.

The program starts in September and applications are accepted between the first business day

in October and March 31, however, applicants are encouraged to apply by the early

consideration deadline of January 31. The program may fill quickly and early applicants will

be given priority. Admission is limited and applicants who meet or exceed the minimum

admission requirements may not necessarily be offered admission to the program. For further

information regarding application deadlines and program contacts check the Program

Availability List.

Completion of this diploma program meets the eligibility requirements to apply to the 3rd year of VIU’s B.A. in Child and Youth Care degree program, which may be completed on a full-time or part-time basis. There are limited seats available.





https://www2.viu.ca/forms/CYCReferenceForm.pdf





https://www2.viu.ca/pal/detail.asp?ID=55

https://www.viu.ca/calendar/UniversityDegreeCompletion/bacyc.asp

2. Prerequisite language change to all CYC courses adding “Permission of Department

Chair” with the exception of CYC 212.

3. Changes to course requirements for CYC 210. Additional hours to be added to CYC

210 to increase from 300 to 350.

4. Reduction of class size of CYC 212 from 34 to 17.

Reasons for Change:

1. Calendar Language

Non-CYC students, those who have not applied, or whose application has been rejected,

register in numerous courses taking seats away from CYC students.

2. Prerequisite changes for all CYC courses adding “Permission of Department Chair.”

Rationale: Adjusting and or adding the permission of department chair for all courses to will

bring uniformity in language and to allow the chair to effectively track courses taken by non

CYC students and prevent CYC students from registering in courses out of order.

3. Changes to course requirements for Practicum courses. Additional hours to be

added to CYC 210.

Rationale: Increase in practicum hours are required in order to bring the CYC program in line

with other institutions and prepare the program to meet accreditation requirements.

4. The rationale for reducing the class size of CYC 212 from 34 to 17.

CYC 212 is an experiential course that teaches students the foundations of using activities as

therapeutic interventions to support physical, emotional, and behavioural health in children,

youth, and families. The course is set up to be taught over 6 full days spread out over the

semester to allow time for students to participate in and practice facilitating a range of

activities that they may incorporate into their practice. The activities include surfing as a

trauma intervention, challenge course work as a goal setting/group cohesion intervention,

hiking as a mindfulness intervention for symptoms of anxiety and depression, canoeing as a

communication skills intervention, and a variety of group-based problem solving activities. It

is essential that students actually participate in these activities as part of their training,

however, a class size of 34 is pedagogically dubious and presents significant risk

management challenges.

The interventions being taught are designed for applications in smaller groups: a therapeutic

group for youth tends to have between 6 and 10 participants. Part of the practice of

experiential education is to keep the students actively engaged throughout a class, and it is

not possible to do this with 34. It is not possible for a single instructor to provide adequate

supervision or instructions to 3-4 separate groups of students participating in therapeutic

activities at the same time. The quality of instruction and feedback is greatly diminished;

having three quarters of the class watch their peers is not pedagogically useful.

The most critical reason for reducing class size is that many of the activities students are

training in (wilderness hiking, surfing, paddling, equine-assisted counseling, and challenge

course work) are not possible to do in a larger group. For example, as a certified paddling

instructor, Stephen is limited to working with 9 students on the water at a time, or his

insurance is void. Similarly, industry standard for taking students on a hike would see a 34-

person hike to Mount Benson or Ammonite Falls with a single instructor as gross negligence.

To this end, within the allotted faculty workload, it is possible manage a section of up to 17

and meet industry standard instructor: participant ratios for the required field trips and

maintain pedagogical integrity during on-campus instruction. The instructor has been

maintaining this by splitting the sections in two and volunteering his time to teach double the

required contact hours for a 3-credit course. It is not feasible to ask an instructor to volunteer

time on an ongoing basis.

Field-based courses in other faculties have similar class size limits (for example, 12 for

surfing in the physical education program), and it would be prudent for CYC 212 to follow

suit to ensure sound pedagogy and adherence to standards of practice for the activities taught

during the course.

………………………………………………………………………………………………







Program Change.



https://isweb.viu.ca/policy_procedure/docshow.asp?doc_id=28559



Proposed by: _____________________________________________________


Signature/Date


_____________________________________________


Approved by Dean of

Instruction:

_____________________________________________



Date


Date


____________________________

Date


Chair, Senate

REQUEST FOR

PROGRAM CHANGE



of this form.

Program name: Bachelors of Arts in Child & Youth Care

Nature of Change (please select all that apply)



Elective changes


Calendar Copy

Program Length

Other, please specify: Prerequisite Changes





Details of Change:

1. English Requirement for second year students.

Program Outline

Below is a suggested schedule that is based on full-time attendance and includes all required courses. Not all courses are available in each academic year at each campus.

Year 1 Credits

CYC 111 - (Child Development) 3

CYC 152 - (Interpersonal Communication Skills in a Therapeutic Context) 3

CYC 100 - (Introductions to Professional Child and Youth Care Practice) 3




ENGL 115* - (University Writing and Research) 3

CYC 165 - (Introductions to Group Work in Child & Youth Care Practice) 3

CYC 101 - (Theoretical Foundations in Child and Youth Care) 3

CYC 112 - (Adolescent Development) 3

ENGL 125* - (Literature and Culture) 3

Elective 6

Total Credits 30

*Both English requirements must be completed to obtain second year standing, or permission of the Department Chair.

Year 2 Credits

CYC 231 - (An Introduction to Family Development and Support) 3

CYC 212 - (Introduction to Activity Based Child and Youth Care Practice) 3

CYC 362 - (Child Abuse and Neglect Concerns) 3

CYC 252 - (Fundamental Counselling Skills) 3

CYC 262 - (Relational Youth Work) 3

CYC 232 - (Diverse Abilities in Child and Youth Care) 3

HHS 276 – (Trauma and Resiliency Across the Lifespan) 3

Elective 12 9

Total Credits 30

Year 3 Credits

CYC 324 - (Community and Program Development in Child and Youth Care Practice)

3

https://www.viu.ca/calendar/courses/ENGL.ASPX#ENGL115














CYC 321 - (Contact and Colonization: Implications for CYC Practice) 3

CYC 323 - (Research in the Field of Child and Youth Care) 3

CYC 310* - (CYC Professional Practice Seminar and Supervised Practicum) 9

CYC 350 - (Law and Child And Youth Care Practice) 3

CYC 301 - (Applying Assessment and Service Planning in CYC Practice) 3

CYC 361 - (Understanding Substance Use in Child and Youth Care Practice) 3

Elective 3

Total Credits 30

* CYC 310 is completed over the fall and spring semesters.

Year 4 Credits

CYC 466 - (Therapeutic Assessment Work with Families) 3

HSD 425 - (Qualitative and Quantitative Analysis) 3

CYC 410* - (Advanced Supervised Project/Practicum) 9

CYC 476 - (Therapeutic Intervention Plans with Families) 3

CYC 424 - (Child And Youth Mental Health) 3

CYC 475 - (Advanced Activity Based CYC Practice in Groups) 3

CYC 403 - (Best Practices in Child Safety) 3

Elective 3

Total Credits 30

* CYC 410 is completed over the fall and spring semesters.

Note: The Child Protection Specialization Practicum is to be completed in Intersession semester (April/May/June). Students completing the Child Protection Specialization are required to

















complete CYC 403 with a minimum "C+" grade prior to commencing their Child Protection field placement. CYC 403 is open to all Child and Youth Care students.

Note: Any university-level course may be used as an elective.

Completion Requirements

To be eligible for a Bachelor of Arts in Child and Youth Care degree, students must have completed at least 120 university-level credits and have completed all required Child and Youth Care courses.

A minimum overall "C+" average and a minimum "C+" in each individual required course is necessary to progress in the program and to qualify for graduation. It is the student’s responsibility to ensure that all requirements for the degree are met. Students are encouraged to consult the Child and Youth Care Program Advisor for information and guidance.

Bachelor of Arts in Child and Youth Care degrees are conferred at a convocation ceremony held in January or June of each year. Students who have completed all academic requirements qualifying them for a degree in Child and Youth Care must make a formal application for graduation through their online student record.

Updated Wednesday, July 20, 2016 April 4, 2018

2. Removal of one eElective and the addition of HHS 276 – (Trauma and Resiliency

Across the Lifespan) as a required course in Year 2. See Year 2 Matrix above, and

course outline attached.

3. Prerequisite changes for all CYC 165.

CYC 165 (3) Introductions to Group Work in Child & Youth Care Practice

An exploration of various theoretical approaches, Aboriginal philosophies and techniques for understanding and working with, and within, groups of children, youths and/or adults. Students focus on examining individual behaviors presented within groups; including leadership, decision-making, and conflict resolution styles. CYC 165 was formerly called CYC 265; credit will not be granted for both courses. (3:0:0)

Prerequisite: None. English 12. Min. "C+" in either CYC 152, ECEC 150 or SOCW 252. First Year Standing in CYC Program or permission of the Department Chair.

Reasons for Change:

1. Calendar Language including English requirement for second year students.

Department chair has discovered some students put off the English requirements until the last

possible moment. Making this adjustment would ensure students complete the requirement

in the first year.

https://www.viu.ca/calendar/GeneralInformation/generalregulations.asp#graduation

https://isweb.viu.ca/SRS/mystudentrecord.htm

2. Removal of elective and addition of HHS 276 – (Trauma and Resiliency Across the

Lifespan) as a required course in Year 2.

There is an increasing awareness within Child and Youth Care as well as other human

services of the importance of trauma informed practice. By making this course mandatory

graduates of the program will be able to more effectively meet the needs of children, youth,

and their families. This replaces one elective in the matrix.

3. Prerequisite change for CYC 165.

Rationale: CYC 152, ECEC 150 or SOCW 252 have been added as we find effective

communication skills are a foundational to effectively group work.

………………………………………………………………………………………………







Program Change.






Instructions for New Matrix:

1. Download the current matrix from VIU's online calendar

2. Enter the current matrix into the New Matrix below

3. Turn on track changes (on Review tab, select Track Changes)

4. Make your changes and save document with track changes

New Matrix Year 1 (suggested format):

Fall Semester Spring Semester

Name and Number Credits Hours Name and Number Credits Hours

New Matrix Year 2:



New Matrix Year 3:



New Matrix Year 4:



Proposed by: _____________________________________________________


Signature/Date


_____________________________________________


Approved by Dean of

Instruction:

_____________________________________________



Date


Date


____________________________

Date


Chair, Senate

REQUEST FOR

PROGRAM CHANGE



of this form.

Program name: Child & Youth Care Diploma

Nature of Change



Elective changes


Calendar Copy

Program Length

Other, please specify: Prerequisites



ECEC Chair, HHS Faculty at Faculty Council meeting on March 28, 2018


Details of Change:

1. English Requirement for second year students.

Program Outline

Below is a suggested schedule that is based on full-time attendance.

All courses may not be available in each academic year at each campus. Some courses may be taken prior to admission to the program where space is available and when prerequisites have been completed.

Year 1 Credits

CYC 111 - (Child Development) 3


CYC 152 - (Interpersonal Communication Skills in a Therapeutic Context) 3

CYC 100 - (Introduction to Professional Child and Youth Care Practice) 3

ENGL 115* - (University Writing and Research) 3

ENGL 125* - (Literature and Culture) 3

CYC 165 - (Introductions to Group Work in Child & Youth Care Practice) 3

CYC 101 - (Theoretical Foundations in Child and Youth Care) 3

CYC 112 - (Adolescent Development) 3

Elective 6

Total Credits 30

*Both English requirements must be completed to obtain second year standing, or permission of Department Chair.

Year 2 Credits

CYC 231 - (An Introduction to Family Development and Support) 3

CYC 212 - (Introduction to Activity Based Child and Youth Care Practice) 3

CYC 362 - (Child Abuse and Neglect Concerns) 3

CYC 210* - (Supervised Practicum) 9

CYC 252 - (Fundamental Counselling Skills) 3

CYC 262 - (Relational Youth Work) 3

CYC 232 - (Diverse Abilities in Child and Youth Care) 3

Elective HHS 276 – (Trauma and Resiliency Across the Lifespan) 3

Total Credits 30

* CYC 210 is completed over the Fall and Spring semesters.


















Graduation Requirements

To be eligible for a Diploma in Child and Youth Care, students must have completed at least 60 credits, have completed all admission requirements and have completed all required Child and Youth Care courses. A minimum overall “C+” average on all credits and a minimum “C+” in each individual required course is necessary to progress in the program and to qualify for graduation. It is the student’s responsibility to ensure that all requirements for the diploma are met. Students are encouraged to consult the Child and Youth Care program Advisor for information and guidance.

Updated Monday, July 11, 2016 April 4, 2018

2. Removal of an Elective and the addition of HHS 276 – (Trauma and Resiliency

Across the Lifespan) as a required course in second year.Year 2 See Year 2 Matrix

above, and course outline attached.

3. Prerequisite changes for all CYC 165.

CYC 165 (3) Introductions to Group Work in Child & Youth Care Practice

An exploration of various theoretical approaches, Aboriginal philosophies and techniques for understanding and working with, and within, groups of children, youths and/or adults. Students focus on examining individual behaviors presented within groups; including leadership, decision-making, and conflict resolution styles. CYC 165 was formerly called CYC 265; credit will not be granted for both courses. (3:0:0)

Prerequisite: None. English 12. Min. "C+" in either CYC 152, ECEC 150 or SOCW 252. First Year Standing in CYC Program or permission of the Department Chair.

Reasons for Change:

1. Calendar Language including English requirement for second year students.

Department chair has discovered some students put off the English requirements until the last

possible moment. Making this adjustment would ensure students complete the requirement

in the first year.

2. Removal of elective and addition of HHS 276 – (Trauma and Resiliency Across the

Lifespan) as a required course in Year 2.

There is an increasing awareness within Child and Youth Care as well as other human

services of the importance of trauma informed practice. By making this course mandatory

graduates of the program will be able to more effectively meet the needs of children, youth,

and their families. This replaces one elective in the matrix.

3. Prerequisite change for CYC 165.

Rationale: CYC 152, ECEC 150 or SOCW 252 have been added as we find effective

communication skills are a foundational to effectively group work.

………………………………………………………………………………………………







Program Change.






Proposed by: _____________________________________________________


Signature/Date


_____________________________________________


Approved by Dean of

Instruction:

_____________________________________________



Date


Date


____________________________

Date


Chair, Senate

VIU Course Proposal Management

New Course Proposal for CONN 100 Variant 01

Title Connections I: Introduction to Assessment Practices

Description An introduction of historical context and new trends in Indigenous Early Learning and Child Care (IELCC)

screening and assessment practices.

09-Apr-2018Effective Date End Date

HHSCEDepartment 40Official Class Size

Official transcript indicating completion of accredited Early

Childhood Education training program or permission of instructor.

Prerequisite

Corequisite

6.00Duration

2.50Lecture hours/week

Seminar hours/week 0.00

Lab hours/week 0.00

Field/Practicum hours total 0.00

0.00Practicum Support hours/weekl

1.00Credits

Equivalent courses

NInclude in Calendar

COOP hours/week 0.00

Historical Course ID

What is the reason for this new

course?

Canadian mainstream screening and assessment tools are used to identify and demonstrate need in

accessing early intervention services. Tools and approaches are not developed to consider or

include Canadian Indigenous populations, resulting in over-identification of Indigenous children.

Evidence indicates the importance of identifying children who require supports to enhance learning

and development.

The Connections Project has been developed in response. It developed from advocacy and needs

identified by Aboriginal Head Start (AHS) educators in response to their experiences of utilizing

traditional screening and assessment tools as required by Public Health Agency of Canada

(PHAC).

Course objectives include:

¿ Increase educators' understanding and knowledge in the development, delivery and usage of a

variety of common screening and assessment tools;

¿ Explore and discuss how mainstream models of screening and assessment are poorly suited for

Indigenous communities;

¿ Learn and practice models of assessment that have been identified globally as holistic,

culturally safe and supportive of Indigenous children and families.

Originally the course was designed as in person delivery through a workshops series offered by

British Columbia Aboriginal Child Care Society (BCACCS). Pilot project participants (2014)

reported appreciation for the content but the depth and breadth of material required a substantial

amount of time for instruction. An online delivery model was suggested to improve access to

educators.

From the beginning of the BCACCS/VIU partnership, it has been a goal to accredit the course.

Ensuring all course participants can utilize the course training hours to acquire or maintain their

Early Childhood Educator certification is crucial in supporting them in acquiring or retaining their

credentials. With participants drawn from a national pool, certifying the course provides assurance

that successful participants will receive credit.



Who did you consult with for

this new course?

ECEC Program Faculty at VIU (within the university community), BCACCS, Public Health

Agency of Canada (PHAC) & Aboriginal Head Start in Urban and Northern Communities

(AHSUNC).

What issues were raised

regarding this new course?

None.

N/AHow were these issues

addressed?

CIEL; Registration;Are there any additional

resource requirements?

Proposal Tracking Information March 28, 2018

Is this course a requirement of

any program(s), and if so,

which one(s)

N/A

Vancouver Island University

900 - Fifth St., Nanaimo, BC Canada V9R 5S5

Page 1

Vancouver Island University Department of Professional Development and Training

Course Code: CONN 100

Course Title: Connections I: Introduction to Assessment Practices Course Start Date: May 2018

Course Outline ___________________________________

Instructor Information: This course will be instructed in partnership with the Provincial Child Care Advisor, Kirsten

Bevelander from the BC Aboriginal Child Care Society (BCACCS).

Calendar Description:

An introduction of historical context and new trends in Indigenous Early Learning and Child

Care (IELCC) screening and assessment practices.

Learning Outcomes:

Explain personal philosophies on the role of educators in the lives of young children

Describe holistic interpretation of the term 'assessment' as used in early childhood settings

Reflect on the role assessment plays in continuing practices of colonization

Reflect on and analyze the continuum of current assessment practice in an Indigenous early years

settings

Recognize the importance of listening and relationship development as cornerstones of learning

deeply about children, families, educators and the learning

Course Prerequisites: Official transcript indicating completion of accredited Early Childhood Education training

program or permission of instructor.



Page 2

Course Particulars: Lecture hours/week: 2.5 Lab hours/week: 0 Seminar hours/week: 0 Duration: (15 weeks or other): 6 weeks Total credits: 1 credit Student Evaluation:

A Personal Values Reflection Presentation 20%

Weekly Discussion

A minimum number of 3 responses are required for this course. Students are encouraged to

engage in dialogue with others as this is a discussion format. 25%

Quiz 20%

Reading Logs: 2 submitted reading logs required. 25%

Assignments Week Due Marks

Personal Values Paper 20%

Quiz 20%

Weekly Discussions

Minimum of 3 responses

Throughout the course 35%

Reading Log Entries Weeks 3- 6 25%

100%

Institutional Grade Scale:

The percentage equivalents for letter grades in this course are:

A+ 90-100% B+ 76-79% C+ 64-67% D 50-54%

A 85-89% B 72-75% C 60-63% F 0-49%

A- 80-84% B- 68-71% C- 55-59%



Page 3

Required Textbooks and Materials: On-line readings

Course Handbook to be supplied to the students by BCACCS.

Schedule of Topics or Syllabus:

Additional Information:

HANDLING OF STUDENT WORK

1. Students are responsible for retaining a copy of all submitted work and for

submitting all assignments by their due date. See late policy on the course outline.

2. Every effort will be made to return assignments to students within two weeks.

3. Students can email the instructor to review and discuss their exams, assignments

or course grade.

4. Final grades will be posted for each student to view in their VIU online student

account.

LATE SUBMISSION OF ASSIGNMENTS/MISSED EXAMS: CONSEQUENCES

All assignments are to be submitted by the due date and all tests are to be written on the

date specified. If extenuating circumstances arise such as illness or emergency and

assignment submission by the due date will not be possible, or completion of tests not

possible on the scheduled date, please discuss this with the instructor prior to the date the

assignment is due. Generally, documentation is required to substantiate illness or other

incapacity.

Missed Quizzes

1. Make up quizzes or assignments are at the discretion of the instructor.



Page 4

STUDENT SUPPORTS

1. Vancouver Island University Calendar: http://www.viu.ca/calendar/

2. VIU Learning Matters: https://learningmatters.viu.ca/

3. VIU Writing Center: https://learningmatters.viu.ca/support-area/writing-centre

4. Student Affairs Department: https://www2.viu.ca/studentservices/

5. Vancouver Island University student information: https://www.viu.ca/students

6. Online APA style referencing sites provided under the APA style referencing link

located here: https://learningmatters.viu.ca/topic/using-style-guides and

https://owl.english.purdue.edu/owl/resource/560/01/

7. Online access to instructor through email

ACADEMIC INTEGRITY

‘Academic integrity is to be maintained at all times. There are five values that underpin

academic integrity (these are also consistent with professional standards): honesty, trust,

fairness, respect, and responsibility. Please read through the Student Academic Code of

Conduct policy (www.viu.ca/policies) to ensure that you are familiar with our university’s

expectations. Any violations of the academic code of conduct will be taken seriously and

acted upon according to this policy.

http://www.viu.ca/calendar/

https://learningmatters.viu.ca/

https://learningmatters.viu.ca/support-area/writing-centre

https://www2.viu.ca/studentservices/

https://www.viu.ca/students

https://learningmatters.viu.ca/topic/using-style-guides


http://www.viu.ca/policies



Page 5

Grades will be assigned according to the Vancouver Island University GRADE SCALE.

GRADE PERCENTAGE

(%)

GRADE

VALUE

DESCRIPTION

A+ 90-100 4.33

Excellent A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

Good B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33

Satisfactory

C 60-63 2.00

C- 55-59 1.67

D 50-54 1.00 Poor

F 0-49 0.00 Failing work

Unsatisfactory performance or failure to

meet course requirements.

CR N/A 0.00 Course passed

Requirements completed, but not

calculated in GPA.

INC N/A 0.00 Incomplete

If course requirements are not

completed after 90 days from the course

end date, the “INC” grade will

automatically become and “F” grade.

CS N/A 0.00 Continuing Status

In good standing. Course is delivered

over 2 terms, separated by a break.

Final mark to be issued at end of 2nd

term.

AUD N/A 0.00 Audit

INP N/A 0.00 In Progress

NGS N/A 0.00 No Grade Submitted yet; neither Pass

nor Fail.



Title Connections II: Comparative Assessment Practices

Description A continuation of assessment practices in Indigenous Early Learning and Child Care (IELCC). Topics include

implications and applications in a variety of child care settings.



CONN 100 or permission of instructor.Prerequisite

Corequisite

5.00Duration



Lab hours/week 0.00



1.00Credits

Equivalent courses





course?





and development.




(PHAC).












educators.









this new course?



(AHSUNC).



None


addressed?

CIEL, RegistrationAre there any additional





which one(s)

N/A



Page 1



Course Title: Connections II: Comparative Assessment Practices Course Start Date: September, 2018

Course Outline ___________________________________

Instructor Information: (optional)

This course will be instructed in partnership with the Provincial Child Care Advisor, Kirsten


Calendar Description: (limit of 50 words)

A continuation of assessment practices in Indigenous Early Learning and Child Care

(IELCC). Topics include implications and applications in a variety of child care settings.

Learning Outcomes:

Compare and contrast cultural values about assessment and identify the role of advocates

Identify and compare standard and non-standard assessment methods and tools

Identify and describe a range of support services and resources accessible to educators, children,

and families

Formulate decisions regarding the selection of culturally safe and supportive assessment tools

Identify ethical considerations for designing, collecting and sharing standard and non-standard

documentation



Page 2

Course Prerequisites: (i.e. specific courses, year standing (i.e. 1st, 2nd, 3rd, 4th), required program, etc) CONN 100 or permission of instructor. Course Particulars: Lecture hours/week: 3 Lab hours/week: 0 Seminar hours/week: 0 Duration: (15 weeks or other): 5 weeks Total credits: 1 credit Student Evaluation: (can include information regarding assignments, student participation requirements, writing standards, accommodation, etc. Photo-based Documentation Project; 30%

Weekly Discussion



Quiz 20%



Photo-based

Documentation Project

30%

Quiz 20%

Weekly Discussions



Reading Log Entries 25%

100%



Page 3



A+ 90-100% B+ 76-79% C+ 64-67% D 50-54%

A 85-89% B 72-75% C 60-63% F 0-49%

A- 80-84% B- 68-71% C- 55-59% Required Textbooks and Materials: (i.e. textbooks, equipment, supplies, custom courseware, etc.) On-line readings

Course Handbook to be supplied to the students by BCACCS. Schedule of Topics or Syllabus:

Additional Information: (i.e. Statement regarding academic misconduct and other information not covered in the categories above.)






or course grade.


account.



Page 4







incapacity.

STUDENT SUPPORTS










ACADEMIC INTEGRITY

















Page 5


GRADE PERCENTAGE

(%)

GRADE

VALUE

DESCRIPTION

A+ 90-100 4.33


A- 80-84 3.67

B+ 76-79 3.33

Good B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33

Satisfactory

C 60-63 2.00

C- 55-59 1.67

D 50-54 1.00 Poor






calculated in GPA.










term.

AUD N/A 0.00 Audit



nor Fail.



Title Connections III: Holistic Assessment Practice

Description This course will focus on family-centred, strength-based assessment practices in Indigenous Early Learning

and Child Care (IELCC) settings.



CONN 100, 111, or permission of instructor.Prerequisite

Corequisite

5.00Duration



Lab hours/week 0.00



1.00Credits

Equivalent courses





course?





and development.




(PHAC).












educators.









this new course?



(AHSUNC).



None


addressed?

CIEL, RegistrationAre there any additional





which one(s)



Page 1



Course Title: Connections III: Holistic Assessment Practice Course Start Date: November, 2018

Course Outline ___________________________________

Instructor Information: (optional) This course will be instructed in partnership with the Provincial Child Care Advisor, Kirsten


Calendar Description: (limit of 50 words)

This course will focus on family-centred, strength-based assessment practices in Indigenous Early

Learning and Child Care (IELCC) settings.

Learning Outcomes:

Analyze key strategies to help build and maintain relationships with families

Develop and implement evidence-based documentation

Distinguish between holistic and focused assessments

Utilize evidence-based documentation to inform curricular decisions

Analyze and determine processes and comparative strengths of assessment portfolios

Course Prerequisites: (i.e. specific courses, year standing (i.e. 1st, 2nd, 3rd, 4th), required program, etc) CONN 100, CONN 111, or permission of instructor. Course Particulars: Lecture hours/week: 3 Lab hours/week: 0



Page 2

Seminar hours/week: 0 Duration: (15 weeks or other): 5 weeks Total credits: 1 credit Student Evaluation: (can include information regarding assignments, student participation requirements, writing standards, accommodation, etc.) Pedagogical Narration Project 30%

Weekly Discussion



Quiz 20%



Pedagogical narration

Project

30%

Quiz 20%

Weekly Discussions



Reading Log Entries Weeks 3- 6 25%

100%



A+ 90-100% B+ 76-79% C+ 64-67% D 50-54%

A 85-89% B 72-75% C 60-63% F 0-49%

A- 80-84% B- 68-71% C- 55-59%

Required Textbooks and Materials: (i.e. textbooks, equipment, supplies, custom courseware, etc.) On-line readings

Course Handbook to be supplied to the students by BCACCS.



Page 3

Schedule of Topics or Syllabus:

Additional Information: (i.e. Statement regarding academic misconduct and other information not covered in the categories above.)






or course grade.


account.







incapacity.

STUDENT SUPPORTS







Page 4








ACADEMIC INTEGRITY















Page 5


GRADE PERCENTAGE

(%)

GRADE

VALUE

DESCRIPTION

A+ 90-100 4.33


A- 80-84 3.67

B+ 76-79 3.33

Good B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33

Satisfactory

C 60-63 2.00

C- 55-59 1.67

D 50-54 1.00 Poor






calculated in GPA.










term.

AUD N/A 0.00 Audit



nor Fail.

Senate Update from Carla Tilley March 13, 2018

Hi Linka Please send my regrets for this meeting. I will be unable to attend. "I would like to offer just a short update/announcement from Senate. The call for nominations has been put forward. I have completed my 3-year term and would like to offer the opportunity to another member of HHS. Nomination packages can be found online through the registrars office. If anyone has any questions about what the position responsibilities are I am happy to answer them. Please consider this scholarship opportunity." Thanks Linka Carla

This message is to advise of the official results of the nomination period for elections to Senate,

Curriculum Committee, and Educational Standards Committee.

Summary: We have four positions proceeding to a contested election, three positions filled by

acclamation, and fourteen positions for which no nominations were received.

A. CONTESTED ELECTIONS

The following positions had more than one nomination received; therefore, these positions will go to

the campaigning and voting stages:

1. Support Staff Representative to Senate. There were four nominations received:

Kamala Haughton

Rachel Lamb

Aubrey Robertson

David Woodward

2. Faculty of Science & Technology Representative to Senate. There were two nominations

received:

Brian Dick

Lev Idels

3. Faculty of Social Sciences Representative to Senate. There were two nominations

received;

David Hopwood

Deborah Matheson

4. Faculty of Science & Technology Representative to Curriculum Committee. There were

two nominations received:

Dan Baker

Todd Barsby

These elections will take place from April 9-11, 2018. The elections will be conducted via electronic

ballot; a voting notification email will be sent only to eligible voters.

B. POSITIONS FILLED BY ACCLAMATION

The following positions had one nomination received; therefore, these positions have been filled by

acclamation:

SENATE:

Faculty of Management Chris Jaeger

CURRICULUM COMMITTEE:

Faculty of Academic & Career Preparation Lisa Lewis

Faculty of International Education Mary Wendling

C. POSTIONS STILL VACANT

The following positions received no nominations; therefore, the nomination period has been extended

to March 23, 2018 (3:00 pm):

SENATE:

Faculty of Academic & Career Preparation

Nomination forms can be found at www.viu.ca/employee/elections/senate.asp

Faculty of Arts & Humanities

Faculty of Education

Faculty of Health & Human Services

Faculty of International Education

Faculty of Trades & Applied Technology

CURRICULUM COMMITTEE:

Faculty of Management

Nomination forms can be found at www.viu.ca/employee/elections/curriculum.asp

Faculty of Social Sciences


EDUCATIONAL STANDARDS COMMITTEE:

Support Staff

Nomination forms can be found at www.viu.ca/employee/elections/esc.asp

Faculty of Arts & Humanities

Faculty of International Education

Faculty of Social Sciences


Thank you for considering this interesting and rewarding opportunity to serve your university!

Sincerely,

Fred S. Jacklin

Registrar

Registration Centre, Bldg 200, Nanaimo Campus

http://www.viu.ca/employee/elections/senate.asp

http://www.viu.ca/employee/elections/curriculum.asp

http://www.viu.ca/employee/elections/esc.asp

faculty council agenda - viu...2018/03/28 · teleconference: 1.877.385.4099 access code 2410222#...

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