proposal for a bachelor of science (b. sc.) four … bsc(env sci...algoma university sault ste....
TRANSCRIPT
Proposal for a Bachelor of Science (B. Sc.) Four Year Honours Degree in Environmental Science Application for Ministerial Consent Under the Post-Secondary Education Choice and Excellence Act, 2000 Algoma University Sault Ste. Marie, Ontario October 2015
1520 Queen Street East, Sault Ste. Marie, ON P6A 2G4, www.algomau.ca
1
Vision Statement
Biidaabin
A new dawn
A university of international distinction enriching generations of diverse cultures and communities.
Debwewin
Truth
Strategic Objectives
1. Algoma University instills pride in its identity through growth in quality and excellence.
2. Algoma University embraces the diverse composition of its student population and celebrates its distinctive mission for Anishinaabe education and research.
3. Algoma University takes a leadership role and engages with the communities it serves. 4. Algoma University grows by implementing new academic offerings that create a
distinctive university. Approved by Senate, February 3, 2006
Approved by the Board of Governors, February 9, 2006
2
Section 1: Introduction
1.1 Organization and Program Information Full Legal Name of Organization: Algoma University Operating Name of Organization: Algoma University Common Acronym of Organization: AU URL for Organization Homepage: www.algomau.ca Proposed Degree Nomenclature: Honours Bachelor of Science B.Sc. (HON) Program Name: Environmental Science Location(s) where program to be delivered: Algoma University 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Person Responsible for Submission: Dr. Richard McCutcheon Academic Dean 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Tel: 705-949-2301 ext. 4130 Fax: 705-949-6583 Email: [email protected] Site Visit Coordinator: Dawn Elmore
Manager, Academic Development and Quality 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Tel: 705-949-2301 ext. 4372 Fax: 705-949-6583 Email: [email protected] Anticipated Start Date: September 2016
3
4
1.2 Table of Contents Section 1: Introduction ................................................................................................................... 3
1.1 Organization and Program Information ................................................................................. 3
1.3 Executive Summary ................................................................................................................... 9
Background Information ............................................................................................................. 9
Program Summary and Strengths ............................................................................................. 11
Bachelor of Science (Environmental Science) – Program Requirements ................................ 15
Program Level Learning Outcomes ........................................................................................... 17
Student Demand ....................................................................................................................... 18
Societal Need ............................................................................................................................ 23
1.4 Program Abstract .................................................................................................................... 27
Section 2: Degree Level ................................................................................................................ 29
Degree Level Summary ............................................................................................................. 29
Section 3: Admissions, Promotion, Graduation ........................................................................... 35
3.1 Admission Requirements .................................................................................................... 35
3.1.1 Admission Requirements for Direct Entry ................................................................... 35
3.1.2 Admission Policies and Procedures for Mature Students ........................................... 36
3.2 Promotion and Graduation Requirements ......................................................................... 37
3.2.1 Level of achievement required of students in the program for promotion within the program and for graduation ................................................................................................. 37
3.2.2 Policies and Procedures governing academic remediation, sanctions, and suspension for students who do not meet the minimum achievement ................................................. 38
3.3 Advanced Standing Policies and Requirements .................................................................. 40
3.3.1 Credit Transfer/Recognition Policies and Procedures ................................................. 40
3.3.2 Degree Completion Arrangement(s) ........................................................................... 43
3.3.3 Policies and procedures pertaining to entrance examinations and advanced placement based on prior learning assess for “life experience” .......................................... 49
Section 4: Program Content ......................................................................................................... 53
4.1 Program Advisory Committee ............................................................................................ 55
4.1.1. Program Advisory Committee Membership ............................................................... 55
4.1.2. Program Advisory Committee Minutes ..................................................................... 59
4.2 Professional/Accreditation or Other Organization Support .............................................. 67
4.2.1 Professional/Accreditation or Other Requirements ................................................... 67
5
4.2.2 Letters of Support: Professional/Accreditation or Other Requirements .................. 67
4.3 Learning Outcomes ............................................................................................................ 69
4.3.1 Degree outcomes and the courses, course segments and workplace requirements that contribute ...................................................................................................................... 69
4.3.2 Program outcomes and the courses, course segments and workplace requirements that contribute ...................................................................................................................... 75
4.3.3 Breadth Outcomes and the corresponding non-core courses, course segments or work-integrated learning requirements that contribute to the breadth outcomes ......................... 81
4.4 Course Descriptions ........................................................................................................... 83
Core Courses ...................................................................................................................... 83
Environmental Science Electives - Group A Courses ......................................................... 89
Environmental Science Electives - Group B Courses ......................................................... 93
General Electives ................................................................................................................ 97
4.5 Undergraduate Course Schedule I ..................................................................................... 99
4.6 Undergraduate Course Schedule 2 ................................................................................... 103
4.7 Graduate Academic Course Schedule .............................................................................. 107
4.8 Graduate Course Schedule 2 ............................................................................................ 107
4.9 Work-integrated Learning Experience ............................................................................. 109
4.10 Course Outlines and Other Graduation Requirements ................................................. 113
4.10 Course Outlines .............................................................................................................. 113
4.10.1 .................................................................................................................................. 115
4.10.2 .................................................................................................................................. 231
4.10.3 .................................................................................................................................. 329
4.11 Degree Completion Arrangements ........................................................................... 422
4.11.1 Bridging Course Descriptions .................................................................................. 422
4.11.2 Bridging Course Outlines............................................................................................. 425
Gap Analysis ............................................................................................................................ 435
4.12.1 .................................................................................................................................. 437
Gap Analysis: Sault College Natural Environment Technician – Conservation and Management Diploma to a B.Sc. (HON) in Environmental Science ................................... 437
4.12.2 .................................................................................................................................. 440
Gap Analysis: Sault College Natural Environment Technologist – Conservation and Management Diploma to a B.Sc. (HON) in Environmental Science ................................... 440
4.12.3 .................................................................................................................................. 443
6
Gap Analysis: Sault College Forest Conservation Technician Diploma to a B.Sc. (HON) in Environmental Science ........................................................................................................ 443
4.12.4 .................................................................................................................................. 447
Gap Analysis: Sault College Fish and Wildlife Conservation Technician Diploma to a B.Sc. (HON) in Environmental Science ......................................................................................... 447
4.12.5 .................................................................................................................................. 450
Gap Analysis: Sault College Adventure Recreation and Parks Technician Diploma to a B.Sc. (HON) in Environmental Science ......................................................................................... 450
Section 5: Program Delivery ....................................................................................................... 453
5.1 Quality Assurance of Delivery ........................................................................................... 454
5.2 Student Feedback ............................................................................................................. 455
5.3 On-line Delivery ................................................................................................................ 457
Section 6: Capacity to Deliver .................................................................................................... 459
6.1.1 Library Resources .................................................................................................. 461
6.1.2 Computer resources and web access available to students ................................. 475
6.1.3 Classroom space and seating capacity.................................................................. 475
6.2 Resource Renewal and Upgrading ............................................................................... 478
6.3 Support Services ........................................................................................................... 487
6.4 Faculty ............................................................................................................................... 493
6.4.1 Four Year projected cumulative enrolment and projected staff ................................... 493
6.4.2 Policies Pertaining to Faculty ..................................................................................... 495
6.4.3 Curriculum Vitae Release ............................................................................................... 502
6.4.5 Curriculum Vitae of Faculty Assigned to Deliver Non-Core Courses in the Degree Program ................................................................................................................................... 505
Section 7: Credential Recognition .............................................................................................. 507
Section 8: Regulation and Accreditation.................................................................................... 509
8.1 Current Regulatory of Licensing Requirements ............................................................ 509
8.2 Letters of Support from Regulatory/ Licensing Bodies ................................................. 511
Section 9: Nomenclature ........................................................................................................... 513
Section 10: Program Evaluation ................................................................................................. 515
Section 11: Academic Freedom and Integrity ............................................................................ 517
11.1 Academic Freedom ......................................................................................................... 519
11.2 Academic honesty and the organization’s procedures for informing faculty and students about, and ensuring their compliance with, policies pertaining to academic honesty ......... 523
7
11.3 The ownership of intellectual products of its employees and students ........................ 532
11.4 Research involving humans and/or animals, and the management of research funds . 539
Section 12: Student Protection .................................................................................................. 587
Code of Student Conduct (Non-Academic) ................................................................................... 593
Human Rights Policy ..................................................................................................................... 603
Disciplinary Regulation on Academic Dishonesty ......................................................................... 607
Section 13: Optional Material .................................................................................................... 615
13.1 Other Relevant Information ........................................................................................... 615
ECO Canada Accreditation Standards ................................................................................. 615
Collective agreement between the Algoma University Board of Governors and the Algoma University Faculty Association ............................................................................................ 615
Algoma University Strategic Mandate Agreement (SMA) .................................................. 615
Pathways from Sault College Diploma Programs in Natural Environment and Outdoor Studies to a Bachelor of Science at Algoma University ONCAT Final Report ..................... 615
8
1.3 Executive Summary Proposed Degree Nomenclature: Honours Bachelor of Science B.Sc. (HON) Program Name: Environmental Science Anticipated Program Start Date: September 2016
Background Information On June 18, 2008, the Government of Ontario passed Bill 80, which dissolved Algoma University College and created Algoma University, Ontario’s 19th university. Algoma University continues to offer all degree programs that were available to students while it was an affiliate college of Laurentian University. Bill 80, An Act to establish Algoma University and to dissolve Algoma University College, describes Algoma University’s special mission, which is as follows:
a) To be a teaching oriented university that provides programs in liberal arts and sciences
and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and
b) To cultivate cross-cultural learning between aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site.
Algoma University College started offering classes under the authority of Laurentian University in 1964. Immediately prior to independence, Algoma University College was operating autonomously in all respects with the exception of the granting of degrees. As an affiliate college, Algoma University College was funded independently from Laurentian University using provincial funding formulae. Algoma University College maintained its own bicameral governance system, consisting of a Board of Governors and a Senate. Given the autonomous nature of Algoma University College’s operations, the institution was fully poised and prepared for the transition to independent university status in spring 2008. Algoma University is a member of the Association of Universities and Colleges Canada (AUCC) and the Council of Ontario Universities (COU). For an institution to be admitted as a member to these organizations, it must prove it has governance and administrative structures appropriate to a university, as well as show that it offers programs that support its mission statement and academic goals. It is significant to note that Algoma University has developed appropriate quality standards that are comparable to those of all other Ontario universities, as evidenced through our AUCC and COU memberships.
9
The Algoma learning environment provides a high quality education and learning experience that can be transformative for students. Having a relatively small cohort of peers ensures that students engaged in the Algoma learning experience develop skills in an environment that recognizes the importance of one-on-one interaction between faculty and students, that provides opportunities for ‘hands-on’ experiential work, and that offers a level of support services consistent with a commitment to student success. Algoma University has many comparative advantages including good student/faculty interaction, lower student/faculty ratios, unique programs, collaborations/partners, student diversity, Anishinaabe studies, and interdisciplinary/collaborative programs. As an independent university, Algoma University has maintained its comparative advantage as a small institution, while steadily increasing student numbers from 934 full-time equivalents (FTEs) in 2007/08 to 1426 FTEs in 2014/15. Algoma University strives to grow its student enrolment beyond its current size to a number that will allow the university to maintain its “small university” atmosphere, while at the same time enhancing efficiency and sustainability. To serve the students of Sault Ste. Marie and the Algoma region, Algoma University has been expanding the breadth and depth of its programming to include more four year honours degrees. To this end, Algoma University has built on existing core programs and strengths in biology, social work, and geography to develop three new programs over the past four years. Algoma University will continue to develop new undergraduate and professional programs that respond to the needs of the province of Ontario, and in particular the needs of Northern Ontario as outlined in its Strategic Mandate Agreement (SMA). The SMA in its entirety can be found in Section 13: Optional Material. Interdisciplinary collaboration and innovation is core to the development of programs that are responsive to regional needs and contribute to provincial capacity. New programs leverage available community-based assets and intellectual resources, as well as link to other institutions with complementary programs and expertise. In accordance with its legislated mandate and SMA, academic planning at Algoma University is responsive to the needs of Northern Ontario and consistent with Algoma’s commitment to improving outcomes for Indigenous students in post-secondary education. As Algoma University fulfills its mission by offering an excellent undergraduate education, research plays an increasingly important role by providing students with opportunities to gain skills, techniques and cutting-edge knowledge. This increased capacity enables them to become agents of positive change in their communities, through knowledge transfer and cultural enrichment. Regular, cooperative and professional undergraduate programs engage students in basic and applied research recognized provincially, nationally and internationally. Algoma University expects that expanding the breadth and depth of its programs will be a key driver of institutional growth and will significantly contribute to increased postsecondary participation rates in the Algoma region. Algoma University continues to develop and augment
10
its academic offerings to provide accessable post-secondary education to the Algoma region while maintaining strong academic standards.
Program Summary and Strengths Algoma University proposes to offer a four-year Honours Bachelor of Science (B.Sc. HON) in Environmental Science degree program. The proposed program integrates environmental knowledge and perspectives across disciplinary boundaries with a particular emphasis on the disciplines of biology, chemistry, and geography. The intent of the program is to develop a strong background in Environmental Sciences coupled with well-developed critical thinking skills. This focus will prepare graduates to contribute to solutions for the complex environmental, social, and economic challenges that humanity will face in the 21st century. Applied sciences is a burgeoning field, especially given the exponential increases in human population the earth is experiencing, the increased impacts of global climate change and invasive species, and the continued loss of biodiversity and degradation of agricultural soil quality and availability. Given the enormity of the challenges humanity faces with respect to the environment and the shortage of skilled workers in the environmental sector, a critical strength of this program is that it is highly relevant and becoming more relevant each day. The proposed degree builds on institutional and regional assets in the field of environmental science. In 2010, the Minister of Training, Colleges and Universities granted Algoma University consent to offer an Honours Bachelor of Science in Biology. The biology program has grown in enrolment each year since it was approved and has already produced graduates that have been accepted to graduate school, medical school, dentistry, nursing, and several that have gone on to careers in the sciences. Five full-time faculty in the Department of Biology work closely with students to provide hands-on opportunities to participate in biological research in a new, state-of-the-art teaching and research facility. In a recent review, Algoma’s biology program was praised for its deeply engaged faculty and student body. Students enjoy a high level of interaction with faculty as well as high-quality opportunities to conduct and participate in research throughout their undergraduate experience. Students benefit from what the reviewers termed “a living laboratory”, as faculty take advantage of the surrounding natural environment and partnerships with scientists at local federal and provincial research laboratories to enrich the learning experience. Students in the proposed B.Sc. HON in Environmental Science will similarly benefit from this high level of student-faculty interaction and the ‘living laboratory’ that surrounds Algoma University. In 2012, Algoma University received Ministerial consent to offer an Honours Bachelor of Arts in Geography. Graduates are able to apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic, and environmental problems in local, regional, and international contexts. A Certificate in Geomatics is an option for students, and prepares graduates for employment in an expanding
11
sector both regionally and internationally. Practicum opportunities, field courses, and project-based courses all contribute to the hands-on and participatory nature of the Geography program. Students in the proposed B.Sc. HON in Environmental Science will benefit from the blending of strengths found in the geography and biology programs. Instruction for the proposed program will take place in a new, state-of-the-art building, the Essar Convergence Centre (ECC). This 57,000 square foot LEED-certified building opened in 2011 and houses student classrooms, teaching labs, faculty research labs, a business incubator, and a research institute. The Departments of Biology and Geography and Geology are co-located in this facility which serves as a dynamic hub for science and technology innovation activities. Existing chemistry programming, which supports the Biology program, is also delivered in this facility. The proposed Environmental Science program aims to provide a high quality student experience by building on the research expertise of Algoma University faculty. Dr. Pedro Antunes, Associate Professor and Ontario Ministry of Natural Resources Research Chair, conducts basic and applied research on terrestrial invasive forest pests and manages an international network. Dr. Isobel Molina, Assistant Professor and Research Chair in Natural Products Biochemistry, conducts cutting-edge research in plant molecular biotechnology and analytical chemistry. Drs. Brandon Schamp and Istvan Imre, also of the Biology Department, have active research programs exploring the impact and mitigation of invasive species. Also in the Biology Department, Dr. Jennifer Foote studies the impact of human-induced habitat changes on animal behavior. As such, existing expertise in the Department of Biology is highly relevant to the field of environmental science. Each of the five full-time faculty in the Department of Biology is research-active and holds grants and contracts with major granting agencies such as the Natural Sciences and Engineering Research Council of Canada (NSERC), the Canadian Foundation for Innovation (CFI), and the Great Lakes Fishery Commission. In the last five years, grants to Biology faculty have exceeded $3,300,000, which has provided significant opportunity for students to participate in cutting-edge research through volunteer, work study, or summer research positions. In the last five years, 12 students have co-authored peer-reviewed, scientific publications from this research. Three full-time faculty in the Department of Geography and Geology will further enrich the experience of students in the proposed program. Geography faculty expertise ranges from biogeography, geomorphology, and climatology to urban and regional development, health geography, Geographic Information Systems (GIS), and remote sensing. The geography curriculum carefully incorporates hands-on experience within the rich natural environment of the Algoma region. Algoma University is an ideal location in which to study environmental science. Located on the St. Mary’s River and bordering the United States, Sault Ste. Marie is at a crossroads between nature and industry. The natural landscape surrounding the university campus spans mountain ranges, valleys, and highlands, providing a wealth of opportunities for students to examine first-hand the relationship between human beings and the environment. Sault Ste. Marie is
12
uniquely gifted in its geographical location at the confluence of Lakes Superior, Michigan, and Huron. A wide range of natural resources and ecosystems are located in proximity to the university, including upland and wetland habitats, aquatic environments, ecosystems impacted by development, industry and anthropogenic activity, and some of the most significant geological formations in North America. Students will develop an understanding of these local resources in a biological context throughout the program. For example, students in the 4th year Invasive Species Biology elective course will examine invasive species such as Cynanchum rossicum (dog strangling vine) and Vinca minor (Common periwinkle), use transect, point quarter, and quadrat surveys to estimate the degree to which fungal pathogens have infected pine trees, and collect fish samples to determine the presence of Lamprey in the Great Lakes, all within 15 km of Algoma’s main campus. Sault Ste. Marie is home to a number of world-class government laboratory and research facilities, including the Great Lakes Forestry Centre (Natural Resources Canada) (GLFC), the Ontario Forest Research Institute (OFRI), Ontario Ministry of Natural Resources (OMNR), and Fisheries and Oceans Canada (DFO). These organizations host a significant number of PhD researchers in the fields of entomology, forestry, invasive species biology, fisheries biology, and natural products chemistry, and are all located in close proximity to the university campus. Algoma University has closely collaborated with these organizations for many years. Several researchers from both government facilities hold Adjunct Professor status at the university. These organizations are important partners to the university, and provide opportunities for internships, co-ops, guest speakers, sessional instructors, and research facilities. Additionally, the presence of both a large steel mill (Essar Steel Algoma), as well as a major shipping lane through the St. Mary’s river provides ample opportunity for relevant research in environmental science. This ‘living laboratory’ sets the stage for a high-quality student experience that prepares graduates for further study, employment, and community involvement. The curriculum for the proposed B.Sc. (HON) in Environmental Science was designed in a consultative fashion using a systematic approach. The development process included extensive examination of existing environmental science programs as well as significant input from a program development advisory committee comprised of academics from other institutions and a range of external stakeholders, including potential employers of graduates in the Algoma region. This process resulted in a rich and innovative program that reflects the degree level standards of an honours baccalaureate degree, while at the same time responds to advances in the discipline and a growing segment of the labour market. The committee was overwhelmingly enthusiastic about the program that this process resulted in. The curriculum of the proposed program is designed to expose students to emerging environmental issues and to prepare graduates for careers in the rapidly growing environmental field. According to a 2011 study by Environmental Careers Organization (ECO) Canada, one of the most pressing issues facing Canada’s environmental sector is a shortage of skilled labour (ECO Canada, 2011). A critical component of the current program proposal is the inclusion of a core Internship course that gives students in the program an opportunity to work directly with a professor working on an environmental science project, or with one of several
13
local entities engaged in environmental science. Multiple local agencies have already indicated that they are interested in participating in this course:
1. Ontario Forestry Research Institute 2. Ontario Ministry of Natural Resources 3. Great Lakes Forestry Research Centre 4. Department of Fisheries and Oceans 5. City of Sault Ste. Marie 6. Tarentorus Fish Hatchery 7. Sault Ste. Marie Conservation Authority 8. Algoma Highlands Conservancy 9. Bioforest Corporation 10. Pinchin Environmental Ltd. 11. Graystone Environmental Ltd. 12. Testmarch Laboratories Ltd.
Consequently, there is significant local interest, and opportunity to support the strong experiential learning component of the proposed program. Additionally, for students interested in pursuing more internship experience, there is a second Internship proposed for students not wishing to pursue the Capstone Thesis project in their fourth year, which is itself an experiential learning option. The Honours Thesis project is a 6-credit full year course in which a student works with a supervisor (often a faculty member) to develop and carry out a project in the Environmental Sciences. This course is modeled after the Honours Thesis course in the Biology program, which has been greatly successful and has culminated, as mentioned above, in 12 undergraduate students publishing their research in peer reviewed journals. Undergraduate programming in the field of Environmental Science generally focuses on the synthesis, integration, and analysis of information across disciplines. However, there is little consensus on core competencies, principles, and/or structures that apply across all environmental science programs (Vincent & Focht, 2009). Typical Environmental Science program elements comprise a wide range of subject areas, and may include ecology, environmental biology, environmental chemistry, geochemistry, Geographic Information Systems, climatology, and remote sensing (QAA, 2014). The proposed B.Sc. (HON) in Environmental Science has carefully benchmarked its curriculum against other Canadian undergraduate programs, and contains many core elements common to other programs, including a broad introduction to the theories and concepts of multiple scientific disciplines as well as a mandatory internship to connect theoretical knowledge to practical skill development.
14
Bachelor of Science (Environmental Science) – Program Requirements The following course map outlines the program requirements for the Honours Bachelor of Science (B.Sc. HON) in Environmental Science: Year Credit
Weight Course Code Course Name
Year 1 3 ENVS 1006* Introduction to Environmental Science 3 BIOL 1506 Biology I 3 BIOL 1507 Biology II 3 CHMI 1006 Chemistry I 3 CHMI 1007 Chemistry II 3 GEOL 1021 Understanding the Earth: The Planet and its Internal
Processes 3 MATH 1036
or MATH 1057
Calculus I or Linear Algebra I
3 PHIL 1116 Critical Thinking 6 Electives from Group I (Humanities) and/or Group II (Social
Sciences) Year 2 3 BIOL 2056 Principles of Scientific Inquiry
3 CHMI 2426 Organic Chemistry I 3 ENVS 2126 Experimental Design and Statistical Analysis 3 GEOG 1026 Introduction to Physical Geography 3 GEOG 2017 Introduction to GIS 3 Closed elective from Group A 3 Closed elective from Group B 9 Electives, at least 6 credits from Group I (Humanities)
and/or Group II (Social Sciences) Year 3 3 BIOL 3356 Population Ecology
3 CHMI 3016 Biochemistry I 3 ENVS 3106 Pollution 3 ENVS 3206 Environmental Chemistry 3 ENVS 3456 Environmental Science Internship I 6 Closed electives from Group A 3 Closed electives from Group B 6 General electives
Year 4 Honours Option
6 ENVS 4105 Honours Thesis 6 Closed electives from Group A or B, 4000 series; at least 3
credits from Group A 9 Closed electives from Group A or B, 3000/4000 series; at
least 6 credits from Group A 9 General electives
15
*minimum grade of 60% required A non-honours option is available for students who wish to complete an internship instead of an honours thesis. The program requirements are identical to the honours program with the exception of year 4. The program requirements for year 4 of the non-honours program are outlined below: Year Credit
Weight Course Code Course Name
Year 4 Non -Honours Option
3 ENVS 4456 Environmental Science Internship II 9 Closed electives from Group A or B, 4000 series; at least 6
credits from Group A 9 Closed electives from Group A or B, 3000/4000 series; at
least 6 credits from Group A 9 General electives
Environmental Science Closed Electives
Group A
ENVS 3596 Limnology ENVS 3626 Epidemiology ENVS 3906 Special Topics in Environmental Science I ENVS 3907 Special Topics in Environmental Science II ENVS 4806 Biotechnology ENVS 4696 Toxicology ENVS 4706 Soil Science ENVS 4906 Advanced Topics in Environmental Science I ENVS 4907 Advanced Topics in Environmental Science II BIOL 2126 Cell Biology BIOL 3357 Community Ecology BIOL 3977 Conservation Biology BIOL 4016 Field Studies in Biology BIOL 4306 Aquatic Biology BIOL 4506 Invasive Species Biology CHMI 2357 Organic Chemistry II CHMI 3017 Biochemistry II CHMI 3996 Analytical Chemistry PHYS 1006 Introductory Physics I PHYS 1007 Introductory Physics II
16
Group B ECON 2056 Economics of Natural Resources ECON 2057 Environmental Economics and Policies JURI 2316 Environmental Law POLI 3756 Politics of the Environment SOCI 3227 Environmental Sociology BIOL 2216 Principles of Environmental Ethics BIOL 2217 Topics in Environmental Ethics GEOL 1022 Understanding the Earth: The Earth’s Crust, Rocks and Minerals GEOG 1027 Introduction to Human Geography GEOG 2106 Geomorphology I GEOG 2107 Geomorphology II GEOG 2996 The Great Lakes: Resources, People, and the Environment GEOG 3307 Indigenous Knowledge in Natural Resource Management GEOG 3076 Advanced Geographic Information Systems (GIS) GEOG 3037 Remote Sensing of the Environment GEOG 4296 Impact Assessment and Resources Management GEOG 4407 Natural Resources & the Environment: Policy and Practice
Program Level Learning Outcomes Upon successful completion of this program, students will be able to:
1. Think critically, applying evidence to support arguments and decision making. 2. Understand the key concepts and theories in the environmental sciences. 3. Learn to effectively research scientific topics from multiple sources. 4. Explore the current state of knowledge in the environmental sciences and recognize the
interrelationships between natural and human processes. 5. Apply practical laboratory and field sampling skills in the collection and analysis of environmental
data to address hypotheses. 6. Communicate ideas in environmental science effectively in both written and oral format to a
variety of audiences. 7. Integrate knowledge and perspectives across disciplinary boundaries to contribute to the effective
management of human activities to facilitate sustainable living patterns and development options. 8. Apply relevant numerical skills to the analysis of data relevant to the environmental sciences. 9. Critically evaluate and compare multiple solutions to particular environmental problems. 10. Work in collaborative research teams to critically evaluate, and investigate possible solutions to
environmental challenges. Further details on the Program Learning Outcomes and related learning activities can be found in section 4.3.1.
17
Student Demand Environmental science is a burgeoning field that will be increasingly relevant as the scientific community addresses environmental challenges using an interdisciplinary approach. Enrolment in post-secondary environmental programming has been steadily climbing for the last decade. In 2006, there were a total of 127,170 enrolments in environment-related programming at colleges and universities in Canada, up 17% from 109,074 enrolments in 2001 (ECO Canada, 2011). Of the provinces, Ontario is home to nearly half of all Canadian university enrolments and graduations in environment-related programs (52,211 students and 11,154 graduates in 2008) (ECO Canada, 2011). Environmental science has increasingly been shifting to a university program offering. University programs in environmental-related fields have seen the most enrolment growth (32% from 2001 to 2008) and represents 81% of all enrolments in environment-related programs (ECO Canada, 2011). With the exception of Alberta and Saskatchewan, all Canadian provinces experienced a decline in environment-related college enrolments between 1999 and 2006, with a concurrent increase in environment-related university enrolments (ECO Canada, 2011). In the period from 1999-2005, the university enrolment rate of change for environmental science programs was the highest, with an enrolment increase of over 800%. University enrolment grew by 62% for university environmental science programs from 2001-2006, while enrolment in college programs contracted by 28% (ECO Canada, 2011). An analysis of application and enrolment data for other environmental science programs at other Ontario universities provides an estimate of student demand within the Ontario system. Tables 1 to 4 detail the number of applicants and the number of registrants to select comparable environmental science programs in the Ontario system. Data from the Ontario Universities Application Centre (OUAC) demonstrates growth from 2012 to 2013 in the numbers of direct-from-high-school applications for Environmental Science programs at McMaster, Waterloo, Trent, Windsor, and Brock. Each of the institutions with growing environmental science programs also offers a Bachelor of Science in Biology program. This demonstrates it is feasible and normative to offer multiple B.Sc. options in both environmental science and biology as complementary rather than competitive programs.
18
Table 1 Direct from High School Applications for Environmental Science Programs (2007-2013) Applications University Program 2007 2008 2009 2010 2011 2012 2013 McMaster Environmental & Earth Science 0 385 508 534 633 531 557 Guelph B.Sc. Environmental Sciences 332 431 442 442 424 374 342 U of T Scarborough Co-op Physics & Env. Sci. 173 133 226 234 337 335 192 U of T Scarborough Physics & Env. Sci. (no coop) 164 161 383 293 396 362 172 Waterloo Environmental Science 0 0 0 193 181 127 159 Trent Hon Bach of Environmental Sci/Studies 0 0 0 66 90 114 124 Trent Env and Resource Sciences 0 0 0 89 125 90 99 York B.Sc. Environmental Science 126 115 100 100 117 96 96 Windsor B.Sc. Environmental Science 23 30 45 48 48 42 51 Lakehead B.Env. Sci (Honours) 42 54 65 59 56 56 49 Laurentian Environmental Sciences 0 0 0 0 0 0 40 Brock B.Sc. Env. Geosciences 25 37 38 23 36 31 39 Trent-Oshawa Env. & Resource Sciences 0 0 0 20 13 21 20 Trent Indigenous Environmental Science 0 0 0 5 4 1 4 UOIT Environmental Sustainability Science 0 0 0 0 0 22 0 885 1346 1807 2106 2460 2202 1944 Source: Ontario Universities Application Centre data Table 2 Direct from High School Confirmations for Environmental Science Programs (2007-2013) Confirmations University Program 2007 2008 2009 2010 2011 2012 2013 U of T Scarborough Physics & Env. Sci. (no coop) 63 64 113 110 123 141 109 Guelph B.Sc. Environmental Sciences 80 109 84 103 92 95 78 McMaster Environmental & Earth Sciences 0 63 79 88 95 74 72 U of T Scarborough Co-op Physics & Env. Sci 19 15 14 31 24 36 25 Waterloo Environmental Science 0 0 0 23 19 15 25 Trent Env. and Resource Sciences 0 0 0 19 22 26 23 Trent Hon Bach of Environmental Sci/Studies 0 0 0 16 17 25 24 Laurentian Environmental Sciences 0 0 0 0 0 0 9 Brock B.Sc. Env. Geosciences 3 5 10 4 3 6 7 Lakehead BEnv. Sci. (Honours) 4 8 13 7 7 11 6 Windsor B.Sc. Environmental Science 3 0 8 6 10 5 3 York B.Sc. Environmental Science 8 8 6 12 6 8 3 Trent-Oshawa Env. & Resource Sciences 0 0 0 3 2 6 2 Trent Indigenous Environmental Science 0 0 0 0 1 0 2 UOIT Environmental Sustainability Science 0 0 0 0 0 1 0 180 272 327 422 421 449 388 Source: Ontario Universities Application Centre data
19
Table 3 Other than Direct from High School Applications for Environmental Science Programs (2007-2013) Applications University Program 2007 2008 2009 2010 2011 2012 2013 McMaster Environmental & Earth Sciences 0 68 95 89 100 140 174 U of T Scarborough Physics & Env. Sci. (no coop) 116 90 299 281 344 363 138 Guelph B.Sc. Environmental Sciences 84 97 138 81 87 91 103 U of T Scarborough Co-op Physics & Env. Sci 59 68 130 147 187 223 86 York B.Sc. Environmental Science 100 95 114 80 107 52 65 Waterloo Environmental Science 0 0 0 41 48 56 61 Trent Env and Resource Sciences 0 0 0 29 32 55 48 Trent Hon Bach of Environmental Sci/Studies 0 0 0 31 29 53 45 Windsor B.Sc. Environmental Science 21 10 14 20 23 18 25 Laurentian Environmental Sciences 0 0 0 0 0 0 20 Lakehead BEnv. Sci. (Honours) 12 24 18 13 20 16 18 Brock B.Sc. Env. Geosciences 10 8 13 6 7 12 11 Trent-Oshawa Env. & Resource Sciences 0 0 0 14 10 14 6 Trent Indigenous Environmental Science 0 0 0 1 1 2 1 UOIT Environmental Sustainability Science 0 0 0 0 0 5 0 402 460 821 833 995 1100 801 Source: Ontario Universities Application Centre data Table 4 Other than Direct from High School Confirmations for Environmental Science Programs (2007-2013) Confirmations University Program 2007 2008 2009 2010 2011 2012 2013 U of T Scarborough Physics & Env. Sci. (no coop) 39 39 79 59 53 86 42 Trent Env. and Resource Sciences 0 0 0 24 17 26 19 Guelph B.Sc. Environmental Sciences 17 10 21 20 6 16 16 McMaster Environmental & Earth Sciences 0 9 8 11 7 8 7 York B.Sc. Environmental Science 7 10 16 9 7 6 7 Trent Hon Bach of Environmental Sci/Studies 0 0 0 2 8 14 6 U & T Scarborough Co-op Physics & Env. Sci. 2 2 11 6 17 13 6 Laurentian Environmental Sciences 0 0 0 0 0 0 4 Lakehead BEnv. Sci. (Honours) 2 10 5 3 7 5 3 Windsor B.Sc. Environmental Science 1 0 4 1 2 0 2 Waterloo Environmental Science 0 0 0 2 3 5 2 Trent-Oshawa Env. & Resource Sciences 0 0 0 5 4 6 1 Brock B.Sc. Env. Geosciences 0 3 3 2 0 2 0 UOIT Environmental Sustainability Science 0 0 0 0 0 1 0 Trent Indigenous Environmental Science 0 0 0 1 1 0 0 68 83 147 145 132 188 115 Source: Ontario Universities Application Centre data
20
A sampling of out-of-province universities show that undergraduate environmental science program enrolment has remained relatively steady for the past five years. Table 5: Enrolment Data for the Bachelor of Science (Environmental Science) at Acadia University 2008 2009 2010 2011 2012
46 49 54 57 54
*above includes full-time and part-time headcount Source: Acadia University website Table 6: Enrolment Data for the Bachelor of Science (Environmental Science) at Dalhousie University 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 71 83 92 85 81 67 Source: Dalhousie University website It is anticipated enrolment growth would be slow and steady in the initial years of offering. By 2020/21, it is anticipated the B.Sc. (HON) in Environmental Science will reach a steady-state enrolment of approximately 42 students, a number slightly below that of an established program at another small university such as Acadia. Table 7: Algoma University Cumulative Enrolment Projections (total headcount) 2016/17 2017/18 2018/19 2019/20 10 17 29 38 Table 8: Detailed Breakdown of Algoma University Enrolment Projections (total headcount)
2016/17 2017/18 2018/19 2019/20 2020/21
Year One 10 10 15 15 15 Year Two 0 7 7 11 11 Year Three 0 0 7 7 10 Year Four 0 0 0 6 6 Total Students 10 17 29 38 42
*assumes 73% retention from year one to year two *assumes 90% retention for upper years of the program
21
Societal Need Graduates of the proposed program will be well-prepared for direct employment or continued study in graduate school or professional programs. Graduates who go on to complete their education at the Masters or PhD level will further develop their research skills or expert knowledge in a particular specialist area. Pursuing studies at the graduate level in any number of related science disciplines will prepare graduates for careers such as scientists, academic staff members, or researchers. Graduates who proceed directly to the workforce will be prepared for entry-level positions in a variety of environmental fields. Graduates of post-secondary programs are the primary source of individuals filling labour market needs in the growing environmental field. According to a 2008 study by ECO Canada, employment in the environmental sector was expected to grow by 8.1% between 2006 and 2011. By 2011, ECO Canada estimated there will be 573,000 individuals working in environmental positions in Canada. Further contributing to labour market demand, Canada’s environmental sector is suffering from a labour shortage that is expected to worsen in the coming years. ECO Canada’s 2010 Profile of Canadian Environmental Employment study highlights that over 100,000 environmental workers will reach retirement age in the next decade in a field in which over a quarter of employers report difficulty in filling vacant positions for environmental employees. A 2006 study by ECO Canada on the Characteristics of Canadian Environmental Practitioners found that Environmental Science was the field of study most often cited by environmental practitioners; suggesting that Environmental Science graduates are well-positioned for jobs in the environmental sector (9.5% of respondents). In 2013, ECO Canada conducted another study in which they surveyed 658 Canadian organizations. Of the 658 organizations, 37% had employees working in environmental, social, or economic sustainability (ECO Canada, 2013). In the United States, the U.S. Department of Labor expects a 25% increase in the number of environmental scientists and specialist positions by 2016 (Vincent & Focht, 2009). With human population growth, increased development is inevitable. Development in Canada requires environmental assessment by consultants. There are several large environmental consulting companies in Canada, as well as myriad small, regional ones. A search in September 2015 of the website Indeed.com produced 432 posted positions in Ontario with the keyword “environmental consulting” and 632 hits for a broader search of “environmental science.” Posted positions linked to the keywords environmental science include Environmental Technicians, Environmental Project Specialists, GIS Technologists, Project Managers, and Environmental Health and Safety Associates. A similar online search in 2008 of the job site search engine SimplyHired.com indicated more than 125,000 postings for environmental positions in the United States (Vincent & Focht, 2009). A September 2015 search of
23
SimplyHired.com produced 55, 213 postings in the United States for jobs with the keyword “environmental science” and 31,710 postings specifically for “environmental consulting.” A 2009 article in the National Post noted that in 2007, environmental employment grew 20% faster than employment in the general Canadian economy. A quote from Tony Boydell, Director of the School of Environment and Sustainability at Royal Roads University notes “The difficulty is getting enough people into the workforce to do this kind of work”. Royal Roads offers an environmental certification program for working professionals, filling an industry need for training when large consulting companies hire someone without the appropriate skills. Locally, Sault Ste. Marie is home to a wealth of public and private sector organizations with environmental interests. The Great Lakes Forestry Centre (GLFC) and Ontario Forest Research Institute (OFRI) have strong partnerships with Algoma University. Other government organizations such as Ministry of Natural Resources (MNR), Ministry of the Environment (MOE), Department of Forestry and Oceans (DFO), and the Ministry of Northern Development and Mines (MNDM) have either collaborative research projects ongoing or the potential to provide experiential learning opportunities or potential employment for program graduates. Many of these Ministries currently hire consultants from southern Ontario for environmental consulting work and would be most receptive if there were graduates available locally with the requisite skills and qualifications. In the private sector, Sault Ste. Marie is increasingly attracting alternative energy companies to the region. Brookfield Renewable Energy operates one of the largest wind farms in Canada just a short drive from the university campus. Essar Steel, the largest local employer, completed construction of a $135 million cogeneration plant while Pod Generating/Starwood Energy Group recently constructed two large solar farms that are further complemented by a photovoltaic solar manufacturing plant. Ellsin Environmental and Elementa Group are additional examples of companies using new technologies to turn waste products into clean energy. The local job market for qualified environmental science graduates is solid and expected to continue expanding in the coming years.
24
References
ECO Canada (2006). Characteristics of Canadian Environmental Practitioners. Environmental Labour Market (ELM) Research. Environmental Careers Organization Canada.
ECO Canada (2008). University Graduation and Enrolment for Environment-related Programs. 1999-2005. Environmental Labour Market (ELM) Research. Environmental Careers Organization Canada.
ECO Canada (2011). Post-secondary Environmental Education in Canada: Labour Market Research Study. Environmental Labour Market (ELM) Research. Environmental Careers Organization Canada.
ECO Canada (2013). Profile of Canadian Environmental Employment. Environmental Labour Market (ELM) Research. Environmental Careers Organization Canada.
Quality Assurance Agency. (2014). Earth sciences, environmental sciences and environmental studies: Draft for consultation. Southgate House, Southgate Street, Glouchester: The Quality Assurance Agency for Higher Education
Vincent, S. & Focht, W. (2009). US higher education environmental program managers’ perspectives in curriculum design and core competencies: Implications for sustainability as a guiding framework. International Journal of Sustainability in Higher Education, 10(2), 164-183.
25
26
1.4 Program Abstract The proposed Honours Bachelor of Science (B.Sc. HON) in Environmental Science is an innovative program designed to integrate environmental knowledge across disciplinary boundaries with an emphasis on the most relevant disciplines of biology, chemistry, and geography. The proposed program prepares graduates to contribute to solutions for the complex social, economic, and environmental problems that will be faced in the 21st century. The B.Sc. HON in Environmental Science is an academically oriented program designed to prepare students for entry into graduate studies, second-entry professional degree programs or direct employment in a variety of fields. The curriculum was designed in a consultative fashion using a systematic approach, and included input from advisory committee members with wide-ranging expertise in the environmental sciences. Graduates will be prepared to think critically, communicate scientific information effectively to a variety of audiences, and to investigate possible solutions for environmental challenges. A mandatory internship equips graduates with practical skills and experiences in the field that can assist them as they consider the wide variety of career opportunities available to environmental science professionals. A capstone thesis course challenges students to experience the full process of scientific endeavour from start to finish as they plan and execute a research project that demonstrates their capacity to explore creative solutions to environmental challenges from an interdisciplinary perspective.
27
Section 2: Degree Level
Degree Level Summary The curriculum for the proposed program was designed in a consultative and systematic fashion in order to meet the guidelines for an academically-oriented honours baccalaureate degree as articulated by the Postsecondary Education Quality Assessment Board. A Program Development Advisory Committee that was representative of local and non-local stakeholder groups played an important role in curriculum development. In addition, the program was developed by referencing established university programs in environmental science throughout Canada. The proposed program includes a compulsory internship in the third year of the program for all students, as well as an additional internship for students who choose the non-thesis stream in their fourth year. Graduates of the program will have demonstrated their understanding of the scientific method and their capacity for independent thought. The proposed program consists mainly of courses that contribute to the core of the Biology and Geography programs, and also includes content from math and chemistry. This interdisciplinary foundation contributes to students developing a strong and diverse repertoire of competencies as they are exposed to both basic and advanced level topics within the discipline of Environmental Science. The proposed program includes a 6-credit capstone Honours Thesis option that gives advanced-level students the opportunity to carry out high-level research within their area of interest in the discipline of environmental science. Access to the Honours Thesis Course will be limited to those students with a 70% standing in core program courses at the time of entrance into the course. This section provides a detailed analysis of how curriculum design creates a program that meets or exceeds the degree level expectations for an Honours Baccalaureate program in the province of Ontario. Depth and Breadth of Knowledge Graduates of the Bachelor of Environmental Science (Honours) program will have been exposed to an increasingly complex level of knowledge in the key concepts, methodologies, theoretical approaches and assumptions in the discipline of environmental science throughout their four years of study. Students will develop an understanding of the major fields within environmental science through a variety of core and elective courses in the discipline. The integrative and multidisciplinary approach to curriculum development encourages students to think about environmental issues from different perspectives. The combination of biology, chemistry, geography, political science, sociology, and economics exposes students to a broad collection of lenses through which they can learn to view issues on the environment.
29
Students are provided with ongoing opportunities to build skills in gathering, reviewing, evaluating and interpreting information relevant to the field of environmental science. Through elective courses in the humanities and social sciences, students gain the ability to apply critical thinking and analytical skills beyond the discipline of environmental science and are encouraged to integrate information acquired across a range of disciplines. This integrative approach serves as a catalyst to more innovative approaches to science as students move on to professional careers in the environmental sciences sector. Students also gain an understanding of social, cultural, legal, and ethical matters that they can then apply to the study of environmental science. This broader perspective is critical for students graduating and wishing to pursue employment opportunities directly, or for students proceeding to graduate or professional school. All elective courses emphasize communication skills, the capacity for independent work, and an understanding of key knowledge and methodologies. The end result is graduates with a broad-based knowledge and a better understanding of the society in which they live. Students are introduced to scientific knowledge related to contemporary environmental issues in ENVS 1006 Introduction to Environmental Science. In second year, students begin to delve into the major fields in the discipline as they solve problems in organic chemistry in CHMI 2426 Organic Chemistry I, learn about the physical processes of the natural environment in GEOG 1026 Introduction to Physical Geography, and explore topics such as cell biology as they choose from a selection of elective courses in environmental science. By year four, students will display their developed, detailed knowledge of an area either through completion of a thesis project or by completion of a second internship. Knowledge of Methodologies The primary method of inquiry in the discipline of environmental science is the scientific method, which is an extension of elementary logic. Students are introduced to core concepts of logic within PHIL 1116 Critical Thinking, in which they learn to recognize the use of valid and invalid logic. Extending from this, in second year, students are introduced in detail to the history, philosophy, and practice of the scientific method in BIOL 2056 Principles of Scientific Inquiry. In BIOL 2056, students learn about the strengths and weaknesses of the scientific method, as well as how to apply it correctly. By critically evaluating published scientific research, students learn to assess the appropriateness of different approaches to solving problems using well established ideas and techniques. Students are next introduced to experimental design and the use of statistics in ENVS 2126 Experimental Design and Statistical Analysis. In year three, students are expected to describe and comment on particular aspects of current research. BIOL 3356 Population Ecology requires students to complete a literature review in which they must comment on the methods used to investigate the research question. In CHMI 3016 Biochemistry, students are expected to develop their ability to interpret experimental results and propose follow up experiments from high-impact papers. Environmental science
30
electives in years two, three, and four further refine and develop students’ abilities to critically assess the scientific literature from a methodological perspective. In the capstone experience (ENVS 4105 Honours Thesis or ENVS 4456 Environmental Science Internship II), students devise and sustain arguments, and solve practical problems using the scientific method. Completion of a thesis project requires students to plan and execute a research strategy that addresses a research question they devise in coordination with a supervisor. Students in their final year will experience the full process of scientific endeavour, from start to finish. They will be evaluated on the correctness of their logic and soundness of analysis, results, and conclusions. Thesis projects will demonstrate student’s abilities to critically evaluate and investigate possible solutions to environmental challenges using established scientific methods. Application of Knowledge The curriculum of the program provides a range of learning experiences requiring students to use their depth and breadth of knowledge and understanding of methodologies to review, present, and critically evaluate qualitative and quantitative information. Year one introduces students to a broad range of introductory principles and concepts in a variety of scientific disciplines. In year two, students begin to apply this knowledge to assignments that require them to critically evaluate information within a discipline-specific context. In BIOL 2056 Principles of Scientific Inquiry, students learn how deductive and inductive reasoning are integrated in the scientific method and begin to apply both in assignments on topics such as science in media and philosophical concepts of truth. In GEOG 2017 Introduction to GIS, students build on their knowledge of physical geography and biology to solve spatial research questions with GIS software. In years three and four, many core and elective environmental science courses require assignments in which students develop lines of argument based on a critique of current scholarly articles in environmental science. Students use a variety of analytical techniques to complete a diverse array of assignments and projects. The ability to undertake critical evaluation of arguments and propose solutions is developed through participation in seminars and debates. The laboratory components of many core and elective environmental science courses require students to critique experiments and analyze qualitative and quantitative data. Most core and elective courses in this program require students to comprehend and apply information from scholarly reviews and primary sources in their work. Graduates of the program will be skilled at using a variety of techniques to initiate and undertake critical evaluation of arguments, assumptions, information and practice. The thesis project or mandatory internship will synthesize the expectations surrounding application of knowledge as students frame appropriate questions for the purpose of solving a problem (thesis) or contributing to solutions for environmental problems by collaboratively working with a professional in the field (internship). Each capstone experience requires a demonstration of the ability to use a range of established techniques to initiate critical evaluation, propose solutions, and frame appropriate questions for the purposes of problem solving.
31
Communication Skills The ability to communicate information, arguments and analysis accurately and reliably, orally and in writing, to specialist and non-specialist audiences is developed throughout the curriculum. Written assignments are marked for completeness, organization, clarity of ideas, and spelling and grammar. By year four, students are expected to submit their thesis paper in the format used in peer reviewed science journals. Oral communication skills are developed through assignments in both core and elective courses. In BIOL 3356 Population Ecology, each student is required to present a seminar summarizing their research on a topic of interest in ecology. Similarly, the mandatory internship in year three requires students to complete an end of term presentation providing an academic reflection on their internship experience. All courses in the program emphasize written and oral communication skills to a variety of audiences. As part of the learning activities in environmental science and elective courses, students complete laboratory reports, research papers, seminar presentations, poster presentations, group assignments, and participate in debates. Throughout the curriculum, students are exposed to current technology, and are expected to use programs such as PowerPoint for presentations where appropriate. Students develop a strong ability to communicate information, arguments, and analyses by fourth year, when they have the option of completing either an Honours Thesis course or a second internship. Each requires students to use well-developed communication skills to give presentations on their research or their internship experience at the end of their final year. Awareness of the Limits of Knowledge A fundamental assumption underlying all disciplines within the sciences is an appreciation of the ambiguity and limits to knowledge and how this can influence analyses and assumptions. The curriculum is designed to ensure students graduate with a firm understanding of the limits to their knowledge and ability in order to prepare them for employment and/or further study. Many courses will present and discuss challenging concepts and conflicting scientific evidence. Students gain an appreciation for the fact that science is an ongoing process by examining topics on which progress is still required, and where current knowledge is incomplete. Beginning in ENVS 1006 Introduction to Environmental Science, students are exposed to new findings that have replaced older ideas. In upper year courses, when students are engaged in their own research, they will experience uncertainty and ambiguity, and will come to understand first-hand the limits of their knowledge, how to communicate these limits in reports and publications, and how to address uncertainty with further research. Professional Capacity/Autonomy In both core and elective courses in the program, students are increasingly responsible for managing their own time and directing their own learning. The curriculum presents students with many opportunities to complete assignments related to environmental science topics that
32
are of particular interest to them, providing them with opportunities to exercise personal initiative. Students are assessed on group and individual work, and are expected to be active participants in class discussions, group work, and research assignments. Students are responsible for managing their own assignments from start to finish. These assignments increase in complexity throughout the curriculum, culminating in the requirement to complete either an Honours Thesis or a second environmental science internship in the fourth year. Students who chose the thesis option will be encouraged to publish their undergraduate theses, in partnership with their thesis supervisor(s), in peer-reviewed scientific journals, and to present the results of their thesis research at scientific conferences. Either route requires students to demonstrate initiative, personal responsibility, and accountability. By design, these processes encourage students to develop and hone the skills and attitudes that will enable them to succeed both academically and professionally. To graduate from the program, students must be able to manage their own learning, work effectively with others, and demonstrate behavior consistent with academic integrity and social responsibility. With these skills, graduates will be well-prepared for further study and/or employment at the entry level in the field of social environmental science.
33
Section 3: Admissions, Promotion, Graduation The requirements for admission, promotion and graduation from the Honours Bachelor of Science in Environmental Science program are appropriate to the undergraduate degree level expectations for an honours bachelor’s degree and the program level learning outcomes. The requirements are also consistent with those of other degree granting organizations, and meet PEQAB’s standards and benchmarks as published in the Handbook for Public Organizations. All Algoma University policies relating to admissions, promotion, and graduation standards in this section were approved by the Algoma University Senate on February 6, 2009 unless otherwise indicated.
3.1 Admission Requirements
3.1.1 Admission Requirements for Direct Entry Direct-entry applicants must demonstrate achievement of the admission requirements outlined below. Academic Ontario secondary school students must have completed a minimum of an Ontario Secondary School Diploma (OSSD) with a minimum average of 65% on six courses from any of the following categories in the Ontario curriculum: University Courses (U’s) or Ontario Academic Courses (OAC’s) or University/College courses (U/M’s, sometimes coded as “M” for “mixed”). Required high school prerequisites for admission to the proposed environmental science program include ENG4U, MHF4U, and 2 U/M Sciences (Biology and Chemistry recommended). Students with final OSSD averages between 60-64% on 6 eligible courses as noted above may be offered admission on probation with conditions that may include reduced course loads, required upgrading courses, and/or non-credit academic skills programs. Probational offers are approved by the University Registrar. There are no other requirements for related work or volunteer experience. Students are not required to submit portfolios nor undergo specialized testing, interviews, or any additional requirements for entry into the first year of the degree program.
35
3.1.2 Admission Policies and Procedures for Mature Students Algoma University’s policy for the admission of mature students in outlined in this section and in Chapter 3 of the Algoma University Academic Calendar in Section 12 of this application. In order to qualify for consideration under the mature student category, applicants must be 21 years of age by December 31st of the year of admission and must have been away from formal studies for at least 1 year immediately prior to beginning university studies. Only Canadian citizens and permanent residents are considered for admission as mature students. The university will consider those whose previous school performance and/or recent work record suggest a strong possibility of academic success. Mature-student applicants will be required to provide letters of reference and a resume, as well as a brief written statement of academic goals. Final determination of a mature student’s eligibility for admission is at the discretion of the Assistant Registrar, Admissions and/or University Registrar, including conditional admission. Mature students admitted to an appropriate program may be required by the Office of Admissions to complete specific course(s) in the first 30 credits of study. Mature students will only be admitted directly to degree programs in the Arts. Mature students will not be admitted into Science programs. Those wishing to pursue a science degree must successfully complete one year of study in an Arts program and apply to transfer in their second year. Mature students may be admitted into the Bachelor of Business Administration program, on probation, with a requirement to successfully complete two elementary math courses in their first year. For entry into some programs, mature applicants must also meet faculty-specific admission requirements such as a portfolio submission. Algoma University’s protocol for mature student admission is consistent with practices at other Ontario Universities. By requiring demonstration of academic abilities through the requirement, in some cases, to complete specific courses in the first 30 credits of study, Algoma University closely monitors mature students. Similar to other degree-granting institutions (Laurentian University and Trent University, for example), Algoma University looks at academic, professional, and volunteer activities of a mature student applicant to determine if there is a strong possibility of academic success.
36
3.2 Promotion and Graduation Requirements
3.2.1 Level of achievement required of students in the program for promotion within the program and for graduation For all degree programs at Algoma University, students are required to achieve a minimum grade of 60 percent in all required discipline-specific introductory courses. This minimum grade requirement must be met for academic progression in declaring a major and/or minor. Students who have passed discipline-specific introductory courses without the required 60 percent grade may complete the introductory courses concurrently with upper year courses in year two of their program. Grades are calculated on a percentage basis which is easily understandable and promotes transferability. To graduate with an Honours Bachelor of Science (B.Sc. HON) in Environmental Science, students must meet the following requirements:
• Complete all stated requirements for the degree, including all practical (laboratory) credits;
• Complete 120 credits in no more than 162 credit attempts (all repeated and/or failed courses are included in the 162 credit attempts) with a minimum overall average of 60% on all passed courses (only courses taken at Algoma University will be included in the calculation of this average);
• Complete the courses designated by the department as having a minimum grade requirement with the specified grade after no more than two attempts in any of the designated courses (ENVS 1006 with minimum grade of 60%); and,
• Complete the requirements of the major with a minimum overall average of 60% on a minimum of 60 credits in the subject of the major (this overall average must include all required courses in the specialization up to a maximum of 72 credits).
To earn the honours designation, students must complete the requirements of the major with a minimum overall average of 70% on a minimum of 60 credits in the subject of the major.
37
3.2.2 Policies and Procedures governing academic remediation, sanctions, and suspension for students who do not meet the minimum achievement Algoma University’s policy governing academic remediation, sanctions, and suspension for students who do not meet minimum achievement requirements is included in this section and can also be found in Chapter 4 of the Algoma University Academic Calendar in Section 12 of this application. A student’s academic standing or annotation at Algoma University is calculated and recorded on a student’s official transcript each June. The student’s academic standing is determined by taking into consideration the number of credits completed, cumulative average, the number of failures, the student’s academic standing in the previous academic year and in all cases, the minimum course grade requirements. Good Academic Standing: a student is in good academic standing if he or she: 1. Has satisfied all conditions of admission; 2. Has maintained an average of 60% in the courses required for the major; 3. Has failed no more than 6 credits of the previous 30 credit attempts; 4. Has achieved a minimum average of 60% in all passed courses in the previous year or in the
previous 30 consecutive credits; 5. Has maintained the minimum grade requirements in all courses designated by the program
of study as having a minimum grade of 60%. Probation: a student will be placed on probation if he or she: 1. Fails more than 6 credits in an academic year or in a sequence of 30 credits; 2. Does not maintain a minimum average of 60% on all courses required for the major or an
overall average of 60% on passed courses in an academic year or in a sequence of 30 credits. Must Change Program: a student will be required to change his/her academic program if he or she: 1. Does not maintain a minimum average of 60% on passed courses required for the major in
an academic year or in a sequence of 30 credits; 2. Has not maintained the minimum grade requirements in all courses designated by the
program of study as having a minimum grade of 60%. Suspension (asked to withdraw from the university): A student will be required to withdraw from the University if he or she: 1. Does not satisfy all the conditions of admission in one year or 30 consecutive credits;
38
2. Fails more than 42 credits; 3. Has not achieved good academic standing in 2 consecutive years or 60 consecutive credits. A student required to withdraw from Algoma University may petition the Senate Committee on Academic Regulations and Petitions for readmission. Normally students who have been placed on academic suspension are not considered for readmission for one full calendar year. Such an appeal should have a recommendation from faculty in the academic unit, the University Registrar, or the Dean prior to consideration by the Committee.
39
3.3 Advanced Standing Policies and Requirements
3.3.1 Credit Transfer/Recognition Policies and Procedures Algoma University’s policy governing credit transfer/recognition is included in this section and can also be found in Chapter Three of the Algoma University Academic Calendar in Section 12 of this application. Credit Transfer/Recognition Policies for University Transfer Students Students who wish to transfer to Algoma University from another accredited university may be admitted with transfer credit for or advanced standing on the conditions deemed necessary by the Admissions Office. Applications from such candidates must be accompanied by:
a) A secondary school transcript of subjects and marks, or equivalent; b) An official transcript sent directly from the institution which they wish to transfer from,
showing the courses completed and grades received; c) If requested by the Admissions Office, complete course outlines for specific courses.
Students seeking advanced standing for work completed at a post-secondary institution should apply well before August 1st for a September start.
To facilitate program completion by undergraduate students seeking to transfer course credits from one Ontario university to another, Algoma University adheres to the following principles:
1. Acceptance of transfer credits from Ontario universities shall be based on the recognition that, while learning experiences may differ in a variety of ways, their substance may be virtually equivalent in terms of their content and rigour. Insofar as possible, acceptance of transfer shall allow for the maximum recognition of previous learning experience in university-level courses.
2. Subject to degree, grade and program requirements, any course offered for credit by one Ontario university shall be accepted for credit by another Ontario university when there is essential equivalency in course content.
3. The grades for courses transferred to an Algoma University degree program are not included in the overall GPA calculation.
4. Credits earned at another institution with a final grade of 50-59.9% will not be
40
transferred to any Algoma University degree program. To transfer a course, a minimum grade of 60% or ‘C-’ is required.
5. Students who have been refused admission by their former schools or who have been asked to withdraw from their former schools are generally not admissible to a full-time program at Algoma University, and not until the individual has spent at least one year away from formal studies. Such students may petition Algoma University by submitting a written request through the Office of the Registrar, providing an argument for reconsideration of the student’s academic status and eligibility for admission.
6. Full-time transfer students are reminded that they must attend Algoma University for at least one year, normally the last year of the degree, to qualify for one of its degrees. Part-time students must similarly complete at least 30 credits at Algoma University, normally the last 30 credits of their degree. For the Bachelor of Business Administration (B.B.A.), students must complete at least two years, normally the last two years, to qualify for the degree. For more information on residency requirements, please see page 40.
Credit Transfer/Recognition Policies for College Transfer Students College diploma graduates seeking admission to a Bachelor of Arts program will have their transfer credits assessed according to Algoma University’s standard block transfer policy for college diploma program graduates. The block transfer model provides direct entry into a degree program with credits assigned to a “block” of courses. All incoming college transfer students with Grade Point Averages of 3.0 or higher (A or B grades) receive the same number of transfer credits as outlined in the chart below. Candidates presenting a GPA 2.5-2.99 (“C-”) or better on one year of a diploma program may be admitted, but will not receive credit toward the degree program. The maximum number of transfer credits for a Bachelor of Science degree is 36.
Diploma Type
Diploma average
Credits awarded
3 Year Degree
4 Year Degree
Credits Required
Credits Required
3 year diploma
3.0 (B grade) or higher
Up to 60 30 60
2.5 - 2.99 Up to 30 60 90
41
(C+ grade)
2 year diploma
3.0 (B grade) or higher
Up to 45 45 75
2.5 - 2.99 (C+ grade)
Up to 15 75 105
* The Office of the Registrar will determine which required courses you are given “recognition” for on review of your final official college transcript. The process for appealing transfer of credit decisions is administered by the Academic Regulations and Petitions Committee of Senate.
42
3.3.2 Degree Completion Arrangement(s) Algoma University and Sault College have developed 5 degree completion pathways for high-affinity diploma programs into the proposed Honours Bachelor of Science in Environmental Science. This work, funded by the Ontario Council on Articulation and Transfer, designed degree-completion pathways to facilitate transfer from the following high affinity programs at Sault College:
• Natural Environment Technician – Conservation and Management Diploma • Natural Environment Technologist – Conservation and Management Advanced Diploma • Forest Conservation Technician Diploma • Fish and Wildlife Conservation Technician Diploma • Adventure Recreation and Parks Technician Diploma
` These degree completion arrangements strategically link university and college curriculum to facilitate the blending of theoretical knowledge with practical skill development in high-demand areas. The development process involved a learning outcomes-based gap analysis with the aim of awarding credit where credit is due based on program content and outcomes of the diploma credential. The detailed gap analyses for each pathway are included in Section 4: Program Content of this application. For each of the pathways, this section includes a description of the amount of credit students will receive towards the degree program, special requirements for entry to the degree completion arrangement, and the point of entry into the degree program. Admission requirements for each of the 5 degree completion arrangements include the completion of the Sault College credential with an overall GPA of 3.0 or higher. In addition, students who have not completed MHF4U Advanced Functions or MCV4U Calculus and Vectors or equivalent prior to admission will be required to complete a “bridge option” that includes 2 3-credit courses in mathematics (MATH 1911 Precalculus and MATH 1912 Elementary Calculus) in the first 2 semesters of study. Each of the 5 degree completion arrangements is described in Table 9.
43
Table 9: Degree Completion Arrangements for Honours Bachelor of Science (B.Sc. HON) in Environmental Science from Sault College Diploma Programs in the School of Natural Environment and Outdoor Studies Sault College Credential
Number of Credits Awarded as Block Transfer
Transfer Credits Awarded
Number of Credits Required for Degree Completion
Courses Required for Degree Completion (Thesis Option)
Courses Required for Degree Completion (Non-Thesis Option)
Natural Environment Technician – Conservation and Management Diploma
51 -ENVS 3456 -GEOG 2017 -GEOG 1026 -12 credits List A (3 credits 2000 level, 6 credits 3000 level, 3 credits 4000 level) -6 credits List B (3 credits 2000 level, 3 credits 3000 level) -24 credits general electives
69 -PHIL 1116 -BIOL 1506/1507 -CHMI 1006/1007 -MATH 1036 or MATH 1056 -ENVS 1006 -BIOL 2056 -CHMI 2426 -GEOL 1021 -ENVS 2126 -ENVS 3206 -ENVS 3106 -CHMI 3016 -BIOL 3356 -6 credits Humanities and Social Sciences electives -3 credits List A (4000 level) -ENVS 4105 -3 credits List A or B (4000 level) -3 credits List A or B (3000 or 4000 level) 3 credits List A (3000 or 4000 level)
-PHIL 1116 -BIOL 1506/1507 -CHMI 1006/1007 -MATH 1036 or MATH 1056 -ENVS 1006 -BIOL 2056 -CHMI 2426 -GEOL 1021 -ENVS 2126 -ENVS 3206 -ENVS 3106 -CHMI 3016 -BIOL 3356 -6 credits Humanities and Social Sciences electives -6 credits List A (4000 level) -ENVS 4456 -3 credits List A or B (4000 level) -3 credits List A or B (3000 or 4000 level) 3 credits List A (3000 or 4000 level)
Natural Environment Technologist –
60 -ENVS 3206 -GEOG 2017 -GEOG 1026
60 -ENVS 1006 -PHIL 1116 -BIOL 1506/1507
-ENVS 1006 -PHIL 1116 -BIOL 1506/1507
45
Conservation and Management Advanced Diploma
-15 credits List A (3 credits 2000 level, 9 credits 3000 level, 3 credits 4000 level) -12 credits List B (3 credits 2000 level, 6 credits 3000 level, 3 credits 4000 level) -24 credits general electives
-CHMI 1006/1007 -GEOL 1021 -MATH 1036 or MATH 1056 -BIOL 2056 -CHMI 2426 -ENVS 2126 -BIOL 3356 -CHMI 3016 -ENVS 3206 -ENVS 3106 6 credits Humanities and Social Sciences electives -ENVS 4105 -3 credits List A (3000 or 4000 level)
-CHMI 1006/1007 -GEOL 1021 -MATH 1036 or MATH 1056 -BIOL 2056 -CHMI 2426 -ENVS 2126 -BIOL 3356 -CHMI 3016 -ENVS 3206 -ENVS 3106 6 credits Humanities and Social Sciences electives -ENVS 4456 -3 credits List A (4000 level) -3 credits List A (3000 or 4000 level)
Forest Conservation Technician Diploma
48
-GEOG 2017 -ENVS 3456 -9 credits List A (3 credits 2000 level, 3 credits 3000 level, 3 credits 4000 level) -9 credits List B (3 credits 2000 level, 6 credits 3000 level) -24 credits general electives
72 -PHIL 1116 -BIOL 1506/1507 -CHMI 1006/1007 -MATH 1036 or MATH 1056 -ENVS 1006 -BIOL 2056 -CHMI 2426 -GEOL 1021 -ENVS 2126 -ENVS 3206 -ENVS 3106 -CHMI 3016 -BIOL 3356 -6 credits Humanities and Social Science electives -3 credits List A -ENVS 4105
-PHIL 1116 -BIOL 1506/1507 -CHMI 1006/1007 -MATH 1036 or MATH 1056 -ENVS 1006 -BIOL 2056 -CHMI 2426 -GEOL 1021 -ENVS 2126 -ENVS 3206 -ENVS 3106 -CHMI 3016 -BIOL 3356 -6 credits Humanities and Social Science electives -3 credits List A -ENVS 4456 -3 credits List A or B (4000
46
-3 credits List A or B (4000 level) -3 credits List A (4000 level) 3 credits List A (3000 or 4000 level)
level) -6 credits List A (4000 level) -3 credits List A (3000 or 4000 level)
Fish and Wildlife Conservation Technician Diploma
51 -ENVS 3456 -GEOG 2017 -GEOG 1026 -9 credits List A (3 credits 2000 level, 3 credits 3000 level, 3 credits 4000 level) -9 credits List B (3 credits 2000 level, 6 credits 3000 level) -24 credits general electives
69 -PHIL 1116 -BIOL 1506/1507 -CHMI 1006/1007 -MATH 1036 or MATH 1056 -ENVS 1006 -BIOL 2056 -CHMI 2426 -GEOL 1021 -ENVS 2126 -ENVS 3206 -ENVS 3106 -CHMI 3016 -BIOL 3356 -6 credits Humanities and Social Sciences electives -3 credits List A -ENVS 4105 -3 credits List A or B (4000 level) -3 credits List A (4000 level) 3 credits List A (3000 or 4000 level)
-PHIL 1116 -BIOL 1506/1507 -CHMI 1006/1007 -MATH 1036 or MATH 1056 -ENVS 1006 -BIOL 2056 -CHMI 2426 -GEOL 1021 -ENVS 2126 -ENVS 3206 -ENVS 3106 -CHMI 3016 -BIOL 3356 -6 credits Humanities and Social Sciences electives -3 credits List A -ENVS 4456 -3 credits List A or B (4000 level) -6 credits List A (4000 level) 3 credits List A (3000 or 4000 level)
Adventure Recreation and Parks Technician
51 -ENVS 3456 -GEOL 1021 -9 credits List A (6 credits 2000 level, 3 credits 3000
69 -PHIL 1116 -BIOL 1506/1507 -CHMI 1006/1007 -MATH 1036 or MATH
-PHIL 1116 -BIOL 1506/1507 -CHMI 1006/1007 -MATH 1036 or MATH 1056
47
Diploma level) -6 credits List B (3 credits 2000 level, 3 credits 3000 level) -30 credits general electives
1056 -GEOG 1026 -ENVS 1006 -BIOL 2056 -CHMI 2426 -GEOG 2017 -ENVS 2126 -ENVS 3206 -ENVS 3106 -CHMI 3016 -BIOL 3356 -ENVS 4105 -3 credits List A or B (4000 level) -3 credits List A or B (3000 or 4000 level) -3 credits List A (4000 level) -6 credits List A (3000 or 4000 level)
-GEOG 1026 -ENVS 1006 -BIOL 2056 -CHMI 2426 -GEOG 2017 -ENVS 2126 -ENVS 3206 -ENVS 3106 -CHMI 3016 -BIOL 3356 -ENVS 4456 -3 credits List A or B (4000 level) -3 credits List A or B (3000 or 4000 level) -6 credits List A (4000 level) -6 credits List A (3000 or 4000 level)
48
3.3.3 Policies and procedures pertaining to entrance examinations and advanced placement based on prior learning assess for “life experience” The following is Algoma University’s Policy and Procedure for Recognition of Prior Learning which was approved by the University Senate on March 5, 2010. Introduction Recognition of Prior Learning (RPL) is a process that compares an individual’s prior learning gained not only through education but also through work and life experiences and personal study. Credit is awarded for the learning gained and not for experience unless the experience has resulted in knowledge and skills. Students requesting credit recognition must demonstrate learning through one of the following learning types: (1) Formal learning has educational documents to support learning. This learning is traditional and normally takes place in the classroom and/or by distance education. (2) Informal learning occurs through life experiences and day to day situations. This type can be verified by a portfolio collection. (3) Non-formal is organized learning which occurs outside the formal learning system. It can be achieved through external courses and programs, workplace training and community clubs and organizations. This type can also be verified by a portfolio collection. RPL provides the individual with an opportunity of proving their prior learning by submitting an application with portfolio. RPL services will be provided by: 1) Facilitator: Registrar 2) Advisor: Admissions, Office of the Registrar 3) Assessors: Admissions, ARP committee, full-time faculty member(s) in the discipline in
which the individual seeks recognition of prior learning 4) All formal requests will be submitted to the Senate Committee on Academic
Regulations and Petitions for final approval The following is a list of duties associated with each position: (1) Facilitator: is responsible for the implementation, promotion and monitoring of the
activities and procedures. (2) Advisor: provides information regarding the process and opportunities available,
provides guidance for the learners during the process and liaises with the Facilitator and Assessors.
(3) Assessors: are the Advisor, ARP committee (supplemented by a discipline-specific, full-time faculty member(s) when necessary who will assist in the assessment) who
49
complete the assessment and make the decision towards credit being granted, if any. ARP will be advised if the student is challenging the final appraisal of course recognition.
(4) Committee: reviews and evaluates the portfolios and makes the final decision for granting credits (if any) by committee consensus. The Committee monitors, reviews and revises RPL policies to reflect new changes and improvements when necessary.
The number of credits awarded through the RPL process will not exceed 18 credits. Typically, these credits will be assigned at the first year level (non-equivalent). Credits awarded towards an Algoma University degree will appear on the official academic transcript as a ‘block transfer’ or in exceptional cases, as direct credit, based on the evaluation of portfolio. Courses where transfer credit has been awarded will be recorded by special notation on an official transcript. The grades of transfer credit courses will not be used in the calculation of cumulative averages. Credits awarded to students through the RPL process are exclusive to Algoma University. Students wishing to transfer RPL credits to another university should consult with the institutional policy of the institution they are interested in attending to determine transfer credit eligibility. All decisions made will be considered final. Under exceptional circumstances, an appeal may be submitted and will be reviewed by the ARP Committee to review the transfer credits awarded. A $200 assessment fee will be charged for all applicants who request a RPL assessment. Recognition of Prior Learning (RPL) Procedures All applicants requesting course recognition through the RPL process must meet with the Advisor to review the process and determine if an application for an assessment will be completed. If an application for assessment is completed, the applicant will be required to pay a $200 assessment fee. This fee is non-refundable. The applicant will then be required to submit a portfolio which needs to contain detailed documentation which articulates the learning acquired through working and life experiences. The portfolio must describe the learning achieved from prior experiences and verifies the learning through documentation or proof. It must show equivalence to the learning outcomes that would be relevant to post-secondary education. The Advisor will continue to provide guidance and support to the applicant throughout the information gathering process. Once this has been completed and the portfolio is ready to be reviewed, the Advisor will liaise with the Facilitator to begin the assessment process. The process will begin with:
50
- Examination of portfolio by the Advisor and ARP Committee - Applicant interviewed by the Advisor and ARP Committee - The Advisor will meet with Assessor(s) to determine course recognition credits (non-
equivalent credits, if any) - The applicant will receive in writing the decision from the University Registrar on behalf
of the ARP Committee - If course recognition is granted, the Advisor will update the student record and issue a
Statement of RPL credits awarded The Committee’s decision is considered to be a final decision but in the case where the applicant files an appeal under exceptional circumstances, the Committee will meet and further discuss the appeal. In the event the appeal is not granted, the decision will remain final.
RPL Checklist
• Application completed • Application fee paid
Recommended Documentation for Portfolio:
• Resume • Transcripts • Writing samples • Items created through class projects • Evidence of awards • Laboratory work • Research paper completed or presented • Papers with instructor comments and grades • Certificates of attendance at seminars or workshops (including program) • Documentation of leadership experience • Flyers or other promotional materials you designed • Evidence from volunteer, internship and/or paid experiences • Licenses or certifications obtained • Positive evaluations from previous employers and/or teachers • Letters of recommendation • Philosophy statement • Personal mission statement • Professional organization involvement/plans • Examples of artistic development • Grants obtained relevant to academic achievement • Sporting awards • Audio tapes • CD with work on it • Reports on topics of special interest • Outlines and handouts from class presentations • Printouts of links to web pages you created
51
Section 4: Program Content The program content of the Honours Bachelor of Science (B.Sc. HON) in Environmental Science ensures an appropriate balance of theory and practice to meet the degree level expectations for an honours baccalaureate degree. Through the use of core and elective courses, the proposed program exposes students to increasingly complex theory in the major fields of environmental science and its relationship to traditional scientific disciplines. Students are also exposed to a breadth of learning outside of the core discipline through the use of free electives in each of the four years of the program:
Year of Program Number of Credits of Electives
1 6 2 9 3 6 4 9 Total 30
The learning outcomes for the B.Sc. HON in Environmental Science are consistent and comparable to environmental science programs elsewhere in the province of Ontario with a unique foundation based on the abundant and rich natural resources of the Algoma region. The curriculum of the proposed program reflects the current state of knowledge in environmental sciences and is guided by a commitment to the creation of a dynamic learning environment that prepares students to work collaboratively with others and critically evaluate and investigate solutions to the myriad of environmental challenges facing modern society. This section of the application demonstrates how the proposed B.Sc. HON meets the program content standard of the Postsecondary Education Quality Assessment Board (PEQAB).
53
4.2 Professional/Accreditation or Other Organization Support
4.2.1 Professional/Accreditation or Other Requirements There are no mandatory regulatory bodies for undergraduate degree programs in environmental science. There is a voluntary accreditation available through a nationally-recognized association that trains and certifies Environmental Professionals (EPs) called Environmental Careers Organization (ECO) Canada. EP Certification has several key criteria that an individual needs to meet, including 5 years of environmental work experience in Canada, a recognized Canadian college diploma or university degree, demonstrate competencies in a number of areas validated through self-assessment and peer references. EP Certification is the national industry standard for environmental work with over 3,000 certified members in Canada. Graduates of the proposed program would be able to use the proposed program as the education component of their application for EP Certification. ECO Canada oversees a voluntary national accreditation for post-secondary programs in the field of environmental science. The Canadian Environmental Accreditation Commission (CAEC) has approved a set of assessment standards that are developed and administered by ECO Canada. These standards define the minimum requirements for Environmental Programs to be accredited. The accreditation standards for ECO Canada are included in Section 13: Optional Material. There are a number of accredited university programs across the country. These include Trent University’s Bachelor of Science in Environmental and Resource Science, Carleton University’s Bachelor of Science (HON) in Environmental Science, Acadia University’s Bachelor of Science in Environmental Science, University of Manitoba’s Bachelor of Environmental Science, and Lakehead University’s Honours Bachelor of Environmental Science. Algoma University has decided not to pursue ECO Canada accreditation at this time. The university is mindful that it may wish to pursue accreditation in the future, and has developed the program in such a way that it aligns well with ECO Canada standards.
4.2.2 Letters of Support: Professional/Accreditation or Other Requirements N/A
67
4.3 Learning Outcomes
4.3.1 Degree outcomes and the courses, course segments and workplace requirements that contribute Degree level standards and outcomes for an honours bachelor’s degree
Course, course segment, or workplace requirement that contribute to this outcome
Depth and Breadth of Knowledge
a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches, and assumptions in a discipline overall, as well as in a specialized area of a discipline
All core courses ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II
b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may interact with fields in related disciplines
BIOL 2056 Principles of Scientific Inquiry CHMI 2426 Organic Chemistry I BIOL 3356 Population Ecology ENVS 3106 Pollution ENVS 3206 Environmental Chemistry Group A Environmental Science electives Group B Environmental Science electives ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II
c. A developed ability to: gather, review, evaluate, and interpret information; and, compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline
BIOL 2056 Principles of Scientific Inquiry ENVS 2126 Experimental Design and Statistical Analysis CHMI 2426 Organic Chemistry I GEOG 2017 Introduction to GIS BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3206 Environmental Chemistry ENVS 3106 Pollution ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II
69
d. A developed, detailed knowledge of and experience in research in an area of the discipline
ENVS 4105 Honours Thesis
e. Developed critical thinking and analytical skills inside and outside the discipline
PHIL 1116 Critical Thinking BIOL 2056 Principles of Scientific Inquiry CHMI 2426 Organic Chemistry BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3206 Environmental Chemistry ENVS 3106 Pollution ENVS 3456 Environmental Science Internship ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II Group A Environmental Science electives Group B Environmental Science electives General electives
f. The ability to apply learning from one or more areas outside the discipline
ENVS 3456 Environmental Science Internship ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II
Conceptual & Methodological Awareness/Research and Scholarship An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables students to:
a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques
ENVS 1006 Introduction to Environmental Science BIOL 2056 Principles of Scientific Inquiry ENVS 2126 Experimental Design and Statistical Analysis GEOG 2017 Introduction to GIS BIOL 3356 Population Ecology
b. Devise and sustain arguments or solve problems using these methods
CHMI 3016 Biochemistry I ENVS 3106 Pollution ENVS 4105 Honours Thesis
70
ENVS 4476 Biotechnology ENVS 4706 Soil Science ENVS 4696 Toxicology
c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship
BIOL 3357 Community Ecology BIOL 3977 Conservation Biology BIOL 4506 Invasive Species Biology
Communication Skills The ability to communicate information, arguments and analysis accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline.
All core and elective courses
Application of Knowledge The ability to review, present, and critically evaluate quantitative and qualitative information to:
a. Develop lines of argument b. Make sound judgments in accordance with the major
theories, concepts, and methods of the subject(s) of study
c. Apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline
d. Where appropriate, use this knowledge in the creative process
BIOL 2056 Principles of Scientific Inquiry GEOG 2017 Introduction to GIS CHMI 2426 Organic Chemistry I ENVS 2126 Experimental Design and Statistical Analysis BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3106 Pollution ENVS 3206 Environmental Chemistry ENVS 4105 Honours Thesis Laboratory portion of core and elective courses Group A Environmental Science electives Group B Environmental Science electives
The ability to use a basic range of established techniques to: a. Initiate and undertake critical evaluation of arguments,
assumptions, abstract concepts, and information b. Propose solutions c. Frame appropriate questions for the purposes of solving
a problem
BIOL 2056 Principles of Scientific Inquiry GEOG 2017 Introduction to GIS CHMI 2426 Organic Chemistry I ENVS 2126 Experimental Design and Statistical Analysis BIOL 3356 Population Ecology CHMI 3016 Biochemistry I
71
d. Solve a problem or create a new work ENVS 3106 Pollution ENVS 3206 Environmental Chemistry ENVS 4105 Honours Thesis Laboratory portion of core and elective courses Group A Environmental Science electives Group B Environmental Science electives
The ability to make use of scholarly reviews and primary sources. BIOL 2056 Principles of Scientific Inquiry BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3106 Pollution ENVS 4105 Honours Thesis Group A Environmental Science electives Group B Environmental Science electives
Professional Capacity/Autonomy The qualities and transferable skills necessary for further study, employment, community involvement, and other activities requiring
a. The exercise of initiative, personal responsibility, and accountability in both personal and group contexts
b. Working reflectively with others c. Decision-making in complex contexts
All core and elective courses ENVS 3456 Environmental Science Internship I ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II
The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study.
All core and elective courses
Behavior consistent with academic integrity and social responsibility.
All core and elective courses
Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity, and limits to knowledge and how this might influence analysis and interpretations.
PHIL 1116 Critical Thinking BIOL 1506 Biology I BIOL 1507 Biology II BIOL 2056 Principles of Scientific Inquiry
72
ENVS 3456 Environmental Science Internship II ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II
73
4.3.2 Program outcomes and the courses, course segments and workplace requirements that contribute Program level learning outcome Courses/ course segments/ workplace requirements that contribute
to this outcome
Think critically, applying evidence to support arguments and decision making.
PHIL 1116 Critical Thinking BIOL 2056 Principles of Scientific Inquiry ENVS 3456 Environmental Science Internship I – Final Report and Final Presentation ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II – Final Report and Final Presentation Essay assignments in core and elective courses
Understand the key concepts and theories in the environmental sciences
ENVS 1006 Introduction to Environmental Sciences BIOL 1506 Biology I BIOL 1507 Biology II CHMI 1006 Chemistry I CHMI 1007 Chemistry II GEOL 1021 Understanding the Earth I MATH 1036 or MATH 1057 Calculus I or Linear Algebra I BIOL 2056 Principles of Scientific Inquiry CHMI 2426 Organic Chemistry I GEOG 1026 Introduction to Physical Geography BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3106 Pollution ENVS 3206 Environmental Chemistry ENVS 4105 Honours Thesis
75
Group A Environmental Science electives Group B Environmental Science electives
Learn to effectively research scientific topics from multiple sources
ENVS 1006 Introduction to Environmental Sciences BIOL 2056 Principles of Scientific Inquiry CHMI 2426 Organic Chemistry I BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3106 Pollution ENVS 3206 Environmental Chemistry ENVS 4105 Honours Thesis Group A Environmental Science electives Group B Environmental Science electives
Explore the current state of knowledge in the environmental sciences and recognize the interrelationships between natural and human processes
ENVS 1006 Introduction to Environmental Sciences BIOL 1506 Biology I BIOL 1507 Biology II CHMI 1006 Chemistry I CHMI 1007 Chemistry II GEOL 1021 Understanding the Earth I BIOL 2056 Principles of Scientific Inquiry CHMI 2426 Organic Chemistry I GEOG 1026 Introduction to Physical Geography GEOG 2017 Introduction to GIS BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3106 Pollution ENVS 3206 Environmental Chemistry ENVS 3456 Environmental Science Internship I ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II Group A Environmental Science electives Group B Environmental Science electives
76
Apply practical laboratory and field sampling skills in the collection and analysis of environmental data to address hypotheses
BIOL 1506 Biology I BIOL 1507 Biology II CHMI 1006 Chemistry I CHMI 1007 Chemistry II GEOL 1021 Understanding the Earth I CHMI 2426 Organic Chemistry I GEOG 1026 Introduction to Physical Geography BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3456 Environmental Science Internship I ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II Group A Environmental Science Courses with Laboratory Components (14 in total)
Communicate ideas in environmental science effectively in both written and oral format to a variety of audiences
All core and elective courses Examples include: BIOL 2056 Principles of Scientific Inquiry: Students complete four written, short-answer assignments; ENVS 4696 Environmental Toxicology: Students write a term paper worth 30% of their final mark; ENVS 3106 Pollution: Students are required to write an essay worth 20% of their final mark. Oral presentations are required in: BIOL 3356 Population Ecology ENVS 3456 Environmental Science Internship I ENVS 4105 Honours Thesis ENVS 4456 Environmental Science Internship II
77
BIOL 2126 Cell Biology BIOL 3357 Community Ecology BIOL 3977 Conservation Biology BIOL 4306 Aquatic Biology BIOL 4506 Invasive Species Biology JURI 2316 Environmental Law POLI 3756 Politics of the Environment SOCI 3227 Environmental Sociology GEOG 3037 Remote Sensing of the Environment GEOG 4296 Impact Assessment and Resources Management
Integrate knowledge and perspectives across disciplinary boundaries to contribute to the effective management of human activities to facilitate sustainable living patterns and development options
The proposed Environmental Science program is multidisciplinary by design to encourage students to think about environmental issues from different perspectives. The combination of Biology, Chemistry, Geography, Political Science, Sociology, and Economics exposes students to a broad collection of lenses through which they can learn to view issues on the environment. The integration of knowledge and perspectives is the focus of the following core and elective courses: BIOL 2056 Principles of Scientific Inquiry BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3206 Environmental Chemistry ENVS 3106 Pollution ENVS 4105 Honours Thesis BIOL 3357 Community Ecology BIOL 3977 Conservation Biology BIOL 4306 Aquatic Biology
78
BIOL 4506 Invasive Species Biology JURI 2316 Environmental Law POLI 3756 Politics of the Environment SOCI 3227 Environmental Sociology GEOG 3037 Remote Sensing of the Environment GEOG 4296 Impact Assessment and Resources Management
Apply relevant numerical skills to the analysis of data relevant to the environmental sciences
PHIL 1116 Critical Thinking BIOL 2056 Principles of Scientific Inquiry ENVS 2126 Introductory Statistics In most courses in Group A Environmental Science electives, the teaching methods emphasize the development of scientific theories using such data.
Critically evaluate and compare multiple solutions to particular environmental problems
ENVS 1006 Introduction to Environmental Science BIOL 2056 Principles of Scientific Inquiry BIOL 3356 Population Ecology CHMI 3016 Biochemistry I ENVS 3206 Environmental Chemistry ENVS 3106 Pollution ENVS 4105 Honours Thesis BIOL 3357 Community Ecology BIOL 3977 Conservation Biology BIOL 4306 Aquatic Biology BIOL 4506 Invasive Species Biology JURI 2316 Environmental Law POLI 3756 Politics of the Environment SOCI 3227 Environmental Sociology GEOG 3037 Remote Sensing of the Environment GEOG 4296 Impact Assessment and Resources Management
79
Work in collaborative research teams to teams to critically evaluate, and investigate possible solutions to environmental challenges
Courses with laboratory components requiring students to work in teams: BIOL 3357 Conservation Biology ENVS 3596 Limnology ENVS 4696 Toxicology ENVS 4706 Soil Science. There are a variety of required courses that require students to collect data, and others that require students to analyze that data. Collectively, these enterprises are done in the context of investigating answers to critical questions in environmental science. Consequently, they all encourage students to think about solving environmental problems using a scientific research methodology.
80
4.3.3 Breadth Outcomes and the corresponding non-core courses, course segments or work-integrated learning requirements that contribute to the breadth outcomes Breadth Outcomes Non-core courses, course segments or
work-integrated learning requirements that contribute to these outcomes
Think Critically, applying evidence to support arguments and decision making
General electives
81
4.4 Course Descriptions
Core Courses The chart below provides course descriptions for core courses as they will appear in the academic calendar. Year and Semester
Course Title Calendar Course Description
Year One
ENVS 1006 Introduction to Environmental Science
This course will provide a comprehensive introduction to the science behind the main environmental challenges facing society and through the three unifying themes of sound science, sustainability and stewardship will help students understand what they can do to build a more sustainable future. The course focuses on how we understand and recognize environmental problems, how we decide what to do about them, and what role science can and should play in these discussions (LEC 3) (3cr)
BIOL 1506 Biology I This introductory course explores selected topics in biology as applied to prokaryotes and eukaryotes. Cell biology, genetics, respiration, photosynthesis, and evolution will be discussed. (LEC 3, LAB 3) (3cr)
BIOL 1507 Biology II This course includes a study of existing biological diversity with special emphasis on structure and function. Botanical topics include plant anatomy, reproduction, water relations, mineral nutrition, and control of growth and development. The zoological component includes the anatomy and physiology of animal tissues, organs and systems, and their functional integration. (LEC 3, LAB 3) (3 cr)
PHIL 1116 Critical Thinking This course will introduce students to the basics of informal logic, including analytical reading, critical thinking, argument analysis and construction, and problem solving. Enough of the rudiments of formal logic will be presented to assist in critically evaluating inferences (LEC 3) (3cr)
CHMI 1006 General Chemistry I
This course provides an introduction to the fundamental principles of chemistry. Topics include atomic and molecular structure, nuclear chemistry, stoichiometry, the periodic table and periodicity and the properties of solutions. Prerequisite: 4U in Chemistry or CHMI 1041 or permission of the Department. (LEC 3, TUT 1, LAB 2) (3cr)
CHMI 1007 General Chemistry II
This is the second part of the introduction to the fundamental principles of chemistry. Topics include thermochemistry, chemical thermodynamics, kinetics, chemical equilibrium, acid-base chemistry, buffer solutions, electrochemistry and introductory organic chemistry.
83
Prerequisite: CHMI 1006 or CHMI 1041 (80%). (LEC 3, TUT 1, LAB 3) (3 cr)
MATH 1036 Calculus (or MATH 1056)
This is a problem-solving course in which an extensive treatment of differential calculus and an introduction to integral calculus is given. This course covers limits, continuity and differentiation of functions including exponential, logarithmic, trigonometric and inverse trigonometric functions. Emphasis is placed on practical applications of the derivative such as graph sketching, extrema and related rate problems. Other topics will include: anti-derivatives; area under curves; indeterminate forms and l’Hopital’s rule. Prerequisite: OAC or 4U credit in Calculus or equivalent (MCV4U and/or MH4U) (LEC 3, TUT 1) (3cr)
MATH 1056 Discrete Mathematics I (or MATH 1036)
This course will cover the following topics: elementary logic; set theory and functions; equivalence relations; partial orders; mathematical induction; combinatorics (including permutations, combinations, selections, and distributions); binomial theorem; formal power series and generating functions; partial fractions and the solution of elementary recurrence relations. Prerequisite: OAC or 4U Math credit or equivalent. (LEC 3, TUT 1) (3 cr)
GEOL 1021 Understanding Earth: The Planet and Its Internal Processes
This course provides an introduction to geology for students without a background in science. Topics include: the origin of the solar system and the Earth; the growth and movement of continents; the origin of the ocean basins and sea floor spreading; processes that lead to the deformation of the Earth’s crust; mountain building and earthquakes; internal processes; igneous activity, magnetism, and gravity; geologic time and the techniques in relative and absolute dating of rocks. This is not a credit for geology majors and cannot be taken for credit concurrently with or subsequent to GEOL 1006. (LEC 3) (3 cr)
Year Two
BIOL 2056 Principles of Scientific Inquiry
This course introduces students to the history, philosophy, and practice of the scientific method. Humans are continually faced with difficult questions about physical reality and the scientific method has emerged as an important tool used to address such questions. This course will teach students about the strengths and weaknesses of the scientific method, as well as how to apply it correctly. The central goal of this course is to leave students with an enriched and expanded perspective on science, as well as an increased understanding of how they can apply elements of the scientific method to complex problems both in science, and in general in their lives. Specifically, this course will discuss science’s presuppositions, limits, and domain, as well as the foundations of deductive and inductive logic and parsimony. Students may not retain credit for more than one of BIOL 2056, BIOL 3327 and PSYC 2056. (LEC 3) (3 cr)
84
CHMI 2426 Organic Chemistry I
This course is an introductory course in organic chemistry. Topics included are structure and bonding, nomenclature, stereochemistry, and an introduction to the chemistry of a few classes of organic compounds. Prerequisites: CHMI 1006/1007. (LEC 3, LAB 3, TUT 1) (3 cr)
ENVS 2126 Experimental Design and Statistical Analysis
This course will introduce students to experimental design, and the use of common statistical methods relevant to biology and the environmental sciences. Students will be introduced to the basic concepts of probability, descriptive statistics, experimental design, goodness-of-fit tests, contingency table analysis, two-sample and multi-sample comparison tests, correlation, and regression. Students will be given practical assignments to allow them to put these analyses into context with hypothetical data sets that allow them to interpret results and draw relevant conclusions and gain experience with the statistical program SPSS. (Lec 3, Tut 1) (3 cr)
GEOG 1026 Introduction to Physical Geography
A geographical investigation of the natural environment and its links with humankind. An introduction to environmental concepts and spatial systems. Development of skills to describe and interpret environmental data. Lectures and practical assignments. (LEC/ LAB 3) (3 cr)
GEOG 2017 Introduction to GIS
This course introduces students to Geographic Information Systems (GIS) including: data capture and input, georeferencing, database structure and management, and cartographic communication. An emphasis is placed on spatial analysis and synthesis operations. Ethical issues arising from locational referencing are also explored. Prerequisite: Basic computer and operating system knowledge is needed. Basic math knowledge (addition, subtraction, multiplication, division) is also required. (LEC 3) (3 cr)
Year Three
BIOL 3356 Population Ecology This course investigates factors influencing the structure and dynamics of plant and animal populations. The first part of the course is focused on the dynamics of single populations of organisms, considering the conditions leading to exponential growth, logistic growth, population stability and extinction. The second half of the course deals with interactions among populations of prey and predators, parasites and their hosts and applied population ecology problems such as harvesting populations, pest control and conservation biology. Through fieldwork, students are introduced to sampling techniques in aquatic and terrestrial environments. Prerequisites: BIOL 1506/1507, STAT 2126 and BIOL 2056. Students may not retain credit for both BIOL 3356 and 2356. (LEC 3, LAB 3) (3 cr)
85
CHMI 3016 Biochemistry I Topics discussed in this course include protein structure and function, nucleic acid chemistry, DNA and its replication, the genetic code and protein synthesis, cloning and gene isolation, DNA sequencing and enzyme kinetics. Students may not retain credit for both CHMI 2227 and CHMI 3016. Prerequisite: CHMI 2426. Corequisite: CHMI 2427. (LEC 3, LAB 3) (3 cr)
ENVS 3106 Pollution This course introduces students to the topic of environmental pollution. Students will learn about the different kinds of pollutants, both natural and industrial, and how the pathways they take in reaching the natural environment. This course will also explore how pollutants are identified, measured in different habitats (i.e., aquatic, terrestrial, air), and what the long term effects of pollutants on biological organisms and critical nutrient cycles may be. Students will also be introduced to various measures related to environmental remediation. Prerequisites: BIOL 1506, CHMI 1006/1007. (LEC 3) (3 cr)
ENVS 3206 Environmental Chemistry
This course introduces students to the chemical processes that shape the world we live in. We will explore the chemical principles which underpin the natural processes occurring within and between the air, water, and soil. In addition, we will consider how human activities impact these processes, giving rise to environmental issues of global concern. This course will focus on the chemical composition, processes and interactions between the three key environmental systems - the atmosphere, hydrosphere, and lithosphere. We will discuss how human activity continues to affect the chemical behaviour of these environmental systems, and what the consequences of these natural processes being disturbed can be. Laboratories will involve sampling, quantitative detection, and data analysis. Prerequisites: CHMI 1006/1007; CHMI 2426. (LEC 3, LAB 3) (3 cr)
ENVS 3456 Environmental Science Internship I
The Environmental Science Internship program is designed to help you connect your academic studies to practical applications by offering academic credit for environmentally-focused or biologically-focused work experience. A well-designed internship will allow you to develop your professional skills, gain hands-on experience, and evaluate career opportunities. The internship program is intended to be flexible, having been designed to meet students’ needs and interests while affording opportunities for practical hands-on experience in a variety of environmental fields. Positions must involve significant work with an environmental or biological focus. This course emphasizes that earning academic credit for work experience requires more than just showing up for work and doing a good job. You will be required to complete a series of assignments designed to encourage thoughtful reflection on your internship experience. You are expected to be self-motivated and able to complete course assignments without reminders. Prerequisites: Third year standing in Environmental Science
86
or Biology. (3 cr) Year Four
Thesis Option
ENVS 4105 Honours Thesis Students will work with a faculty supervisor to complete an independent research project. With this supervisor, each student will develop a research question, and then work to investigate this question. Students will perform background research into their chosen topic, plan and execute a research strategy that addresses their chosen question, analyse their collected data, and produce a poster presentation, a PowerPoint (or equivalent) presentation, and a scientific paper using the general formatting associated with peer-reviewed journal publications in environmental science (formatting information provided). Prerequisite: Students must have a 70% average across core program courses to enter this course. This course is required for those seeking an Honours degree. (LEC, LAB, EXP) (6cr)
Non Thesis Option
ENVS 4456 Environmental Science Internship II
The Environmental Science Internship program is designed to help you connect your academic studies to practical applications by offering academic credit for environmentally-focused or biologically-focused work experience. A well-designed internship will allow you to develop your professional skills, gain hands-on experience, and evaluate career opportunities. The internship program is intended to be flexible, having been designed to meet students’ needs and interests while affording opportunities for practical hands-on experience in a variety of environmental fields. Positions must involve significant work with an environmental or biological focus. This course emphasizes that earning academic credit for work experience requires more than just showing up for work and doing a good job. You will be required to complete a series of assignments designed to encourage thoughtful reflection on your internship experience. You are expected to be self-motivated and able to complete course assignments without reminders. Prerequisite: Fourth year standing in Environmental Science or Biology. (3 cr)
87
Environmental Science Electives - Group A Courses The chart below provides calendar descriptions for Environmental Science Elective Courses in Group A Course Code and Title
Calendar Course Description
ENVS 3596 Limnology
This course will introduce students to the chemical, physical and biological components of inland water environments and will give them a thorough understanding of how they interact (running and standing waters, fresh and saline, natural or man-made). Students will be introduced to mechanisms underlying energy fixation and nutrient cycling in aquatic systems and the principles regulating biotic community structure. In addition, the course will consider the effect of human activities on aquatic environments. Laboratory and field exercises will provide students with relevant practical experience in aquatic ecology and limnology. Prerequisites: BIOL 1506/1507. (LEC 3, LAB 3) (3 cr)
ENVS 3626 Epidemiology
This course will focus on the design and analysis of etiologic research in epidemiology and environmental health. It will introduce the basic concepts of epidemiology and biostatistics as applied to epidemiological data. The focus will be on the application of skills to environmental health problems. Emphasis is placed on the principles and methods of epidemiologic investigation, appropriate summaries and displays of data, and the use of classical statistical approaches to describe the health of populations. Topics include the dynamic behavior of disease; usage of rates, ratios and proportions; methods of direct and indirect adjustment, and clinical life table which measures and describes the extent of disease problems. This course will explore, from an epidemiologic perspective, the impact of environmental problems on human health. (LEC 3) (3 cr)
ENVS 3906 Special Topics in Environmental Science I
The course will examine particular topics in environmental science with accompanying lab when appropriate. Specific content varies from year to year depending on faculty expertise and research. Prerequisite: completion of second year core program in Environmental Science or permission from the instructor. (LEC 3, LAB 3) (3 cr)
ENVS 3907 Special Topics in Environmental Science II
The course examines particular topics in environmental science, with accompanying lab when appropriate. Specific content varies from year to year depending on faculty expertise and research. Prerequisite: completion of second year core program in Environmental Science or permission from the instructor. (LEC 3, LAB 3) (3 cr)
ENVS 4806 Biotechnology
This course covers the birth and goals of Biotechnology: brief historical background of the development of Biotechnology, principles of recombinant DNA technology, application of DNA Biotechnology in Microbial Biotechnology (bacterial engineering), Plant Biotechnology (Agriculture applications), Animal Biotechnology, marine Biotechnology, Social implications, Ethics, safety and the future of Biotechnology. (LEC 3) (3 cr)
ENVS 4696 This course will provide a general understanding of toxicology related to the environment. Fundamental toxicological concepts will be covered including
89
Toxicology dose-response relationships, absorption of toxicants, distribution and storage of toxicants, biotransformation and elimination of toxicants, target organ toxicity and teratogenesis, mutagenesis, carcinogenesis and risk assessment. The course will include an overview of chemodynamics of contaminants in the environment including fate and transport. The course will examine chemicals of environmental interest and how they are tested and regulated. Prerequisites: CHMI 2426, Restricted to students in the B.Sc. Environmental Science or Biology program. (LEC 3) (3 cr)
ENVS 4706 Soil Science
This course will introduce students to the principles and practice of Soil science, with an emphasis on soil fertility, ecology and land and soil management. Students will gain an appreciation for the importance of soil in regulating the planet’s biogeochemistry. The course will cover: 1) soil structure and physics, focusing primarily on water transport; 2) soil fertility; and soil biological processes involving both microflora and fauna with emphasis on waste management (e.g., plant residue decomposition and xenobiotic compound degradation). Prerequisites: CHMI 1006/1007, MATH 1036. (LEC 3, LAB 3) (3 cr)
ENVS 4906 Advanced Topics in Environmental Science I
The course examines advanced coverage of particular topics in environmental science with accompanying lab when appropriate. Specific content varies from year to year depending on faculty expertise and research. Pre-requisite: completion of the third year core program in Environmental Science or permission from the instructor. (LEC 3, LAB 3) (3 cr)
ENVS 4907 Advanced Topics in Environmental Science II
The course examines advanced coverage of particular topics in environmental science with accompanying lab when appropriate. Specific content varies from year to year depending on faculty expertise and research. Pre-requisite: completion of the third year core program in Environmental Science or permission from the instructor. (LEC 3, LAB 3) (3 cr)
BIOL 2126 Cell Biology
This course focuses on the molecular, structural and functional organization in both prokaryotic and eukaryotic cells. Prerequisites: BIOL 1506 and CHMI 1006/1007. (LEC 3, LAB 3) (3 cr)
BIOL 3357 Community Ecology
This course introduces students to the concept of the biological community and explores critical questions related to why different habitats host different numbers of species, why some species are more locally common than others, and how interactions among different species contribute these patterns. The course presents theory and experimental techniques used by ecologists to address these questions. Prerequisites: BIOL 1506/1507, STAT 2126 and BIOL 2056. Students may not retain credit for both BIOL 3357 and 2357. (LEC 3, LAB 3) (3 cr)
BIOL 3977 Conservation Biology
Topics include: genetic, taxonomic, eco-systemic and functional levels of biodiversity, biodiversity and ecosystem integrity, biodiversity and ecosystem function in natural and anthropogenic systems, reasons for conserving species, species interactions and ‘keystone’ roles, the conservation of environments, habitat fragmentation, patch size and buffer zones in conservation, species and genetic richness and ecosystem resilience, eco-system management for conservation and sustainable development, the role and validity of protected areas, captive breeding and reintroduction programs, the implications for conservation of ecotourism, global climate
90
change and genetic engineer-ing, and, the interface between conservation and restoration. (LEC 3) (3 cr)
BIOL 4016 Field Studies in Biology
This two-week field course introduces students to field surveys and techniques used to evaluate organismal populations and assess their habitats. Prerequisites: BIOL 3356/3357 or permission from the instructor. (LEC, LAB, EXP) (3 cr)
BIOL 4306 Aquatic Biology
This course introduces students to the diverse array of aquatic environments and the various organisms that inhabit them. The first third of the course focuses on the physical properties of the oceanic and freshwater environments. The second third of the course surveys the major components of aquatic food chains and the ecology and adaptations of representative groups. The final third of the course addresses issues related to harvesting, pollution and the value of aquatic bio-diversity. Prerequisites: BIOL 3356/3357 or permission of the instructor. (LEC 3, LAB 3) (3 cr)
BIOL 4506 Invasive Species Biology
This course introduces students to the basic problems posed globally by invasive species, and is focused on species that are a problem locally/regionally (e.g., Lamprey in the Great Lakes; Strangling Dog Vine and Garlic Mustard in southern Ontario). The course is presented as a series of questions posed to students directly in class, and includes discussion of particular case studies and guest lectures presented by scientists directly engaged in invasive species research. Students participate in class discussions and debates in which they are expected to critically evaluate research papers, and discuss problems and possible solutions regarding particular case studies. Students gain skills in writing research proposals and literature reviews, making presentations using computer media programs, and collecting and analyzing field data used to investigate scientific hypotheses. Prerequisites: BIOL 3356/3357 or permission of the instructor. (LEC 3, LAB 3) (3 cr)
CHMI 2357 Organic Chemistry II
This course includes a detailed investigation of the reactions of hydrocarbons and monofunctional organic compounds. The factors which affect these reactions will also be discussed. Prerequisite: CHMI 2426. (LEC 3, LAB 3, TUT 1) (3 cr)
CHMI 3017 Biochemistry II
Topics discussed in this course include intermediary metabolism of carbohydrates, lipids, and amino acids; regulation of metabolism; membrane structure and functions; transmembrane signalling and photo-synthesis. Students may not retain credit for more than one of CHMI 3226, CHMI 3017, and BIOL 3717. Prerequisite: CHMI 3016. (LEC 3, LAB 3) (3 cr)
CHMI 3996 Analytical Chemistry
This course covers the science of chemical separation, identification, and measurement. The course features highly integrated lectures and labs. These provide an introduction to the common techniques used in contemporary analytical chemistry. This course builds on many of the concepts introduced in general chemistry, and provides opportunities to develop valuable skills that are transferable beyond the classroom. Prerequisite: CHMI 1006/1007. (LEC 3, LAB 3) (3 cr)
PHYS 1006 Introductory Physics I
This is an introductory physics course for students who have taken the OAC Physics course. Knowledge of mechanics, vectors and energy is assumed. The course begins with a brief review of these topics. There are three main topics in the course: Properties of Matter, Heat and Thermodynamics, and Waves.
91
Students may not retain credit for both PHYS 1006 and PHYS 1206. Prerequisite: OAC Physics or equivalent. (LEC 3, LAB 3) (3 cr)
PHYS 1007 Introductory Physics II
This is an introductory Physics course for students who have taken the OAC Physics course or a university physics course with mechanics. A knowledge of mechanics, vectors, and energy is assumed. The topics covered are: Geometrical Optics, Electricity and Modern Physics. Students may not retain credit for both PHYS 1007 and PHYS 1207. Prerequisite: OAC Physics or PHYS 1206 or PHYS 1006 or equivalent. (LEC 3, LAB 3) (3 cr)
92
Environmental Science Electives - Group B Courses The chart below provides calendar descriptions for Environmental Science Elective Courses in Group B. Course Code and Title
Calendar Course Description
ECON 2056 Economics of Natural Resources
Application of economic theory to the development, production and exhaustion of natural resources (energy, fishery, timber, mineral, etc.); resource management, substitution and conservation; contemporary Canadian resource problems. (LEC 3) (3 cr)
ECON 2057 Environmental Economics and Policies
This course examines the application of economic analysis to air, water and soil use; the costs and benefits of pollution control; pollution policy in practice and current regulatory policies. (LEC 3) (3 cr)
JURI 2316 Environmental Law
Analyzes Canadian environmental law through a study of federal and provincial statutes, and jurisprudence. Topics include: federal and provincial jurisdiction; the implications of the Charter; the interaction of federal and provincial statutes; the economic and political factors affecting the decision to prosecute for environmental infractions; and the adequacy of the current legal protection of the environment as reflected in cases applying environmental statutes. . Prerequisite: JURI 1105 or JURI 1106/1107. Students may not retain credit for both JURI 4306 and 2316. (LEC 3) (3 cr)
POLI 3756 Politics of the Environment
This course examines the range of discourses that characterize the politics of the earth. Having established a broad context, the course then focuses on environment politics and policy-making in Canada, including federal and provincial conflicts, the role and interests of Aboriginal peoples, Canadian- American relations, and the implications of globalization. This course is intended for 3rd year students. Prerequisite: POLI 1006/1007 (or equivalent) or permission of instructor. (LEC 3) (3 cr)
SOCI 3227 Environmental Sociology
This course will introduce the basic sociological theories and concepts which are used to understand relations between social actions and interactions and the natural environment. The major focus will be placed on contemporary environmental problems such as demography, consumption of food and energy, biodiversity, and waste management. These social issues will be examined comparatively and with particular reference to the Canadian society and Northern Ontario. Students will be invited to do a collective social research project on one of these issues, and diffuse its results to the community. (LEC 3) (3 cr)
BIOL 2216 Principles of Environmental Ethics
Students critically examine the philosophy of the environment by addressing both theoretical and practical issues. Through the exploration of the foundations of ethical theory, students develop their understanding of modern environmental challenges. Areas of study in this course include animal rights, future generations, deep ecology, and the connection between science, technology and the environment. A focus of the course is on students developing their own skills in moral decision making and policy formation by
93
analyzing various philosophical perspec-tives. Students may not retain credit for more than one of BIOL 2216, PHIL 2216 and PHIL 2215. (LEC 3) (3 cr)
BIOL 2217 Topics in Environmental Ethics
This course investigates the impact of modern perspectives on various debates in environmental philosophy including global climate change, pollution, sustainable development, conservation and wilderness management, and the health of ecosystems in industrial societies. A central goal of this course is to assist students in developing interpretive and evaluative skills that will not only prove useful in constructing insightful academic positions but will help them in their own personal lives. This seminar course uses the literature as a basis for facilitating class discussions and understanding current perspectives in environmental philosophy. Prerequisites: PHIL 1116/1117. Students may not retain credit for both PHIL 2217 and PHIL 2215. (SEM 3) (3 cr)
GEOL 1022 Understanding the Earth II
This course deals with the rock cycle and the minerals of the crust. Topics include: identification of minerals using their physical and chemical properties; origin and identification of the three rock types: igneous, sedimentary and metamorphic; weathering and erosion of rocks at the Earth’s surface. This is not a credit for geology majors and cannot be taken concurrently with or subsequent to GEOL 1007. (LEC 3) (3 cr)
GEOG 1027 Introduction to Human Geography
A geographical appreciation of the various elements of the human landscape. The evolution of regional urban contrasts, related planning strategies, and spatial inequities. Lectures and practical assignments. (LEC/LAB 3) (3 cr)
GEOG 2106 Geomorphology I
The primary goal of this course is to provide the student with a fundamental understanding of what geomorphology means, the tools used by geomorphologists in understanding landform genesis and what impact understanding geomorphology has on the general population in terms of resource exploration and environmental management. These concepts are woven into the following topic areas: landscape form and structure; earth building and formation of rocks; gradation, weathering and mass movement; and fluvial and karst environments. Students may not retain credit for both GEOG 2106 and GEOG 2105. (LEC 3) (3 cr)
GEOG 2107 Geomorphology II
The course builds on the goals introduced in Geomorphology I. Four additional topic areas are covered: eolian environments; glaciated landscapes; periglacial environments; and the global ocean and coastal/shoreline environments. Prerequisite: GEOG 2106 or consent of the instructor.
GOEG 2996 The Great Lakes: Resources, People, and the Environment
The course is based on the integrated region of the Great Lakes system of Ontario. The lakes, their physical state and history, and dynamic relationships with peoples, resources, and the environment are the focus of the course. Human settlements, the changing structure of the economy of the region, and issues related to the sustainability of the lake environments and responses are given attention. Emphasis is placed on the Upper Great Lakes, with particular reference to the region of the Lake Huron North-Shore-St. Marys River transition, and the south and eastern Lake Superior region. Priority attention is also given to the dominant peoples of the region, the Anishinaabe or the Indigenous people. The course will be delivered by lecture and case studies. Prerequisite: GEOG 1026/27 or upper year standing preferred. (LEC 3,
94
field work) (3 cr) GEOG 3307 Indigenous Knowledge in Natural Resource Management
The course is based on the integrated region of the Great Lakes system of Ontario. The lakes, their physical state and history, and dynamic relationships with peoples, resources, and the environment are the focus of the course. Human settlements, the changing structure of the economy of the region, and issues related to the sustainability of the lake environments and responses are given attention. Emphasis is placed on the Upper Great Lakes, with particular reference to the region of the Lake Huron North-Shore-St. Marys River transition, and the south and eastern Lake Superior region. Priority attention is also given to the dominant peoples of the region, the Anishinaabe or the Indigenous people. The course will be delivered by lecture and case studies. Prerequisite: GEOG 1026/27 or upper year standing preferred. (LEC 3, field work) (3 cr)
GEOG 3076 Advanced Geographic Information Systems (GIS)
Building on Introduction to Cartography (GEOG 2016) and Introduction to GIS (GEOG 2017), course topics include: raster data analysis, multi-criteria evaluation, modelling, interpolation, spatial statistics, and advanced vector data analysis. Students also learn how to conduct a GIS project through a term assignment. Prerequisite: GEOG 2017 required, GEOG 2016 recommended. (LEC 1, LAB 2) (3 cr)
GEOG 3037 Remote Sensing of the Environment
An interdisciplinary approach to remote sensing of the environment. Emphasis is placed on applications to geographic research and applied studies in related disciplines. Imagery interpretation involves the analysis of the spatial data collected by sensors on-board aircraft and spacecraft. Students become familiar not only with conventional photographic imagery but also infrared scanner data, SLAR, and various microwave systems. (Lectures and practical work.) (3 cr)
GEOG 4296 Impact Assessment and Resources Management
This course introduces students to the context and practice of Environmental Impact Assessment (EIA). The history and theory of impact assessment are examined. As part of this exercise, a comprehensive analysis is provided of the planning processes of Environmental Impact Assessment for various levels of government in Canada and required guidelines for international funding and development agencies. Students will be introduced to impact assessment techniques and explore newer areas of EIA practice, including strategic environmental assessment (EA), cumulative effects assessment, and traditional ecological knowledge (TEK); and social impact assessment (SIA). Students are expected to attend an EIA public hearing in the Sault Ste. Marie region for experience and as an assignment. Prerequisite: GEOG 1021/1026 or permission of the department. (LEC 3) (3 cr)
GEOG 4407 Natural Resources and the Environment: Policy and Practice
This course examines the role of natural resources in regional development planning. The strategic use of natural resources to foster a basis for long-term sustainable economic development in resource-rich regions is emphasized. Models and theories of resources and regional development, including notions of ‘resource curse’, and new development paradigms such as ‘sustainable development’, provide students with contexts for ideas, tools, and strategies for regional development planning with natural resources. Linkages, networks, innovation flows, and the arms of the national political economy dramatize pertinent external factors that act on internal conditions
95
to influence regional development. While the experience of other regions in Canada is considered, Northern Ontario serves as the main spatial frame for the course. The course is taught by lecture/field studies/and seminar format. Prerequisite: GEOG 1026/27 preferred or permission of the department. (LEC/SEM 3, FIELD 12) (3 cr)
96
General Electives The Academic Calendar in Section 12 of this application contains course descriptions for all non-core courses at Algoma University.
97
4.6 Undergraduate Course Schedule 2 Year and Semester
Course Title Total Core Course Semester Hours
Total Non-core Course Semester Hours
Course prerequisites and corequisites
Highest Qualification Earned and Discipline of Study
Semester 1 ENVS 1006 Introduction
to Environmental Science
36 None PhD in Environmental Science, Biology, or related discipline
BIOL 1506 Biology I 72 None PhD in Biology CHMI 1006 Chemistry I 72 4U in Chemistry or
CHMI 1041 or permission of department
MSc in Organic Chemistry
PHIL 1116 Critical Thinking
36 None MA in Philosophy
3 Elective Credits from Group I (Humanities) or Group II (Social Sciences)
36 None PhD in relevant discipline
Semester 2 GEOL 1021 Understanding the Earth I
36 None PhD in Geography
BIOL 1057 Biology II 72 BIOL 1506 recommended
PhD in Biology
CHMI 1007 Chemistry II 72 CHMI 1006 or CHMI 1041 (80%)
MSc in Organic Chemistry
MATH 1036 Calculus I or MATH 1056 Discrete Math
48 OAC or 4U credit in Calculus or equivalent OR MATH 1036
PhD in Applied Mathematics
3 Elective Credits from Group I (Humanities) or Group I (Social Sciences)
36 None PhD in relevant discipline
Semester 1 BIOL 2056 Principles of
Scientific Inquiry 36 None PhD in Biology
CHMI 2426 Organic Chemistry I
72 CHMI 1006 & CHMI 1007
PhD in Plant Biology
GEOG 1026 Introduction to Physical Geography
36 None PhD in Geography
3 Credits from Group A Environmental Science Electives
36 Various PhD in relevant discipline
3 Elective Credits from Group I (Humanities) or Group II (Social Sciences)
36 Various PhD in relevant discipline
Semester 2 ENVS 2126 Experimental Design and Statistical Analysis
48 None PhD in Biology
103
Year and Semester
Course Title Total Core Course Semester Hours
Total Non-core Course Semester Hours
Course prerequisites and corequisites
Highest Qualification Earned and Discipline of Study
GEOG 2017 Introduction to GIS
36 None PhD in Geography
3 Credits from Group B Environmental Science Electives
36 Various PhD in relevant discipline
6 Elective Credits; with at least 3 from Group I (Humanities) or Group II (Social Sciences)
72 Various PhD in relevant discipline
Semester 1 BIOL 3356 Population
Ecology 72 BIOL 1506 & BIOL
1507; ENVS 2126
PhD in Biology
CHMI 3016 Biochemistry 72 CHMI 2426 PhD in Plant Biology
ENVS 3106 Pollution 36 BIOL 1506; CHMI 1006 & CHMI 1007
PhD in Environmental Science, Biology, or related discipline
3 Credits from Group B Environmental Science Electives
36 Various PhD in relevant discipline
3 Elective Credits 36 Various PhD in relevant discipline
Semester 2 ENVS 3206 Environmental Chemistry
72 CHMI 2426 PhD in Environmental Science, Biology, or related discipline
ENVS 3456 Environmental Science Internship I
80 Third year standing in program
PhD in Biology
6 Credits from Group A Environmental Science Electives
72 Various PhD in relevant discipline
3 Elective Credits 36 Various PhD in relevant discipline
Semester 1 ENVS 4105 Honours
Thesis OR ENVS 4456 Environmental Science Internship II
36 Restricted to students in year four of program
PhD in Biology
3 Credits from Group A 4000 series
36 Various PhD in relevant discipline
6 Credits from Group A 3000/4000 series
72 Various PhD in relevant discipline
3 Elective Credits 36 Various PhD in relevant discipline
Semester 2 ENVS 4105 Honours Thesis OR ENVS 4456
36 Restricted to students in year four of program
PhD in Biology
104
Year and Semester
Course Title Total Core Course Semester Hours
Total Non-core Course Semester Hours
Course prerequisites and corequisites
Highest Qualification Earned and Discipline of Study
Environmental Science Internship II
3 Credits from Group A or B; 4000 series
36 Various PhD in relevant discipline
3 Credits from Group A or B; 3000/4000 series
36 Various PhD in relevant discipline
6 Elective Credits 72 Subtotal Course Hours 1436 360 Total Program Hours 1796
105
4.7 Graduate Academic Course Schedule Not applicable.
4.8 Graduate Course Schedule 2 Not applicable
107
4.9 Work-integrated Learning Experience The proposed program includes a mandatory internship course (ENVS 3456 Environmental Science Internship I) in third year. The internship experience involves 80 hours over a 12 week term in a local organization. The internship assists students in developing professional skills, gaining hands-on experience, and evaluating potential career opportunities in the field of environmental science. The mandatory internship was included in the program structure following a strong recommendation from the Program Development Advisory Committee regarding the need for university graduates with practical skills in the field. The proposed program also includes an optional internship experience in fourth year (ENVS 4456 Environmental Science Internship II) for students who choose not to pursue the honours thesis route. The second internship course builds on the foundational skills developed in the first, and may consist of a second placement in the same organization where more advanced skills can be accrued. Students will be seeking placements in organizations that are related to the field of environmental science. Because of the breadth and interdisciplinary nature of the field of environmental science, organizations may range from research laboratories to environmental advocacy groups. The Department of Biology supports students by generating placement opportunities, liaising with placement supervisors, and building relationships with local community partners. Algoma University employs a Coop and Career Service Coordinator who may be called upon to assist. In addition, a Health and Safety Officer ensures all placement opportunities meet occupational health and safety standards and that students are appropriately trained for the type of work they may undertake while participating in an internship experience. The following community partners already have existing internship arrangements with Algoma University:
• Ontario Forest Research Institute • Ontario Ministry of Natural Resources • Great Lakes Forest Research Centre • Department of Fisheries and Oceans • City of Sault Ste. Marie • Tarentorous Fish Hatchery • Sault Ste. Marie Conservation Authority • Algoma Highlands Conservancy • BioForest Corporation • Pinchin Environmental Ltd. • Graystone Environmental Ltd. • Testmark Laboratories Ltd.
109
• Faculty labs at Algoma University o Dr. Imre – Fish ecology and sea lamprey control o Dr. Schamp – Plant community ecology o Dr. Antunes – Invasive species biology o Dr. Foote – Bird ecology and communication o Dr. Molina – Plant biochemistry and biotechnology
The learning outcomes for the internship experiences are as follows: Course Level Learning Objectives
1. Develop hands-on practical skills working in Environmental Science or Biology with a community partner
2. Reflect on how real-world work experience relates to the academic skills you have learned in your program
3. Develop connections with community groups that may lead to future employment 4. Discover what types of jobs might interest you upon graduation 5. Learn the types of jobs available to graduates of the program though the internship and
through watching and discussing presentations of other students in the course 6. Gain presentation skills though the presentation of the final report 7. Develop written communication skills through report writing
Course Level Learning Outcomes:
Students will: 1. Develop new skills directly relevant to the Environmental Science or Biology workplace 2. Develop self-reflection and analysis skills 3. Meet professionals working in the field of study and work directly with a supervisor on a
project 4. Improve of presentation and writing skills 5. Learn about employment opportunities in the community
Students are evaluated using the following methods:
• Learning plan 10% • Mid-Term update 15% • Final report 30% • Final presentation 20% • Supervisor evaluation 25%
The learning plan serves as both a contract with the organization and with Algoma University. It is developed collaboratively by the student and their supervisor and describes learning goals, a work plan for the internship, and an academic reflection of how the internship experience will enhance a student’s program of academic study. The mid-term reflection is a thoughtful
110
reflection that includes a more detailed description of activities in the first six weeks of the internship, how tasks relate to the organizational mission, and an academic reflection relating work experience to the program. The final presentation and final report include a discussion of an environmental issue worked on during the course of the internship and a critical examination of how effectively the organization is dealing with the issue. The final presentation and report also include an analysis of the skills and knowledge gained as compared to the original goals set in the learning plan. Community partners and internship supervisors are invited to the final presentation along with students and faculty at the end of term.
111
Gap Analysis A detailed gap analysis was completed as part of the development of each of the proposed degree completion pathways described in Section 3.3.2. As previously stated, the creation of these pathways was funded by the Ontario Council for Articulation and Transfer (ONCAT). The final report submitted to ONCAT provides additional detail on the process used to compare the learning outcomes of the college diploma to the proposed degree program. The ONCAT Final Report can be found in its entirety in Section 13: Optional Material.
435
4.12.1
Gap Analysis: Sault College Natural Environment Technician – Conservation and Management Diploma to a B.Sc. (HON) in Environmental Science College Program Outcomes AU Program Outcomes Analysis of links and Gaps Remediation Natural Environment Technician- Conservation and Management (5220) 2 years- 4 semesters
Environmental Science (Proposed) 4 Year Honours Degree
Link to college program outcomes
Gap
College program standards: Vocational Outcomes
Outcomes incorporating UUDLES PROGRAM LEVEL LEARNING
OUTCOMES (proposed)
Courses/ Requirements to fill gap
Graduates will reliably demonstrate the ability to:
1. Collect data from representative biological and environmental samples using routine test procedures
2. Utilize natural resources equipment and technology to accurately identify ecosystem components for purposes of conserving and managing
Graduates will reliably demonstrate the ability to: a. Think critically, applying
evidence to support arguments and decision making.
3 13
Application of scientific method to support arguments and decision making
PHIL 1116 BIOL 2056 ENVS 2126 Senior year ENVS
b. Understand the key concepts and theories in the environmental sciences.
13 3
Gap in Theory depth
ENVS 1006 BIOL 1506/1507 CHMI 1006/1007/2426/3016 ENVS 3206 GEOG1026/2017
c. Learn to effectively research scientific topics from
1 4
Gap in ability to
BIOL 2056 ENVS 2126
437
natural resources.
3. Apply the basic concepts of science to natural resource conservation and management.
4. Conduct natural environment assessments according to standard field survey methods, including the use of appropriate equipment and materials.
5. Recommend eco-site conservation and management strategies through the classification of ecosystem components.
6. Practice principles and ethics associated with natural resource conservation and management issues.
7. Work safely in adherence to occupational health and safety standards
8. Complete all work in
compliance with applicable
multiple sources. research using multiple sources
d. Explore the current state of knowledge in the environmental sciences and recognize the interrelationships between natural and human processes.
13 5 3 2
Interrelationship between multiple disciplines
GEOL 1021 BIOL 3356 ENVS 3106
e. Apply practical laboratory and field sampling skills in the collection and analysis of environmental data to address hypotheses.
12 7 8 4 2 1
Laboratory skills and analysis
BIOL 1506/1507 CHMI 1006/1007 ENVS 2126 CHMI 2426 CHMI 3016
f. Communicate ideas in environmental science effectively in both written and oral format to a variety of audiences
11 5
Level of academic writing; ability to orally defend research findings
ENVS 4105 Each class in the program will require students to improve their ability to communicate environmental science in a variety of forms.
g. Integrate knowledge and perspectives across disciplinary boundaries to contribute to the effective management of human activities to facilitate sustainable living patterns and
13 9
Breadth of boundaries
BIOL 3356 ENVS 3106 CHMI 1006/1007 BIOL 1506/1507 GEOL 1021 PHIL 1116
438
municipal, provincial and federal standards and guidelines
9. Contribute to the
implementation of natural resource conservation and management.
10. Perform basic project management support techniques.
11. Communicate technical information accurately and effectively in oral, written and visual forms
12. Travel accurately in a timely manner in the outdoors using appropriate navigation aids and motorized transport equipment.
13. Apply awareness of global environmental issues to conservation and management of natural resources
development options. h. Apply relevant
numerical skills to the analysis of data relevant to the environmental sciences.
Gap in math and statistics skills
MATH 1036 or MATH 1057 Students who do not have grade 12 university level math will be required to take MATH 1911 & MATH 1912 (mathematics bridge)
i. Critically evaluate and compare multiple solutions to particular environmental problems
Gap in ability to do research using multiple sources/ Level of critical analysis
ENVS 2126 BIOL 2056
j. Work in collaborative research teams to critically evaluate, and investigate possible solutions to environmental challenges.
4 2
439
4.12.2
Gap Analysis: Sault College Natural Environment Technologist – Conservation and Management Diploma to a B.Sc. (HON) in Environmental Science
College Program Outcomes AU Program Outcomes Analysis of links and Gaps Remediation Natural environment Technologist- Conservation and Management (5221) 3 Years- 6 Semesters Ontario College Advanced Diploma
Environmental Science (Proposed) 4 Year Honours Degree
Link to college program outcome
Gap
College program standards: Vocational Outcomes
Outcomes incorporating UUDLES PROGRAM LEVEL LEARNING OUTCOMES (proposed)
Courses/ Requirements to fill gap
Graduates will reliably demonstrate the ability to:
1. Collect, analyze, interpret and report on data from representative biological and environmental samples.
Graduates will reliably demonstrate the ability to:
A. Think critically, applying evidence to support arguments and decision making.
3 4 5
Application of scientific method to support arguments and decision making
PHIL 1116 BIOL 2056 ENVS 2126 Senior year ENVS
2. Utilize natural resources information technology equipment to
B. Understand the key concepts and theories in the environmental
3 4 5
Gap in Theory depth
ENVS 1006 BIOL 1506 BIOL 1507
440
assemble, analyze and present identified ecosystem components for purposes of conserving and managing natural resources.
sciences. 7 CHMI 1006 CHMI 1007 CHMI 2426 CHMI 3016 ENVS 3106
3. Apply the basic concepts of science to natural resource conservation and management.
C. Learn to effectively research scientific topics from multiple sources
1 2 3 4 5 9 10
Gap in ability to research from multiple sources
BIOL 2056 ENVS 2126
4. Plan, design, implement and participate in the maintenance of natural environment assessments.
D. Explore the current state of knowledge in the environmental sciences and recognize the interrelationships between natural and human processes.
3 5
Interrelationship between multiple disciplines
GEOL 1021 BIOL 3356 ENVS 3106
5. Apply eco-site conservation and management principles and ethics associated with natural resource conservation and management issues.
E. Apply practical laboratory and field sampling skills in the collection and analysis of environmental data to address hypotheses.
1 2 4 5 6 7
Laboratory skills and analysis
BIOL 1506/1507 CHMI 1006/1007 ENVS 2126 CHMI 2426 CHMI 3016
6. Ensure all work is safely completed in adherence to occupational health and safety
F. Communicate ideas in environmental science effectively in both written and oral format to a variety
2 9
Level of academic writing; ability to orally defend
ENVS 4105 Each class in the program will require students to improve their ability to communicate environmental science in a
441
standards. of audiences research findings
variety of forms.
7. Contribute to the development, implementation and maintenance of environmental management systems.
G. Integrate knowledge and perspectives across disciplinary boundaries to contribute to the effective management of human activities to facilitate sustainable living patterns and development options.
8 2 5 10 7 4
Breadth of boundaries
BIOL 3356 ENVS 3106 CHMI 1006/1007 BIOL 1506/1507 GEOL 1021 PHIL 1116
8. Provide ongoing support for project management.
H. Apply relevant numerical skills to the analysis of data relevant to the environmental sciences.
1 2 4 7
Gap in math and statistics skills
MATH1036 or MATH1057 Students who do not have grade 12 university level math will be required to take complete MATH 1911 & MATH 1912 (mathematics bridge).
9. Communicate technical information accurately and effectively in oral, written, visual and electronic forms.
I. Critically evaluate and compare multiple solutions to particular environmental problems
8 5
Gap in ability to do research using multiple sources/ Level of critical analysis
ENVS 2126 BIOL 2056
10. Develop and present strategies for ongoing personal and professional development to enhance performance as an environmental technologist.
J. Work in collaborative research teams to critically evaluate, and investigate possible solutions to environmental challenges.
2 3 4 5 7 8 9 10
442
4.12.3
Gap Analysis: Sault College Forest Conservation Technician Diploma to a B.Sc. (HON) in Environmental Science
College Program Outcomes AU Program Outcomes Analysis of links and Gaps
Remediation
Forest Conservation Technician (5210) 2 years- 4 semesters Ontario College Program
Environmental Science (Proposed) 4 Year Honours Degree
Link to college curriculum
Gap
Compulsory Courses* Outcomes incorporating UUDLES PROGRAM LEVEL LEARNING OUTCOMES (proposed)
Courses/ Requirements to fill gap
a. CMM115-3 Communications 1 b. MTH165-3 Numeracy and
Quantitative Reasoning c. NRT101-3 Trees and Shrubs I d. NRT103-3 Fire Management e. NRT123-3 Outdoor Navigation f. NRT131-2 Fall Field Camp- First Year g. NRT140-3 Forest Plant Biology h. NRT150-4 Forest Inventory i. CMM210-3 Technical
Communications j. CWF100-3 Co-op Work Placement I k. NET107-3 Outdoor Equipment
Certification l. NET108-4 Geographic Information
Systems
Graduates will reliably demonstrate the ability to: A. Think critically, applying
evidence to support arguments and decision making.
b, dd, y
Application of scientific method to support arguments and decision making
PHIL 1116 BIOL 2056 ENVS 2126 Senior year ENVS
B. Understand the key concepts and theories in the environmental sciences.
d, g, h, m, p, q, t, u, w, z, ee
Gap in theory depth in core scientific disciplines
ENVS 1006 BIOL 1506 BIOL 1507 CHMI 1006 CHMI 1007 CHMI 2426 CHMI 3016 ENVS 3106
443
m. NRT109-3 Ecology n. NRT116-2 Natural Resources
Career Management o. NRT133-3 Trees and Shrubs II p. NRT144-2 Wildlife Management q. NRT146-3 Silviculture r. NET204-3 Remote Sensing s. NRT203-3 Tree Marking t. NRT239-3 Silviculture II u. NRT243-4 Forest Health v. NRT252-2 Fall Camp- Forestry-
Second Year w. NRT257-3 Introduction to Soil
Science x. GEN100-3 Global Citizenship y. NRT217-3 Applied Photo
Interpretation z. NRT240-2 Natural Resources Law aa. NRT242-2 Natural
Environment Business Management
bb. NRT244-3 Urban Forestry cc. NRT245-3 Forest Harvesting and
Products dd. NRT248-4 Forest Management
and Planning ee. NRT235-2 Sustainable
Resources Management +1 of the Following General Education Courses:
C. Learn to effectively research scientific topics from multiple sources
GAP BIOL 1506/1507 ENVS 1006 BIOL 2056 ENVS 2126
D. Explore the current state of knowledge in the environmental sciences and recognize the interrelationships between natural and human processes.
g, m, p, z, dd, ee
Interrelationship between multiple disciplines
GEOL 1021 BIOL 3356 ENVS 3106
E. Apply practical laboratory and field sampling skills in the collection and analysis of environmental data to address hypotheses.
c, g, h, s, q, t, u, ww
Analysis of data to support hypotheses
BIOL1506/1507 ENVS1006 CHMI1006/1007 ENVS2126
F. Communicate ideas in environmental science effectively in both written and oral format to a variety of audiences
Each class in the program will require students to improve their ability to communicate environmental science in a variety of forms.
G. Integrate knowledge and perspectives across disciplinary boundaries to contribute to the effective management of human activities to facilitate sustainable living patterns and development options.
Z, ee gap BIOL3356 ENVS3106 CHMI1006/1007 BIOL1506/1507 GEOL1021 PHIL1116
H. Apply relevant numerical skills to the analysis of data relevant to the environmental sciences.
b Gap in math and statistics skills
MATH1036 or MATH1056 Students who do not have grade 12 university level math will be required to take MATH1101 as well.
444
ff. -GAS101-3 What in the World is Going On?
gg. -GAS109-3 Music and Pop Culture
hh. -GAS116-3 Your Two Cents ii. GEN110-3 Student Selected
General Education jj. HDG122-3 Personal and Academic
Success Strategies kk. SSC102-3 Introduction to
Aboriginal Peoples of Canada
I. Critically evaluate and compare multiple solutions to particular environmental problems
Gap Gap in ability to do research Critical analysis of the data
ENVS2126 BIOL2056
J. Work in collaborative research teams to critically evaluate, and investigate possible solutions to environmental challenges
V, j, f
*this gap analysis was done using a course-by-course analysis as updated program standards were still in progress; learning outcomes within courses were examined in order to determine links and gaps
445
4.12.4
Gap Analysis: Sault College Fish and Wildlife Conservation Technician Diploma to a B.Sc. (HON) in Environmental Science
College Program Outcomes AU Program Outcomes Analysis of links and Gaps Remediation Fish and Wildlife Conservation Technician (5214) 2 years- 4 semesters Ontario College Program
Environmental Science (Proposed) 4 Year Honours Degree
Link Gap
College program standards: Vocational Outcomes
Outcomes incorporating UUDLES PROGRAM LEVEL LEARNING OUTCOMES (proposed)
Courses/ Requirements to fill gap
A graduate of the Sault College Fish and Wildlife Conservation Technician Program will reliably demonstrate the ability to: 1. Demonstrate clear, concise and industry appropriate written, spoken and visual communication skills 2. Identify, discuss, organize and assess common flora and
Graduates will reliably demonstrate the ability to:
A. Think critically, applying evidence to support arguments and decision making.
2, 3, 6, 7, 8, 10, 11
Application of scientific method to support arguments and decision making
PHIL 1116 BIOL 2056
B. Understand the key concepts and theories in the environmental sciences.
2, 7 Gap in theory depth
ENVS 1006 BIOL 1506/1507 CHMI 1006/1007/2426/3016 ENVS 3206 GEOG 1026
C. Learn to effectively research scientific
Gap in ability to
BIOL 1506/1507 ENVS 1006
447
fauna species found throughout Ontario, including biological characteristics 3. Demonstrate the ability to follow standardized protocols to collect field data on fish and wildlife populations in a variety of weather and site conditions. 4. Demonstrate the correct use of standard laboratory equipment and skills required to carry out experiments and study various organisms. 5. Start and manage their careers in the Fish and Wildlife Conservation field. 6. Understand the importance of managing fish and wildlife resources in Ontario and related federal, provincial and municipal legislation. 7. Recognize the contributions and applications of various science disciplines in the understanding of natural environments.
topics from multiple sources
research using multiple sources
BIOL 2056 ENVS 2126
D. Explore the current state of knowledge in the environmental sciences and recognize the interrelationships between natural and human processes.
7 Interrelationship between multiple disciplines
GEOL 1021 BIOL 3356 ENVS 3106
E. Apply practical laboratory and field sampling skills in the collection and analysis of environmental data to address hypotheses.
2, 3, 4, 9, 10 , 11
Laboratory skills and analysis
BIOL 1506/1507 CHMI 1006/1007 ENVS 2126 CHMI 2426 CHMI 3016
F. Communicate ideas in environmental science effectively in both written and oral format to a variety of audiences
1 Level of academic writing; ability to orally defend research findings
ENVS 4105 Each course in the program will require students to improve their ability to communicate environmental science in a variety of forms.
G. Integrate knowledge and perspectives across disciplinary boundaries to contribute to the effective management of human activities to
8, 7 Breadth of boundaries
BIOL 3356 ENVS 3106 CHMI 1006/1007 BIOL 1506/1507 GEOL 1021 PHIL 1116
448
8. Demonstrate an understanding of sustainable development and apply these principles to the natural environment. 9. Safely operate and maintain equipment used in Fish and Wildlife Conservation. 10. Evaluate and apply current technologies and mathematical concepts used to collect, manage and analyze data. 11. Analyze, evaluate and apply subjective and objective safety considerations
facilitate sustainable living patterns and development options.
H. Apply relevant numerical skills to the analysis of data relevant to the environmental sciences.
Gap in math and statistics skills
MATH 1036 or MATH 1057 Students who do not have grade 12 university level math will be required to take MATH 1911 & MATH 1912 (mathematics bridge)
I. Critically evaluate and compare multiple solutions to particular environmental problems
Gap in ability to do research using multiple sources/ Level of critical analysis
ENVS 2126 BIOL 2056
J. Work in collaborative research teams to critically evaluate, and investigate possible solutions to environmental challenges
10, 11
449
4.12.5
Gap Analysis: Sault College Adventure Recreation and Parks Technician Diploma to a B.Sc. (HON) in Environmental Science
College Program Outcomes AU Program Outcomes Analysis of links and Gaps Remediation Adventure Recreation and Parks Technician (5212) 2 years- 4 semesters Ontario College Program
Environmental Science (Proposed) 4 Year Honours Degree
Link Gap
College program standards: Vocational Outcomes
Outcomes incorporating UUDLES PROGRAM LEVEL LEARNING OUTCOMES (proposed)
Courses/ Requirements to fill gap
Graduates will reliably demonstrate the ability to:
. 1. Demonstrate clear, concise and industry appropriate written, spoken and visual communication skills.
.
. 2. Identify, discuss, organize and assess common Flora & Fauna species found throughout ON, including biological and physiological characteristics.
.
Graduates will reliably demonstrate the ability to:
A. Think critically, applying evidence to support arguments and decision making.
7 8
Application of scientific method to support arguments and decision making
PHIL 1116 BIOL 2056 ENVS 2126 Senior year ENVS
B. Understand the key concepts and theories in the environmental sciences.
7 10 11
Gap in Theory depth
ENVS 1006 BIOL 1506/1507 CHMI 1006/1007/2426/3016 ENVS 3206 GEOG 1026/2017
C. Learn to effectively research scientific topics from multiple
2 10 11
Gap in ability to research
BIOL 2056 ENVS 2126 Experimental Design & Statistical Analysis
450
. 3. Describe how the six park systems in Ontario are managed and operated.
.
. 4. Identify and evaluate the requirements for leading and participating in expeditions or field exercises using a variety of Adventure Recreation activities
. 5. Start and manage a career in the Adventure Recreation and Parks field
.
. 6. Demonstrate a sound understanding of the significance of the Adventure Recreation and Parks Industry including relevant legislation, trends and issues
.
. 7. Describe the scientific method and how it shapes our understanding of the ecology of the natural world.
.
. 8. Demonstrate an understanding of sustainable development and apply the foundations in the natural environment
.
. 9. Safely operate and maintain
sources from multiple sources
D. Explore the current state of knowledge in the environmental sciences and recognize the interrelationships between natural and human processes.
8 11
Gap in theory depth
GEOL 1021 BIOL 3356 ENVS 3106 Pollution
E. Apply practical laboratory and field sampling skills in the collection and analysis of environmental data to address hypotheses.
2 9 7 8 10 11
BIOL 1506/1507 ENVS 1006 CHMI 1006/1007 ENVS 2126 Experimental Design and Analysis
F. Communicate ideas in environmental science effectively in both written and oral format to a variety of audiences
1
Each class in the program will require students to improve their ability to communicate environmental science in a variety of forms.
G. Integrate knowledge and perspectives across disciplinary boundaries to contribute to the effective management of human activities to facilitate sustainable living patterns and development options.
11
Breadth of boundaries
BIOL 3356 ENVS 3106 Pollution CHMI 1006/1007 BIOL 1506/1507 GEOL 1021 PHIL 1116
451
equipment used in Adventure Recreation and Park operations.
.
. 10. Evaluate and apply current technologies and mathematical concepts used to collect, manage and analyze data.
. 12. Analyze, evaluate and apply
subjective and objective safety considerations for Adventure Recreation and Parks activities
H. Apply relevant numerical skills to the analysis of data relevant to the environmental sciences.
10
Gap in math and statistics skills
MATH 1036 or MATH 1057 Students who do not have grade 12 university level math will be required to take MATH 1911 & MATH 1912 (mathematics bridge).
I. Critically evaluate and compare multiple solutions to particular environmental problems
10 11 7
Gap Gap in ability to do research Critical analysis of the data
ENVS 2126 Experimental Design & Statistical Analysis BIOL 2056 Principles of Scientific Inquiry
J. Work in collaborative research teams to critically evaluate, and investigate possible solutions to environmental challenges.
11 10 8
ENVS 4456 Environmental Science Internship II
452
Section 5: Program Delivery The proposed Honours Bachelor of Science (B.Sc. HON) in Environmental Science will use traditional delivery methods, including lectures and labs for some courses. The Department of Biology develops and delivers its programming in adherence with Algoma University’s Institutional Quality Assurance Processes (IQAP). Algoma University’s IQAP was ratified by the Ontario Council on Quality Assurance (“Quality Council”) in 2011, demonstrating its adherence with the Quality Assurance Framework. The Quality Assurance Framework outlines the standards and processes Ontario universities are to use to determine whether academic programs are achieving the desired learning outcomes. Program delivery is supported by Algoma University’s Course Management System (CMS). The CMS provides the capacity for posting course material, discussion boards, assignment submission, grade posting, and other electronic tools to facilitate learning. Students are expected to attend class on a regular basis and actively engage in laboratory and field work. Experiential learning is key to the proposed Bachelor of Science (Honours) in Environmental Science. Opportunities for experiential learning are provided in laboratory work, through a mandatory internship course, and in optional field studies. Students learn by doing, taking advantage of the geographic location of Sault Ste. Marie as a crossroads between nature and industry on the shore of Lake Superior. Section 5.1 contains Algoma University’s Institutional Quality Assurance Process for academic programs. Section 5.2 contains a description of Algoma University’s mechanisms and processes for student feedback regarding program delivery.
453
5.1 Quality Assurance of Delivery This section includes Algoma University’s Institutional Quality Assurance Process (IQAP).
454
Institutional Quality Assurance Process (IQAP)
Approved by Algoma University Senate December 3, 2010
Revisions approved by Algoma University Senate April 1, 2011
Ratified by Quality Council April 29, 2011
Revised October 1, 2013 Revisions approved by Algoma University Senate
November 1, 2013 Re-Ratified by Quality Council
December 13, 2013
3
Table of Contents Preamble ......................................................................................................................................... 5
Authorities ...................................................................................................................................... 6
Definitions ....................................................................................................................................... 7
Scope ............................................................................................................................................. 10
1.0 Guidelines for New Program Approvals ................................................................................. 11
1.1 Scope .................................................................................................................................. 12
1.2 Contact ............................................................................................................................... 13
1.3 Evaluative Criteria .............................................................................................................. 13
1.4 Quick reference of level of approval required for new programs and major changes to existing programs ...................................................................................................................... 16
1.5 Steps in New Program Approval Process ........................................................................... 17
Stage 1: Conceptual Stage ................................................................................................... 17
Stage 2: Preparation of a new program concept summary ................................................. 17
Stage 3: Development of a full new program proposal ....................................................... 18
Stage 4: External review....................................................................................................... 19
Stage 5: Reviewer(s) report ................................................................................................. 20
Stage 6: Internal response ................................................................................................... 20
Stage 7: Institutional approval ............................................................................................. 20
Stage 8: Quality Council Secretariat ..................................................................................... 21
Stage 9: Announcement of new programs .......................................................................... 21
Stage 10: Decision of Quality Council .................................................................................. 21
Stage 11: Approval Certification Forms ............................................................................... 22
Stage 12: Program Implementation ..................................................................................... 22
Stage 13: Steps to Monitor New Programs ......................................................................... 22
2.0 Guidelines for Program Revisions .......................................................................................... 25
2.1 Authority ............................................................................................................................ 25
2.2 Scope .................................................................................................................................. 25
2.3 Contact ............................................................................................................................... 26
2.4 Evaluative Criteria .............................................................................................................. 26
4
2.5 Steps in Program Revision Process .................................................................................... 26
2.6 Reporting ............................................................................................................................ 29
3.0 Guidelines for Cyclical Undergraduate Program Reviews ..................................................... 31
3.1 General Principles .............................................................................................................. 31
3.2 Schedule of Reviews .......................................................................................................... 31
3.3 Authority ............................................................................................................................ 31
3.4 Scope .................................................................................................................................. 32
3.5 Institutional Manual ........................................................................................................... 32
3.6 Review Timetable Summary .............................................................................................. 33
3.7 The Process ........................................................................................................................ 34
3.7.1 Conducting the Self-Study .......................................................................................... 34
3.7.2 Authority for Self-Study ............................................................................................. 37
3.8 Contacting the External Consultants ................................................................................. 37
3.9 The Review Committee ...................................................................................................... 38
3.10 Review Committee Briefing ............................................................................................. 38
3.11 The Site Visit ..................................................................................................................... 39
3.12 Guidelines for the Review Committee Report ................................................................. 39
3.13 Evaluative Criteria ............................................................................................................ 39
3.14 Steps Following Completion of the Report ...................................................................... 41
3.15 Reporting Requirements .................................................................................................. 42
Appendix A: University Undergraduate Degree Level Expectations ........................................... 43
Appendix B: MTCU Evaluative Criteria ......................................................................................... 49
Appendix C: New Program Concept Summary Template ............................................................ 51
Appendix D: New Program Template .......................................................................................... 53
Appendix E : Course Syllabus Template ....................................................................................... 63
Appendix F: Conflict of Interest Policy for External Consultants ................................................. 67
Appendix G: Reviewers’ Report on Existing Programs Template ................................................ 69
Appendix H: Revised Program Template ..................................................................................... 73
Appendix I: Program Review Schedule 2011-2018 ...................................................................... 85
Appendix J: Self-Study Template ................................................................................................. 87
5
Preamble Algoma University aspires to provide academic programs within a learning environment that exceeds disciplinary standards and prepares graduates for further study, employment, and community engagement. The objects of the university are the pursuit of learning through scholarship, teaching and research within a spirit of free enquiry and expression. As stated in Bill 80, Algoma University’s special mission is to:
a) Be a teaching-oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and
b) Cultivate cross-cultural learning between Aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site.
Algoma University’s Institutional Quality Assurance Process (IQAP) provides a framework for quality assurance processes that are consistent with the mission of the university and its expression of the university degree level expectations. This framework demonstrates Algoma University’s firm commitment to maintaining high quality academic standards and to developing and refining quality assurance processes that will result in continuous program improvements. The IQAP aligns Algoma University’s quality assurance policies and procedures with the framework of the Ontario Universities Council on Quality Assurance (the “Quality Council”). The IQAP guidelines replace the General Principles and Guidelines Governing Undergraduate Program Reviews approved by Senate in January 2002. The IQAP is subject to approval by the Quality Council when it is initiated and thereafter, when it is revised. The threshold framework for degree expectations are the Ontario Council of Academic Vice-Presidents (OCAV) Guidelines for Degree Level Expectations (attached as Appendix A). Following a period of consultation, the Algoma University Senate adopted the OCAV Degree Level Expectations as its institutional framework for quality assurance on November 5, 2010. The OCAV framework for degree expectations supports academic departments in planning and/or revising curricula and in communicating program-level learning outcomes to current and prospective students. As of July 1, 2011, all program reviews shall use degree-level expectations and program-level learning outcomes as the guidelines from which to base expectations of graduates. The IQAP consists of three distinct sections, as outlined below:
1. Guidelines for New Program Approvals 2. Guidelines for Program Revisions
6
3. Guidelines for Cyclical Program Reviews Each section describes in detail the policies and procedures to be followed in each area. The Quality Council will use the IQAP as a benchmark to determine Algoma University’s compliance with its own quality assurance processes through an 8-year audit cycle.
Authorities The authority responsible for the IQAP, its administration and application, is Algoma University’s senior academic officer, the Vice-President, Academic and Research (VPAR). The VPAR chairs the Academic Planning and Priorities Committee, a sub-committee of the Algoma University Senate that oversees new program approvals and program reviews. Through its Chair, the committee reports regularly to Senate. The VPAR may delegate operational responsibility for the administration and application of the IQAP to another academic or administrative officer. The Academic Planning and Priorities Committee is constituted as follows:
a) The President (ex-officio); b) The VPAR; c) The Registrar; d) The Academic Dean; e) The Chairs of each of the Divisions of the University; f) One student.
The university Senate holds the authority to (i) determine and regulate the educational policy of the university, (ii) make recommendations to the Board with respect to the establishment, change, or termination of programs and courses of study, schools, faculties, divisions, and departments, (iii) determine the curricula of all programs and courses of study, the standards of admission to the university and continued registration therein, and the qualifications for degrees, diplomas, and certificates to the university, (iv) advise the President of the university on the staffing needs of the academic departments, and (v) create councils and committees to exercise its powers.
7
Definitions Academic Services: Academic Services are defined as those services integral to a student’s ability to achieve the learning outcomes expected from a program. Such services would typically include, but are not limited to, academic advising and counseling appropriate to the program, information technology, library and laboratory resources directed towards the program, and internships, co-operative education and practicum placement services – where these experiential components are a required part of a program. Excluded from academic services are items such as intramural and extramural activities, residence services, food services, health and wellness services, psychological services, financial aid services and career services, except where any of these services are specifically identified to be an integral part of the academic program. Degree: An academic credential awarded on successful completion of a prescribed set and sequence of requirements at a specified standard of performance consistent with the OCAV’s Degree Level Expectations and the institution’s own expression of those Expectations (see Appendix A). Degree Level Expectations: The Degree Level Expectations established by OCAV serve as Ontario universities’ academic standards and identify the knowledge and skill outcome competencies that reflect progressive levels of intellectual and creative development. They may be expressed as subject-specific or in generic terms. Graduates at specified degree levels (e.g., BA, MSc) are expected to demonstrate these competencies. Each university has undertaken to adapt and describe the degree level expectations that will apply within its own institution. Likewise, academic units will describe their institution’s expectations in terms of appropriate to its academic program(s). Degree Program: The complete set and sequence of courses, combination of courses and/or other units of study, research and practice prescribed by an institution for the fulfillment of the requirements of a particular degree. Diploma Programs: Universities may grant diplomas in acknowledgement of students’ participation in either for-credit or not-for-credit activities at the undergraduate and graduate level. Not-for-credit and for-credit undergraduate diploma programs are not subject to approval or audit by the Quality Council. Emphasis, Option, Minor Program (or similar): An identified set and sequence of courses, and/or other units of study, research and practice within an area of disciplinary or interdisciplinary study, which is completed on an optional basis in partial fulfillment of the requirements for the awarding of a degree, and may be recorded on the graduate’s academic record.
8
Inter-Institutional Program Categories:
Conjoint Degree Program: A program of study, offered by a postsecondary institution that is affiliated, federated or collaborating with a university, which is approved by the university’s Senate or equivalent body, and for which a single degree document signed by both institutions is awarded. Dual Credential Program: A program of study offered by one or more universities or by a university and a college or institute, including Institutes of Technology and Advanced Learning, in which successful completion of the requirements is confirmed by a separate and different degree/diploma document being awarded by each of the participating institutions. Joint Degree Program: A program of study offered by two or more universities or by a university and a college or institute, including an Institute of Technology and Advanced Learning, in which successful completion of the requirements is confirmed by a single degree document.
Major Modifications: A major modification to a program of study is defined as the following:
a) Requirements for the program that differ significantly from those existing at the time of the previous cyclical review
a. The merger of two or more programs; b. New bridging options for college diploma graduates; c. Major changes to courses comprising a significant proportion of the program; d. The admission, promotion, and graduation requirements for the program; e. The deletion or addition of a field, concentration, or minor; f. The length of the program; g. The introduction or deletion of a work experience requirement.
b) Significant changes to the learning outcomes
a. Changes to program content, other than those listed in a) above, that affect the learning outcomes, but do not meet the threshold for a new program.
c) Significant changes to the faculty engaged in delivering the program and/or to the essential physical resources as may occur, for example, where there have been changes to the existing mode(s) of delivery.
a. The mode of delivery such that a majority of required course credits in the program will be delivered using the new mode;
b. Changes to the faculty delivering the program: e.g. a large proportion of the faculty retires or new hires alter the areas of research and teaching interests;
c. A change in the language of program delivery; d. The establishment of an existing degree program at another institution or
location;
9
e. Change to full- or part-time program options, or vice versa; f. Changes to the essential resources, where these changes impair the delivery of
the approved program. Minor Modifications: A minor modification is defined as a small change to a program that does not change the fundamental nature, purpose, or the learning outcomes of the program. Minor modifications include, but are not limited to changes to:
a) Course descriptions b) Course prerequisites c) Mode of delivery for a small number of courses
Mode of Delivery: The means or medium used in delivering a program (e.g., lecture format, distance, on-line, problem-based, compressed part-time, different campus, inter-institutional collaboration or other non-standard form of delivery). New Program: Any degree, degree program, or program of specialization, currently approved by the Senate or equivalent governing body, which has not been previously approved for that institution by the Quality Council, its predecessors, Ministerial consent, or any intra-institutional approval process that previously applied. A new program is ‘brand-new’: that is to say, the program has substantially different learning outcomes from those of any existing approved programs offered by Algoma University (e.g., a new honours program where a major with the same designation already exists). Program of Specialization (e.g., a major, honours program, concentration, or similar): An identified set and sequence of courses, and/or other units of study, research and practice within an area of disciplinary or interdisciplinary study, which is completed in full or partial fulfillment of the requirements for the awarding of a degree, and is recorded on the graduate’s academic record.
10
Scope The IQAP applies to all of the following degree-level program entities:
i. All proposed and existing undergraduate programs, as well as all proposed and existing concentrations and specializations within such programs as proposed to or established by the University’s Senate and listed upon Senate approval in the undergraduate calendar.
ii. All proposed and existing for-credit undergraduate-level diplomas and certificates as proposed to or established by the University’s Senate and listed upon Senate approval in the undergraduate calendar.
iii. All proposed and existing undergraduate inter-institutional programs, including dual
credential and/or joint degree programs, as proposed to or established by the University’s Senate and listed upon Senate approval in the undergraduate calendar.
iv. All proposed for-credit graduate level diplomas, master’s programs, and fields within
master’s programs.
11
1.0 Guidelines for New Program Approvals One of the ways Algoma University grows is by implementing new academic offerings that create a distinctive university. As such, the university encourages the development of new academic programs that are responsive to regional needs and contribute to provincial and regional capacity. The process to initiate, develop, review, and approve new academic programs is sufficiently flexible to gather input and suggestions from a variety of sources. All new program initiatives will align with the Algoma University Institutional Plan and the Algoma University Five-Year Academic Plan.
Ideas for new program development may be introduced for many reasons, including:
Response to recognized student demand.
Response to new and changing government priorities.
Response to regional need for a program.
Support of vision and strategic objectives of the university.
Response to educational needs of Anishinaabe communities.
Support of growth in quality and excellence.
Enhancement of program offerings for current and future students.
Response to inter-faculty and inter-institutional initiatives.
Algoma University
Special Mission and
Vision
Five-Year Academic Plan
Institutional Plan
Academic Development
12
Support of four strategic directions for research: Biological and Environmental Sciences; Information Technology; Community Economic and Social Development; and, Anishinaabe Governance, Culture, and Health.
Revenue generation. It is important to note that since establishing itself as an independent university in June 2008, Algoma University has been required to have its new academic programs approved by the Minister of Training, Colleges and Universities on the advice of the Postsecondary Education Quality Assessment Board (PEQAB), an arms-length advisory agency to the Ministry of Training, Colleges, and Universities. Ministerial consent for all new degree programs will be required until such time as Bill 80 (An Act to Establish Algoma University and Dissolve Algoma University College) is amended to give Algoma University the power to grant its own degrees in new areas of study. In many areas, the institutional process for new program approvals is identical whether the university is seeking program approval from the Quality Council or from the Minister of Training, Colleges and Universities on the advice of PEQAB. In areas where it is different, the different processes are clearly defined in that section. As of the approval date for this policy, Algoma University will follow the institutional process for new program approvals as described for seeking approval through PEQAB. When Bill 80 is amended, Algoma University will immediately transition to the institutional process for new program approval as described its IQAP. The sections of this policy describing processes necessary to prepare for approval through PEQAB will be removed from the policy when Algoma University’s legislation is amended. In the province of Ontario, the Ministry of Training, Colleges and Universities (MTCU) has developed a standardized set of seven evaluative criteria for the review of all “non-core” undergraduate programs (see Appendix B). The principal six criteria are attested to by the President of the institution and evaluated by the Ministry for new program proposals. The Ministry evaluates every proposed new program to assess duplicative similarities to existing programs in Ontario or Canada for the purposes of deciding upon eligibility for public funding. The evaluative criteria of Algoma University’s IQAP are guided by the MTCU criteria for evaluation. Full MTCU evaluative criteria are found in Appendix B.
1.1 Scope The new program approvals protocol applies to all new for-credit undergraduate and graduate degree programs. A new program is any degree program, or program of specialization1, which has not been previously approved for Algoma University by the Quality Council, Ministerial consent, or any intra-institutional approval process that has previously been applied. A new
1 A program of specialization is defined in the Quality Assurance Framework as an identified set and sequence of
courses, and/or other units of study, research and practice within an area of disciplinary or interdisciplinary study, which is completed in full or partial fulfillment of the requirements for the awarding of a degree, and is recorded on the graduate’s academic record.
13
program is ‘brand-new’: that is to say, the program has substantially different learning outcomes from those of any existing approved programs offered by Algoma University (e.g., a new honours program where a major with the same designation already exists).
1.2 Contact The VPAR or designate is the sole contact for communication between Algoma University and the relevant approval body about the approval process.
1.3 Evaluative Criteria New programs and major modifications to programs are evaluated against the following criteria: Nomenclature
The program name and degree designation are appropriate to program content and consistent with current usage in the discipline and practices at Algoma University.
Objectives
The program is consistent with the vision, special mission, strategic objectives of the university, and with the academic principles of the 5-Year Academic Plan. The program fits into the broader array of program offerings, particularly in areas of teaching and research strength.
The program requirements and associated learning outcomes are consistent with Algoma University’s expression of the undergraduate degree level expectations (Appendix A).
Societal Context
There is convincing evidence of student demand for the program.
The proposal clearly demonstrates how students were engaged in the development process.
The program does not directly duplicate that offered by another Ontario university, unless there is evidence of justification of the duplication based on student demand and/or societal need.
The proposal presents convincing evidence that graduates of the program are needed in specifically identified fields (academic, public, and/or private sector).
For professional programs, the proposal ensures congruence with current regulatory requirements of the profession and demonstrates how the regulatory body was involved in the development process.
14
Admissions
The admission requirements are appropriate for the learning outcomes established for completion of the program.
Sufficient explanation of alternative requirements, including special degree completion arrangements and bridge programs for college transfer students, is provided.
For transfer arrangements and bridge programs proposing more than the standard level of transfer credits, a gap analysis based on learning outcomes has been completed and presented.
Structure
The program’s structure and regulations are appropriate to facilitate meeting specified program-level learning outcomes and degree level expectations.
For programs involving work experience or a placement component, the Department will describe: a) the learning outcomes of the work experience; and, b) the supports the university will extend to students in order to develop and maintain placement opportunities.
Program Content
A representative program development advisory committee played a central role in ensuring community input to the curriculum and that the curriculum addresses the current and future state of the discipline or area of study.
The program was designed to maximize the graduates’ potential for employment and promotion in their field and further study
The ways in which the curriculum addresses the current state of the discipline or area of study are described.
The program includes some unique curriculum, program innovation, or creative component that adds to the strength of the program.
The learning outcomes of the program are developed in a logical and progressive manner through the core and elective course content.
Mode of Delivery
The proposed mode of delivery is appropriate to the intended program learning outcomes and undergraduate degree level expectations.
The university has the expertise and resources to support the proposed mode of delivery and to ensure its effectiveness.
Assessment of Teaching and Learning
The proposed methods for assessment of student achievement are appropriate to the program-level learning outcomes and the undergraduate degree level expectations.
Completeness of plans for documenting and demonstrating the level of performance of students, consistent with Algoma University’s statement of its degree level expectations (Appendix A).
15
Resources for all Programs
The planned utilization of existing human, physical, and financial resources, and any institutional commitment to supplement these resources, is adequate to deliver the program.
The planned faculty hiring schedule is of a sufficient number and quality to create a faculty complement that is competent to teach and/or supervise in the program.
There are adequate resources to sustain the quality of scholarship produced by undergraduate students, including library support, information technology support, and laboratory access (if applicable).
There is evidence of planning and adequate numbers and quality of: (a) faculty and staff to achieve the goals of the program; or (b) of plans and the commitment to provide the necessary resources in step with the implementation of the program; (c) planned/anticipated class sizes; (d) provision of supervision of experiential learning opportunities (if required); and (e) the role of adjunct and part-time faculty.
Quality
The program provides a learning environment that meets-or-exceeds disciplinary standards and prepares graduates for further study, employment, and community engagement.
The proposal defines and uses indicators that provide evidence of quality of the faculty (e.g. qualifications, research, innovation and scholarly record; appropriateness of collective faculty expertise to contribute substantively to the proposed program).
The program structure and research activity of faculty creates an environment that will ensure the intellectual quality of the student experience.
16
1.4 Quick reference of level of approval required for new programs and major changes to existing programs **note this chart was prepared while Algoma was required to obtain Ministerial consent for new degree options. When Algoma University has its legislation amended to include the ability to grant degrees in new areas of study, this chart will be amended.
Program Type Senate External Consultants
PEQAB (Ministerial consent)
Quality Council
MTCU
New degree Yes Yes (selected by PEQAB)
Yes No Yes in non-core areas
Major change to existing program
Yes No No No (but notification required)
No (reporting only)
Certificate in an existing program
Yes No No No No (reporting only)
New inter-institutional degree
Yes Yes (selected by PEQAB)
Yes No Yes
New specialization in existing program
Yes No No No (but notification required)
No
17
1.5 Steps in New Program Approval Process
Stage 1: Conceptual Stage Suggestions for new program proposals can come forward from a variety of sources, including:
Individual faculty members
Departments or Divisions
Administration
Board members
Students
Community members
Partners Suggestions from individual faculty members must receive support from the Department or Division before proceeding through the approvals process. If the initiative does not receive Department or Division support, the faculty member(s) may take the idea to the VPAR, who may work with the appropriate Chairs to try and establish a level of support. The VPAR provides a preliminary assessment of how closely the suggestion meets the objectives of the Institutional Plan and the Five-Year Academic Plan when deciding on the extent to which he/she will try and garner support. If the VPAR is not able to establish any level of support from the appropriate Departments or Divisions, the suggestion will not proceed further. Suggestions from administration, Board members, partners, or current students will be brought to the attention of the VPAR. The VPAR will raise the idea with the appropriate Division or Department Chair. If agreed, the Division or Department Chair will work within their respective area to establish the level of support and identify a core group of faculty to develop the suggestion further. If a group of current faculty cannot be identified, the idea will not proceed further, with the exception of situations where the proposed program is in a discipline or field where the university has no existing faculty expertise. In this situation, the VPAR can constitute a program development team to move the suggestion forward.
Stage 2: Preparation of a new program concept summary
The faculty member or program development team leader prepares a new program concept summary that briefly summarizes the suggestion and resource implications of developing the suggestion further (Appendix C). A new program concept summary must be completed before the program proceeds to the next stage. The concept summary is presented to the Department and then to the Division. Once endorsed by the Division, the concept summary moves on to Academic Planning and Priorities (AppCom) for consideration. AppCom approval is needed in order to move the new program to the next stage of the process.
18
The purpose of the new program concept summary is to provide a framework and mechanism for determining priorities for program development. The summary provides a front-line filter where the university Senate can consider the merits of program proposals and associated resource requests. The decision of AppCom is informed by the following principles (not presented in order of importance).
Does the new program idea align with the vision, special mission, and academic plan of the university?
Does the new program idea align with the academic principles of AppCom as described in the current Academic Plan (In the 2010-2015 Academic Plan, the academic principles are as follows: academic quality; engaging student experience; institutional appropriateness; curriculum diversity; increased opportunity/access; responsiveness to student needs; community input; growth and viability)?
Does the idea have broad-based support within the Department, university, and/or community?
Is there preliminary evidence with respect to student demand and societal need for the program?
Is there preliminary evidence to support the financial viability of the program? Are there sufficient financial, human, and infrastructure (i.e. space) resources available to initiate and support the program, either within existing budgets or based on revenue generated by the program?
Stage 3: Development of a full new program proposal
At this stage, a full new program proposal brief is prepared using the template in Appendix D. Course syllabi included in the new program proposal package are prepared using the template in Appendix E. The new program proposal addresses each of the evaluative criteria listed in Section 1.3. The completed new program proposal requires approval by the following bodies in the order listed below. Important Note: The chain of approval for the new program proposal is different depending on whether the university is submitting the program proposal to PEQAB or the Quality Council. Please refer to the appropriate process as outlined below. PEQAB
1. The Department(s) 2. The Division(s) 3. Curriculum Committee 4. Academic Planning and Priorities 5. Senate
19
QUALITY COUNCIL
1. The Department(s) 2. The Division(s) 3. Curriculum Committee 4. Academic Planning and Priorities
Stage 4: External review
PEQAB The internal review process ends at this stage. A proposal is prepared and submitted to the Postsecondary Education Quality Assessment Board (PEQAB). From this point on, PEQAB manages the appointment of assessors, the reviewer’s report, and the final approval of the program. While the university’s legislation requires it to seek Ministerial consent for new programs through PEQAB, the approvals process ends at this stage. Once Ministerial consent is granted, the Registrar is responsible for completing the Approval Certification Form for Non-Core programs and the FaxBack form for Core programs and forwarding to the MTCU for approval. The Registrar will adhere to the submission cycle of MTCU. QUALITY COUNCIL The internal review process continues at this stage. For approved programs, the Department or program development team will submit a list of external reviewers to AppCom. The list must include a minimum of four nominations. AppCom selects a minimum of one reviewer for undergraduate programs. Normally, external reviewers are associate or full professors, or the equivalent, with program management experience. A background and/or demonstrated experience assisting programs in incorporating employability objectives into curriculum design is desirable. External reviewers are at arm’s length from the program under review. Preference is given to external reviewers with experience in institutions of similar size and with characteristics similar to Algoma University. For best practices in choosing arm’s length reviewers, and examples of what does and what does not violate the arm’s length requirement, refer to the IQAP reference manual. Nominations will include the following information:
Name and contact information (current telephone number and email address)
Rank and position
Institution firm
20
Degrees - designation, university, discipline, etc.
Previous affiliation with the university (if any), and association with individual members of faculty, e.g. student/professor, co-author, close personal friend
The Office of the VPAR makes the initial contact with the external consultant(s) to finalize the appointment and to confirm that the external consultant(s) are free from conflict of interest as defined in the Conflict of Interest Policy for External Program Review Consultants in Appendix F. External review of new graduate program proposals must incorporate an on-site visit. Normally, external review of new undergraduate programs are conducted on-site, but may be conducted by desk audit, video-conference, or an equivalent method if the external reviewer is satisfied that the off-site option is acceptable. For on-site visits, the Office of the VPAR ensures accommodations and travel arrangements of the external consultant(s) are made. The Office of the VPAR prepares an agenda for the review in consultation with the external reviewer(s). The Office of the VPAR provides the external reviewer(s) with the complete new program proposal in Appendix D and the Reviewers’ Report on the Proposed Program Template in Appendix G prior to the review.
Stage 5: Reviewer(s) report
The external reviewer(s) provide a joint report using the template in Appendix G. The report appraises the standards and quality of the proposed program and addresses the evaluative criteria defined in Section 1.3 of this policy. The reviewer(s) are invited to acknowledge any clearly innovative aspects of the proposed program together with make recommendations on any essential or otherwise desirable modifications to it. The external reviewers’ report is received by the Office of the VPAR within six weeks of the site visit. The Office of the VPAR is responsible for forwarding the report to the Academic Dean. The Academic Dean forwards the report to the relevant Department and Divisional Chair(s).
Stage 6: Internal response
Algoma University has thirty days from receipt of the external reviewers’ report to prepare a response to the report. Responses from both the proposing Department and/or program development team and the VPAR or delegate are prepared.
Stage 7: Institutional approval The external reviewers’ report and the internal responses from the proposing Department or program development team and the VPAR are forwarded to AppCom for consideration. Based on the new program proposal, the Reviewers’ Report, and the internal responses, AppCom
21
prepares a recommendation as to whether or not the program meets the evaluative criteria in Section 1.3, and should thus be recommended for approval to the Senate. AppCom may recommend to the proposing Department or program development team that modifications be made. The recommendations are made to the proposing Department or program development team for their consideration. If modifications are made, the proposal can be brought forward to AppCom for final approval without the completion of a second external review. If AppCom makes a positive recommendation, the proposal will proceed to Senate for institutional approval. The institution has the authority to stop the whole process at this or any subsequent point.
Stage 8: Quality Council Secretariat
The new program proposal, together with all other associated reports and internal responses to them, is submitted to the Quality Council Secretariat using the submission template of the Quality Council provided in the IQAP Manual and on the web. The submission template will specify whether or not the proposed program will be a cost-recovery program.
Stage 9: Announcement of new programs
Following the submission of the new program proposal to the Quality Council, and subject to the approval of the VPAR, Algoma University may announce its intention to offer the program, provided that all communications clearly state that approval by the Quality Council is pending and that no offers of admission will be made until and unless the program is approved by the Council. When such announcements are made in advance of Quality Council approval, they must contain the following statement “Prospective students are advised that offers of admission to a new program may be made only after the university’s own quality assurance processes have been completed and the Ontario Universities Council on Quality Assurance has approved the program.”
Stage 10: Decision of Quality Council
The Quality Council’s Appraisal Committee reviews and appraises the completed file. This committee may seek further information from the university, in which case it provides reasons for its requests to the institution. If no further information is required, the Appraisal Committee, through the Quality Council, advises the university of the assessment, including one of the following recommendations:
a) Approval to commence;
22
b) Approval to commence, with report; c) Deferral for up to one year during which time the university may address identified
issues and report back; or d) Against approval.
If the Quality Council’s recommendation is one of b), c), or d), Algoma University may, within sixty days, make an appeal to, or request a meeting with, the Appraisal Committee for reconsideration. Normally, the grounds for seeking reconsideration are that the institution will be providing new information, or that there were errors of fact in the Appraisal Committee’s commentary, or there were errors of process. Following such communication, the Appraisal Committee revisits and may revise its assessment. The Quality Council receives the final recommendation of the Appraisal Committee. Having received and considered the Appraisal Committee’s final assessment and recommendation, along with any additional comments from the institution on the assessment, the Quality Council makes a final decision. The Quality Council conveys its decision through the VPAR and reports it for information to the Ontario Council of Academic Vice-Presidents (OCAV) and to the Ministry of Training, Colleges and Universities (MTCU). The Quality Council and Algoma University post information about decisions on approval to commence new programs on their respective websites, together with a brief description of the program. At this point, Algoma University may make offers of admission to the program.
Stage 11: Approval Certification Forms
The Registrar is responsible for completing the Approval Certification Form for Non-Core programs and the FaxBack form for Core programs and forwarding to the MTCU for approval. The Registrar adheres to the submission cycle of MTCU.
Stage 12: Program Implementation
After a new program is approved to commence, it must begin within thirty-six months of that date of approval; otherwise the approval will lapse.
Stage 13: Steps to Monitor New Programs
At the end of each of the first three academic years following the commencement of a new program, new programs will be monitored by the VPAR based on the evaluative criteria for existing programs in Section 3.13.
23
A brief annual report on this monitoring is filed by the VPAR to Academic Planning and Priorities (AppCom). AppCom may require the Department to make modifications and file a report on these modifications after at least a three-year period. The annual report of the AVP includes information such as:
Registrations compared to enrolment projections.
Student retention.
The quality of the student experience, as determined either through a survey or focus groups.
The first cyclical review for any new program is conducted no more than seven years after the date of the program’s initial enrolment and normally in accordance with Algoma University’s program review schedule. Note that for new undergraduate programs that received Ministerial consent through PEQAB, program reviews will occur prior to the 4th year of operation, in preparation for a request for renewal of Ministerial consent through the Postsecondary Education Quality Assessment Board (PEQAB).
25
2.0 Guidelines for Program Revisions This section of the IQAP describes the internal approvals process and the expedited approvals process that can be utilized when existing programs are revised. All program revisions are expected to align with the Algoma University Institutional Plan and the Algoma University Five-Year Academic Plan.
2.1 Authority The Vice-President, Academic and Research (VPAR) or designate is responsible for this policy and its application. The university Senate holds the authority to (i) determine and regulate the educational policy of the university, (ii) make recommendations to the Board with respect to the establishment, change, or termination of programs and courses of study, schools, faculties, divisions, and departments, (iii) determine the curricula of all programs and courses of study, the standards of admission to the university and continued registration therein, and the qualifications for degrees, diplomas, and certificates to the university, (iv) advise the President of the university on the staffing needs of the academic departments, and (v) create councils and committees to exercise its powers.
2.2 Scope All program revisions are subject to Algoma University’s internal quality assurance policies and processes. In some instances, a program revision is considered a “major modification” to a program. In these instances, approval may be sought, but is not required, from the Quality Council through an expedited program approvals protocol. The expedited program approvals protocol applies when:
a) Algoma University is requesting endorsement of the Quality Council to declare a new field in a graduate program; or
b) There is a proposal for a new collaborative program; or c) There is a proposal for a new for-credit graduate diploma; or d) There is a major modification to an existing program and Algoma University requests a
Quality Council review of the modification. Given that Algoma University is primarily an undergraduate institution, this section of the IQAP is used mainly for items d) as outlined above.
26
2.3 Contact The VPAR or designate is the sole contact for communication between Algoma University and the relevant approval body about the approval process.
2.4 Evaluative Criteria Internal quality assurance processes consider the applicable evaluative criteria in Section 1.3 of this policy when considering program revisions.
2.5 Steps in Program Revision Process Step One: Determine whether or not the revisions are being introduced to a program that was approved with Ministerial consent through PEQAB. If this is the case, the following listing must be reviewed to determine whether PEQAB considers the proposed change to be a major modification to the program. If the proposed revision is included on the list below, the revisions must proceed through internal approvals and a request for amendment of consent must be submitted to the Minister of Training, Colleges and Universities (MTCU). If the proposed revision is not to a program that was approved with Ministerial consent through PEQAB, skip to step two. Some types of program changes require the PEQAB Board’s review and recommendation. They include, but are not limited to:
1. Changes in learning outcomes that a. Require a restatement of program learning outcomes, b. Require approval by an accrediting or regulatory body, c. Eliminate or add a field in a graduate program, d. Eliminate or add a minor or stream in an undergraduate program;
2. Change in the length of the program; 3. Introduction of a work experience requirement where none was reviewed during the
application process; 4. Deletion, or reduction of a work experience requirement; 5. Change in the mode of delivery such that Internet, asynchronous, distance or
distributed delivery a. Is introduced where none was reviewed during the application process, b. That was reviewed during the application process and the consent holder wishes
to (i) make available at least double the number of requirements/courses in which any of these delivery methods is the principle method of delivery, or (ii)
27
make available more than 50% of program requirements using any of these methods, regardless of the number proposed during the application and review process;
6. Change in the admissions, promotion, and graduation requirements; 7. Introduction of policies and procedures on advanced standing or credit recognition
where none were reviewed during the application process; 8. Material change in the policies and procedures pertaining to advanced standing or
credit recognition that were reviewed during the application process; 9. Change in the organization’s mission or governance structure; and, 10. Any other change that places the university in a position of being unable to conform to
the Board’s standards and benchmarks. Step Two: If the proposed revisions are to an existing program that was not approved with Ministerial consent through PEQAB, the first step is to consider whether or not the proposed changes represent a major or minor modification to the program. The Quality Council defines a major modification as the following:
a) Requirements for the program that differ significantly from those existing at the time of the previous cyclical review;
b) Significant changes to the learning outcomes; c) Significant changes to the faculty engaged in delivering the program and/or to the
essential physical resources as may occur, for example, where there have been changes to the existing mode(s) of delivery.
Algoma University has expanded the above to further clarify its internal definition of what constitutes a major modification by providing examples for each of the categories:
a) Requirements for the program that differ significantly from those existing at the time of the previous cyclical review
a. The merger of two or more programs; b. New bridging options for college diploma graduates; c. Major changes to courses comprising a significant proportion of the program; d. The admission, promotion, and graduation requirements for the program; e. The deletion or addition of a field, concentration, or minor; f. The length of the program; g. The introduction or deletion of a work experience requirement.
b) Significant changes to the learning outcomes
a. Changes to program content, other than those listed in a) above, that affect the learning outcomes, but do not meet the threshold for a new program.
28
c) Significant changes to the faculty engaged in delivering the program and/or to the essential physical resources as may occur, for example, where there have been changes to the existing mode(s) of delivery.
a. The mode of delivery such that a majority of required course credits in the program will be delivered using the new mode;
b. Changes to the faculty delivering the program: e.g. a large proportion of the faculty retires or new hires alter the areas of research and teaching interests;
c. A change in the language of program delivery; d. The establishment of an existing degree program at another institution or
location; e. Change to full- or part-time program options, or vice versa; f. Changes to the essential resources, where these changes impair the delivery of
the approved program. In cases where it is unclear whether a proposed significant change in program is a major modification, a determination is made by AppCom. The decision of AppCom is binding. Step Three: When a major modification is identified, an Algoma University Revised Program Template (Appendix H) must be completed in its entirety. This form requires approval at the university level, but is not required to go forward to the Quality Council. The internal process requires Departmental, Divisional, Curriculum Committee, Academic Planning and Priorities, and Senate approvals. The curriculum changes are evaluated using the applicable evaluative criteria in Section 1.3 of the IQAP. When a major modification is identified, Algoma University has the option of requesting endorsement from the Quality Council by submitting a Proposal Brief, which will include:
a) A description of, and rationale for, the proposed changes; and b) Application of the relevant criteria outlined in Section 1.3, to the proposed changes.
The Quality Council reviews major modification proposals through its expedited approval process. For minor modifications, the Algoma University Revised Program Template (Appendix H) is completed. This form requires approval at the level of the Department, the Division, Curriculum Committee, and Senate. Minor modifications to courses and the addition of new courses require approval from the Department, the Division, and Curriculum Committee. Minor modifications to courses are brought to Senate for information only.
29
2.6 Reporting Algoma University submits to the Quality Council an annual report that provides a summary of major program modifications that were approved through the university’s internal approval process in the past year. It is the responsibility of the University Registrar to submit a report to the Quality Council by July 31 of each year. The annual report includes:
a) A description of, and rationale for, the proposed changes; and b) Application of the relevant criteria outlined in Section 1.3, to the proposed changes.
The report is submitted using the template provided by the Quality Council.
31
3.0 Guidelines for Cyclical Undergraduate Program Reviews
3.1 General Principles To monitor and improve the quality of its undergraduate programs, Algoma University regularly reviews its academic programs. The purpose of the review process is to assure the quality and relevance of the university’s programs through an analytical and comprehensive analysis of the program. This analysis provides an opportunity for systematic reflection that will result in recommendations for actions to enhance the quality of the program. Cyclical undergraduate program reviews have six principal components:
a) Self-study; b) External peer review with report and recommendation on program quality
improvement; c) Institutional evaluation of the self-study and an external assessment report resulting in
recommendations for program quality improvement; d) Preparation and adoption of plans to implement the recommendations and to monitor
their implementation; e) Reporting on the principal findings of the review; and, f) Implementation of the recommendations.
The benchmarks for assessing a program’s standard and quality are the undergraduate degree level expectations (Appendix A) and program learning outcomes.
3.2 Schedule of Reviews Academic Planning and Priorities (AppCom) will establish a 7-year cycle for reviews. For a current review schedule, refer to Appendix I. All programs operating under Ministerial consent for a 5-year period will be reviewed prior to the 4th year of operation. This is in preparation for a request for renewal of Ministerial consent through the Postsecondary Education Quality Assessment Board (PEQAB) within 5 years.
3.3 Authority The Vice-President, Academic and Research (VPAR) or designate is responsible for this policy and its application The VPAR serves as the authoritative contact between Algoma University and the Quality Council.
32
3.4 Scope This policy applies to all degree programs at Algoma University, including degree programs and inter-institutional programs as defined in the IQAP. The review cycle includes all joint, multi-disciplinary, interdisciplinary, multi-sited and inter-institutional programs, and all modes of delivery. In some cases, accreditation reviews can substitute for some portions of the review process. In the case where an accreditation review is substituted for a portion of Algoma University’s undergraduate review process, the accreditation review must be fully consistent with the requirements of the Quality Assurance Framework of the Quality Council. A record of such substitution or addition is signed by the Academic Dean and kept on file. The record of substitution outlines the grounds on which the substitution or addition was made and is made available to the Quality Council auditors upon request. For single discipline programs offered in more than one location, a single review can be completed, provided that the single review addresses how the evaluative criteria are met in each location and with each different mode of delivery. The review must address the distinctive attributes of each location and delivery mode. Interdisciplinary programs are considered to be distinct entities, and will be included in the schedule of cyclical reviews.
3.5 Institutional Manual The Office of the VPAR provides for the preparation and maintenance of an institutional manual that describes the cyclical program review process and supports such reviews. This manual will include:
1. Guidance on the conduct of rigorous, objective and searching self-studies, and descriptions of the potential benefits that can accrue from them;
2. Criteria for the nomination and selection of arm’s length external peer reviewers; 3. Identification of who is responsible for the collection, aggregation and distribution of
institutional data and outcome measures required for self-studies; 4. The format required for the self-study and external reviewers’ reports; and 5. The institution’s cycle for the conduct of undergraduate and graduate program reviews.
33
3.6 Review Timetable Summary Note: the following chart summarizes the major steps in the program review process. Refer to Section 3.7 – 3.15 for additional details on each step.
Year One of Review (September – August) September 1 Academic Dean notifies the Department Chair in writing of forthcoming
program review and provides him or her with a copy of the IQAP and the IQAP Manual.
October 15 The Department Chair submits the composition of the Self-Study Committee to the Dean.
October – December Self-Study Committee attends an orientation meeting and begins its work.
February 1 The Chair of the Self-Study Committee meets with the Academic Dean to discuss progress on the self-study to date.
August 1 The Department Chair submits all sections of the Self-Study Report to the Divisional Chair and the Academic Dean. The Academic Dean works with the Department to prepare a version of the self-study report that is acceptable to the Department and Division.
August 15 When the Self-Study Report is deemed acceptable by the Academic Dean, the Academic Dean forwards the Self-Study Report to the VPAR. Once the VPAR accepts the completed Self-Study Report and forwards it to AppCom, AppCom selects the external consultants to undertake the review.
August 15-Sept 15 The Academic Dean makes initial contact with the external consultants to confirm they are free of conflict of interest as defined in Appendix F of this policy. Upon confirming the consultants, the Academic Dean strikes and coordinates the Review Committee.
Year Two of Review (September – August) Sept 15 – Nov 15 Period during which Review Committee work takes place, including the on-
site visit of external consultants.
January 15 The report of the Review Committee is submitted to the Academic Dean. The Academic Dean forwards the report to the VPAR for review.
February 1 The Academic Dean forwards the report to the Divisional Chair and Department Chair upon its review.
March 1 The Department Chair submits the Department’s response to the Review Committee report to the Academic Dean.
March 15 The Academic Dean completes a Decanal reponse to the Review Committee report and the Department’s response to the Review Committee’s report. The Academic Dean submits to AppCom, the Review Committee’s report, the Department’s response to the Review Committee’s report, and the Decanal response.
April 15 AppCom studies the reports and any feedback, and formulates a Final Assessment Report, including an Implementation Plan.
May 15 Final Assessment Report, including Implementation Plan forwarded from AppCom to Senate for approval.
June 15 AppCom forwards the Final Assessment Report and Implementation Plan to the Department Chair, the Divisional Chair, and Quality Council.
34
June 15 The Divisional Chair briefs the Department Chair on the outcomes of the review. The Divisional Chair works with the Department Chair to create a work plan based on the approved Implementation Plan.
June 15 The Office of the VPAR posts an Executive Summary of the Final Assessment Report and Implementation Plan on the web. The Office of the VPAR sends copies of the Executive Summary and the Implementation Plan to the Board of Governors and the Quality Council.
August 15 AppCom reviews and approved Departmental work plan based on approved Implementation Plan.
Year Three of Review (September –August) December 15 The Department Chair submits a report on the status of the
Implementation plan to the VPAR. The VPAR forwards the status report to the Academic Dean, Divisional Chair, AppCom, Senate, and the Board. The Office of the VPAR posts a summary of the status report on the web.
3.7 The Process
3.7.1 Conducting the Self-Study
The self-study is a fundamental part of the review. The self-study document is a broad-based, reflective, and forward-looking document. It includes a critical analysis of the program under review. The Academic Dean or his designate monitors the progress of the self-study and ensures it is completed in accordance with the review schedule. The self-study is conducted by a Self-Study Committee. The Self-Study Committee is led by the Department Chair, and includes a minimum of one faculty member from the program under review, a faculty member from another department who is at arm’s length from the program under review, and two upper-year students who are majoring in the program under review. The Self-Study Committee is assembled by the Department Chair in consultation with the Academic Dean. The Algoma faculty on the Self-Study Committee should be senior faculty (preferably associate or full professors) with program management experience. The Self-Study Committee will participate directly in the preparation of the Critical Analysis of the Program under Review section of the self-study document. The Self-Study Committee will actively seek the input and views of program faculty, staff, students, and community stakeholders, early in the self-study process. Prior to conducting the self-study, the Academic Dean or designate calls a meeting with the Self-Study Committee. In this meeting, the Academic Dean provides clear direction on expectations for the self-study, provides a chart outlining who or which department is responsible for providing the institutional data required for the self-study, and describes what is to be done with institutional data received during the process. The Academic Dean provides a manual to the Department Chair that describes: the cyclical review process; the benefits of the process; the criteria for selection of members of the review committee; who is responsible for the collection, aggregation and distribution of data and outcome measures required for the
35
self-study; the format of the self-study; the format for the report of the Review Committee; and, the cycle for undergraduate program reviews. The Department Chair shall submit the self-study to the Divisional Chair in four separate sections:
Section One - Critical analysis of the program under review Section Two - Curricula vitarum of the faculty Section Three - List of proposed consultants Section Four- Supplementary Appendices
Section One: Critical Analysis of the Program under Review
The content in this section of the self-study will assist the Review Committee in assessing the program’s alignment with the evaluative criteria in Section 3.13 of the IQAP. The Review Committee will conduct its assessment by asking questions such as those listed below (the points below serve as examples and do not represent a complete list):
Is the program consistent with the vision, special mission, and strategic objectives of the university, and with the academic principles of the 5-year academic plan? Does the program fit into the broader array of program offerings, particularly in areas of teaching and research strength?
Algoma University programs are designed to develop student’s professional capacity/autonomy for employment, further study, and community involvement. Is the program designed to maximize the graduates’ potential for employment and promotion in their field of study and further study?
Are the program requirements and associated learning outcomes consistent with Algoma University’s expression of the undergraduate degree level expectations?
Does the curriculum reflect the current state of the discipline or area of study? Does the curriculum ensure continuing relevance to the field of practice it serves?
Are the learning outcomes appropriate and clear?
Are the means of assessment (particularly in the students’ final year of the program) appropriate and effective to demonstrate achievement of the program learning outcomes and the university undergraduate degree level expectations?
Are the student success and student experience indicators used in the self-study consistent with a quality undergraduate program?
Does the department and institution undertake initiatives to enhance the quality of the program and the associated learning and teaching environment?
Format of the Program Details: Critical Analysis of the Program under Review A self-study shall require statements relating to the evaluative criteria as described below. Self-
studies shall follow the self-study template provided in the IQAP manual and in Appendix J of
36
this policy. The template provides specific guidance on requirements for each of the evaluative
criteria.
Executive Summary/Introduction
1.1 Objectives
1.2 Admissions
1.3 Curriculum
1.4 Teaching and Assessment
1.5 Resources
1.6 Quality Indicators
1.7 Quality Enhancement
Section Two
The Curricula Vitarum of the Faculty
There is a section containing the c.v.’s for all faculty listed. The c.v.’s are presented in a common c.v. (C.C.V.) format and are presented separately from the section on the program. Section Three
The List of Proposed Consultants
Normally, proposed consultants are active and respected in their field, are at the rank of associate or full professor, and have program management experience. A background and/or demonstrated experience assisting programs in incorporating employability objectives into curriculum design is desirable. External reviewers are at arm’s length from the program under review. It is recommended the Department propose consultants who are from institutions that possess characteristics similar to Algoma University, for example small, primarily undergraduate institutions. The Department presents to AppCom at least four nominations for proposed consultants. The Department will not contact the nominees with respect to the nominations. The Department provides a list containing the following information for each nominee:
Name
37
Rank/position
Institution/firm – current address, including telephone number
Degrees – designation, university, discipline
Professional experience/expertise relevant to the consultantship Section Four: Supplementary Appendices
Use this section for any supplementary material referred to in Section One: Critical Analysis of
the Program under Review.
3.7.2 Authority for Self-Study
The VPAR or delegate ensures the self-study report meets all of the criteria listed in Section 3.7.1. and that it is a critically reflective and forward-looking document with specific plans and projections, not simply a compilation of facts and figures. The Department Chair submits the self-study to the Divisional Chair and the Academic Dean. The Divisional Chair and Academic Dean are responsible for providing to the Department a first tier of review for the self-study report. The Academic Dean works with the Department to prepare a version of the self-study report that is acceptable to the Division and the Department. When the self-study is deemed acceptable by the Academic Dean , the Academic Dean forwards the self-study report to the VPAR or designate for review. The VPAR either returns the self-study for further work or forwards it to AppCom. .
3.8 Contacting the External Consultants Once the self-study report is deemed acceptable and has been forwarded to AppCom, AppCom selects the external consultants to undertake the review. For undergraduate programs, AppCom appoints two external reviewers from the list of proposed consultants advanced by the Department in Section Three of the self-study. Both external reviewers must be from outside the university. There are a minimum of two such reviewers for graduate programs. The Academic Dean makes the initial contact with the external consultants to confirm the proposed consultants are free of any conflict of interest as defined in the Conflict of Interest for External Program Review Consultants in Appendix F of this policy. Following such confirmation, the Office of the Dean finds an appropriate time for the site visit and prepares an agenda. The agenda will include:
Meeting with VPAR
Meeting with Academic Dean
Meeting with University Registrar
38
Meeting with the Department Chair
Meetings with faculty members in the department/program
Meetings with students
Meeting with the Divisional Chair
Meeting with other persons, at the consultant’s request
Tour of the facilities The Office of the Dean ensures accommodation and travel arrangements for the external consultants are coordinated.
3.9 The Review Committee The Review Committee is comprised of the two external consultants. At the discretion of the Academic Dean additional members may be assigned to the Review Committee. This might be appropriate, for example, in the case of professional programs or programs leading to membership in regulated professions. In such cases appropriately qualified and experienced people selected may be added to the Review Committee.
3.10 Review Committee Briefing Prior to the site visit, the Review Committee receives a written briefing from the Academic Dean or designate that includes the following:
1. A statement recognizing the university’s autonomy in determining priorities for funding, space, and faculty allocation;
2. The roles and obligations of the review team; 3. The evaluative criteria for existing program reviews; 4. A description of the Review Committee’s role in identifying the program’s notable
strengths, areas for improvement, and opportunities for enhancement; 5. A statement that indicates all aspects of the review process are confidential; 6. The Review Committee report guidelines, including a request to distinguish between
recommendations for improvement that the Department can itself undertake and those that require external action in the report;
7. A tentative schedule of Review Committee meetings; 8. The university’s mission and current strategic plan; 9. The Department’s self study; 10. Algoma University’s Institutional Quality Assurance Process (IQAP) document; 11. A copy of the Department’s previous final review; 12. A statement from the Academic Dean commenting on the self-study; and,
39
The Review Committee requests from the Academic Dean any additional information it deems necessary prior to the site visit.
3.11 The Site Visit During the site visit, the Review Committee meets in camera with the VPAR and the Academic Dean. In this meeting, the Review Committee will discuss procedural details, review the Review Committee briefing, identify additional information that it might require, and ask questions clarifying its roles and responsibilities. The Review Committee will then meet with: faculty; staff, and students within the Department; the Divisional Chair;; the University Registrar; graduates of the program; employers of graduates; and any other members of the university community that can provide information (e.g. Librarian, Director of Computing Services, etc.). Before concluding the visit, the Review Committee will meet with the VPAR and the Academic Dean for a debriefing session. They will provide preliminary oral feedback on the outcome of the visit and an evaluation of the process.
3.12 Guidelines for the Review Committee Report The Review Committee report should address the substance of both the self-study report and the evaluative criteria in Section 3.13. The spirit of the review is constructive. The report contains a description of developments in the Department since its last review. In its report, the Review Committee responds to the issues identified in the Department’s self-study report and to issues that arise during the site visit. The report provides a considered overview of the program’s strengths, areas for improvement, and opportunities for enhancement. In its report, the Review Committee will recommend specific steps to be taken to improve the program. In doing so, it will distinguish between those steps the Department can itself take, those that require the administration’s action, and those that require additional resources. The Review Committee’s central objective is to assess how current programs could be improved to serve students given the available resources. In light of financial restraints, any recommendations, including faculty or resources, must be considered in the context of current financial resources. The report will address the evaluative criteria as outlined in Section 3.13.
3.13 Evaluative Criteria Existing programs will be evaluated using the following criteria:
40
Objectives
The program is consistent with the vision, special mission, and strategic objectives of the university, and with the academic principles of the 5-Year Academic Plan.
The program requirements and associated learning outcomes are consistent with Algoma University’s undergraduate degree level expectations (Appendix A).
Admissions
The admission requirements are appropriate for the learning outcomes of the program.
Curriculum
The curriculum reflects the current state of the discipline or area of study and is of continuing relevance to the field of practice it serves.
The curriculum is designed to maximize the graduates’ potential for employment and promotion in their field and further study
The learning outcomes are appropriateness and clear.
There is evidence of significant innovation or creativity in the content and/or delivery of the program relative to other such programs.
The mode of delivery is appropriate to the intended program learning outcomes and undergraduate degree level expectations.
The learning outcome achievements of students/graduates compares well with – 1) program’s stated learning outcomes and standards; 2) degree-level standard (refer to Appendix A for degree level guidelines); 3) the opinions of employers, students, and graduates; and 4) standards of any related regulatory, accrediting or professional associations(s)
Teaching and Assessment
The methods for assessing student achievement are appropriate to the program learning outcomes and the undergraduate degree level expectations.
The means of assessment are appropriate and effective in clearly demonstrating achievement of the program learning outcomes and the degree level expectations.
Resources
The Department’s use of existing human, physical, and financial resources are appropriate and effective in delivering its program(s).
Quality Indicators
The benchmarks for assessing the quality of a program include the use of student-centric data. The quality of a program is evaluated using indicators from two areas: student experience and student success. Student experience indicators include those related to input and process measures. Student success indicators include those related to outcome measures of student achievement and performance.
41
o Student Experience Indicators: faculty qualifications; research and scholarly records of faculty; class sizes; percentage of faculty taught by permanent or non-permanent (sessional) faculty; faculty to student ratios
o Student Success Indicators: applications and registrants; attrition rates; time-to-completion; final-year academic achievement; graduation rates; academic awards; student in-course reports on teaching; post-graduate employment; alumni comments
Quality Enhancement
The Department undertakes initiatives to enhance the quality of the program and the associated learning and teaching environment
3.14 Steps Following Completion of the Report On behalf of the Review Committee, the external consultants will produce a report. The report is submitted to the Academic Dean no later than two months after the site visit. The Academic Dean forwards the report to the VPAR for review. Once approved, the Academic Dean forwards the report to the Department and Divisional Chair. The Department that conducted the self-study will respond to the contents of the report within one month. The Academic Dean monitors the one month deadline for submission. The Academic Dean provides a response to the Review Committee’s report addressing each of the following:
1. The plans and recommendations proposed in the self-study report; 2. The recommendations advanced by the Review Committee; 3. The Department’s response to the Review Committee’s report(s); 4. Any changes in organization, policy, or governance that would be necessary to meet the
recommendations; 5. The resources, financial and otherwise, that will be provided to support the
implementation of selected recommendations; and, 6. A proposed timeline for the implementation of these recommendations.
The Academic Dean forwards the Department’s response and the Decanal response to AppCom. The Divisional Chair works with the Department Chair in the preparation of the Implementation Plan portion of the Final Assessment Report. AppCom studies the documents and prepares a Final Assessment Report that summarizes and evaluates the Review Committee’s report and the internal responses. The Final Assessment Report provides an institutional synthesis of the external evaluation and internal responses, and will:
Identify any significant strengths of the program;
Identify opportunities for program improvement and enhancement;
Set out and prioritize the recommendations that are selected for implementation;
Address personnel issues, if necessary (this section will be confidential); and,
42
Contain an institutional Executive Summary that is suitable for publication on the web.
Include an Implementation Plan that identifies: o What bodies are responsible for approving the recommendations in the Final
Assessment Report; o What bodies are responsible for providing any resources made necessary by those
recommendations; o What bodies are responsible for acting on these recommendations; and, o Timelines for the implementation of these recommendations and the monitoring
thereof. AppCom forwards the completed Final Assessment Report to Senate for approval.
3.15 Reporting Requirements AppCom distributes the approved Final Assessment Report and its associated Implementation Plan to the Department, the Divisional Chair, and the Quality Council. The Divisional Chair briefs the Department Chair on the final outcomes of the review, including the recommendations that were identified for implementation and those that were turned down. The Divisional Chair works with the Department Chair to prepare a work plan based on the approved Implementation Plan. The work plan is to be developed no later than one month following Senate approval of the Final Assessment Report and associated Implementation Plan. The Academic Dean monitors the one month deadline. The Academic Dean forwards the completed work plan to AppCom for review and approval. The Divisional Chair notifies the Department Chair when the work plan is approved. The Office of the VPAR posts the institutional Executive Summary and the Implementation Plan on the web. The Office of the VPAR provides copies to both the Quality Council and the Board of Governors of Algoma University. The Department prepares a report of the status of the agreed implementation plan eighteen months following completion of the review. The Academic Dean monitors the completion of the status report. The Department submits the status report to the Academic Dean who submits it to AppCom for review. AppCom then brings the report to Senate for consideration, discussion, and approval of recommendations. AppCom forwards the status report through the VPAR to the Board of Governors for information. The Office of the VPAR posts the eighteen month status report on the web. All documents created in the review process are afforded an appropriate level of confidentiality, and are made publically available only under the direction of the VPAR.
43
Appendix A: University Undergraduate Degree Level Expectations BACHELOR’S DEGREE: GENERAL General Bachelor’s degree programs are normally designed to require some conceptual sophistication, and specialized knowledge in at least one discipline or field. Such programs typically require less intensive disciplinary specialization than an academically-oriented honours program and less preparation for employment in a field of practice than a honours program in an applied or professional area of study. In addition to personal and intellectual growth, the programs may prepare students for some second-entry professional degree programs, employment in a variety of fields, or advanced entry into an honours program of study in the field. Normally these programs do not prepare students for direct entry into graduate study. They are typically six to eight semesters in duration (normally 90 to 120 credits, or the equivalent). This degree is awarded to students who have demonstrated:
Depth and Breadth of Knowledge
a. A general knowledge and understanding of many key concepts, methodologies, theoretical approaches and assumptions in a discipline;
b. A broad understanding of some of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines;
c. An ability to gather, review, evaluate and interpret information relevant to one or more of the major fields in a discipline;
d. Some detailed knowledge in an area of the discipline; e. Critical thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas.
Knowledge of Methodologies
An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a. Evaluate the appropriateness of different approaches to solving problems using well
established ideas and techniques; and b. Devise and sustain arguments or solve problems using these methods.
44
Application of Knowledge a. The ability to review, present, and interpret quantitative and qualitative information to:
i. develop lines of argument; ii. make sound judgments in accordance with the major theories, concepts and methods of
the subject(s) of study; and b. The ability to use a basic range of established techniques to:
i. analyse information; ii. evaluate the appropriateness of different approaches to solving problems related to their
area(s) of study; iii. propose solutions; and
c. The ability to make use of scholarly reviews and primary sources.
Communication Skills
The ability to communicate accurately and reliably, orally and in writing to a range of audiences.
Awareness of Limits of Knowledge
An understanding of the limits to their own knowledge and how this might influence their analyses and interpretations. Professional Capacity/Autonomy a. Qualities and transferable skills necessary for further study, employment, community
involvement and other activities requiring: i. the exercise of personal responsibility and decision-making; ii. working effectively with others;
b. The ability to identify and address their own learning needs in changing circumstances and to select an appropriate program of further study; and
c. Behaviour consistent with academic integrity and social responsibility. BACHELOR’S DEGREE: HONOURS Bachelor’s degree programs in this category are normally designed to require more conceptual sophistication, specialized knowledge, and intellectual autonomy than a general bachelor’s degree program. Students in honours bachelor’s programs learn by doing, with a focus on deepening their mastery of the knowledge and methods of the discipline and/or field. Such programs normally require students to prepare, under supervision, a terminal research paper, thesis, project, exhibition, or other research-based or performance-based exercises that demonstrate methodological competence and capacity for independent intellectual/creative work. In addition to personal and intellectual growth, academically-oriented programs are primarily designed to prepare students for entry into graduate study in the field, second-entry professional degree programs, or employment in a variety of fields, and they usually provide a deeper and broader disciplinary knowledge than an honours bachelor’s degree in an applied or
45
professional area of study. They are typically eight semesters in duration (normally 120 credits, or the equivalent). A profession-oriented honours bachelor’s degree is normally designed to require a level of conceptual sophistication, specialized knowledge, and intellectual autonomy similar to that in an academically-oriented degree program but with the disciplinary content oriented to a professional field of practice. Students in professional programs learn by doing, with a focus on preparing for entry into a professional field of practice. Such programs incorporate a blend of theory and practice, and normally include a terminal project or other practice-based exercises intended to develop and demonstrate the student’s readiness for employment in the professional field of practice. Professions are often practiced within in a regulatory framework, and programs may require accreditation by a regulatory body or professional association. In addition to personal and intellectual growth, the programs are primarily designed to prepare students for employment in the field of practice, second-entry professional degree programs, or, depending on the content of the program and the field, entry into either graduate study or bridging studies for an appropriate graduate program. Classroom instruction is typically eight semesters or more in duration (normally 120 credits, or the equivalent) and may be supplemented by required professional experience (e.g., supervised practica or internships). An honours bachelor’s program in an applied area of study is normally designed to require a level of conceptual sophistication, specialized knowledge, and intellectual autonomy similar to that in an academically-oriented honours program but with the disciplinary content oriented to an occupational field of practice. Students in applied programs learn by doing, with a focus on preparing for entry into an occupational field of practice. Such programs incorporate a blend of theory and practice, and normally include a terminal project or other practice-based exercises intended to develop and demonstrate the student’s readiness for employment in the occupational field of practice. In addition to personal and intellectual growth, the programs are primarily designed to prepare students for employment in the field of practice, second-entry professional degree programs, or, depending on the content of the program and the field, entry into either graduate study or bridging studies for an appropriate graduate program. Classroom instruction is typically eight semesters in duration (normally 120 credits, or the equivalent) and may be supplemented by required workplace experience (e.g., two to four supervised co-operative work terms). This degree is awarded to students who have demonstrated: Depth and Breadth of Knowledge a. A developed knowledge and critical understanding of the key concepts, methodologies,
current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline;
b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines;
46
c. A developed ability to: i) gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline;
d. A developed, detailed knowledge of and experience in research in an area of the discipline; e. Developed critical thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas outside the discipline. Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a. Evaluate the appropriateness of different approaches to solving problems using well
established ideas and techniques; b. Devise and sustain arguments or solve problems using these methods; and c. Describe and comment upon particular aspects of current research or equivalent advanced
scholarship. Application of Knowledge a. The ability to review, present and critically evaluate qualitative and quantitative information
to: i. develop lines of argument; ii. make sound judgments in accordance with the major theories, concepts and methods of
the subject(s) of study; iii. apply underlying concepts, principles, and techniques of analysis, both within and outside
the discipline; iv. where appropriate use this knowledge in the creative process; and
b. The ability to use a range of established techniques to: i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts
and information; ii. propose solutions; iii. frame appropriate questions for the purpose of solving a problem; iv. solve a problem or create a new work; and
c. The ability to make critical use of scholarly reviews and primary sources. Communication Skills The ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing to a range of audiences. Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.
47
Professional Capacity/Autonomy a. Qualities and transferable skills necessary for further study, employment, community
involvement and other activities requiring: i. the exercise of initiative, personal responsibility and accountability in both personal and
group contexts; ii. working effectively with others; iii. decision-making in complex contexts;
b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; and
c. Behaviour consistent with academic integrity and social responsibility.
49
Appendix B: MTCU Evaluative Criteria Ministry of Training, Colleges and Universities (MTCU) Evaluative Criteria Updated October 2014
Ministry of Training, Colleges and Universities
Introduction
The University Program Approval Submission Guideline is intended to support universitiesin their submission of requests for funding and Ontario Student Assistant Program eligibilityfor credential programs. As outlined in the Operating Manual, Ministry approval is requiredfor a program to be funded for eligible students. The guideline outlines criteria for approvaland considerations the Ministry makes when assessing criteria, as well as timelines andother considerations.
The Guideline will be updated from time to time, and the Ministry will consult the sectorwhen any major changes are proposed
A. Evaluation Criteria and Information Items
The Ministry will require universities to provide information based on the nine elementsbelow and associated details for each program approval submission:
Requirement
1. Strategic Mandate Agreement Alignment• How the program is consistent with the SMA as it
pertains to an identified program area of growthor strength.
• How the program is consistent with theuniversity’s mission, aims, objectives andexisting strengths, enrolment forecasts, andexisting programs.
• The university’s capacity to deliver the program.• How the program is consistent with government
strategic directions.
2. Tuition• A proposed annualized tuition fee, description of
the tuition fee structure, and costing methodsused to determine the proposed fee.
• Examples of comparable programs used to setthe tuition level at the university and at otheruniversities, where the information is available.
• Where tuition is high, an explanation of:o The relevant cost structure;o Graduate outcomes (see below);o Impact on accessibility; ando Supports to mitigate the impact of high
tuition on accessibility.
Evaluation: Identifying Non-Contentious Submissions
The Ministry is looking for evidence thata program fits with the agreed uponprogram areas of growth or strength inthe university’s SMA, and other aspectsof the SMA.
The Ministry is looking for evidence thata program fits with a university’s currentofferings and strengths, future plans,enrolment forecasts, and governmentdirection.
The Ministry is looking for tuition that is:• Consistent with other tuition fees at
the university.• Consistent with tuition for other
comparable programs in the sector.• Preferably, not at the high end of
the range of tuition of comparableprograms.
• If not comparable to otherprograms, reflective of the coststructure and expected labourmarket outcomes of qraduates.
University Program Approval Submission Guideline
3. Costs• If the university’s expected program costs are not The Ministry is looking for the university
aligned with other similar programs at the to consider full costs for programuniversity or within the province, please provide: delivery and the ability to operationalize
a An explanation of how the university will the program without additional capital
1
Ministry of Training, Colleges and Universities
. Evaluation: Identifying Non-RequirementContentious Submissions
fund any additional operating costs infrastructure or operating investmentassociated with this program by the province.
o How the university will fund any newcapital costs associated with this program.
. The Board of Governors or equivalent bodyshould ensure the university has the requisiteresources to introduce the program withinexisting funding levels and is prepared tomaintain the program for a reasonable period oftime. (The approval of a program is not groundsfor a request for additional funding from theMinistry_to_initiate_or_sustain_the_program.)
4. Justifiable DuplicationList of comparable programs at the university The Ministry is looking for:and other Ontario institutions, with particular • Justification for why a program thatreference to universities in the region. duplicates another program shouldEvidence of how any duplicative similarities with be eligible for Ministry funding.existing programs at the university and other • Information about discussion withprovincial postsecondary institutions are justified. other institutions, where
• Evidence that the university has consulted with appropriate.other regional universities regarding theestablishment of a similar program where theexisting program is a recognized area ofdifferentiation or leadership for the institution orwhere the proposed program requires substantialnew investment in faculty, infrastructure, orexperiential/entrepreneurial learning outside theregular learning environment.
5. Societal Need and Labour Market Demand• Evidence that graduates of the program are The Ministry is looking for evidence,
needed in specifically identified fields (academic, where available, that the program willpublic and/or private sectors). produce graduates with strong
• Evidence includes employment rates for employment opportunities.graduates, federal or provincial labour marketreports and industry-specific reports or support.Explanation of the dimensions of the societalneed for graduates, the geographic scope of thesocietal_need;_and_trends_in_societal_need.
6. Student DemandEvidence of student demand, origin of student The Ministry is looking for evidence thatdemand (local, regional, domestic and the program will attract student interest.international students), and duration of demand.
• For graduate only — the undergraduate ormaster’s programs from which students may bedrawn.
• Evidence of participation in the programapproval process by students or theirrepresentatives_(for_example_through_student
University Program Approval Submission Guideline2
Ministry of Training. Colleges and Universities
. Evaluation: Identifying Non-RequirementContentious Submissions
representation_on_the_University_Senate).7. Enrolment Planning and Graduate Allocations. Expected initial enrolment or current enrolment For undergraduate programs, this is an
(for programs already in place), and anticipated information item.enrolment at steady state.
. Consistency with enrolment forecast in the SMA. For graduate programs, the Ministry is
. Consistency with graduate space allocation in looking for evidence that the universitythe SMA. Where current graduate enrolment is has prioritized its graduate expansionnear or above the university’s funded graduate and that the new program fits thespaces allocation, how the university plans to university’s growth plans and does notmanage within its current allocation, create unfunded pressures.
8. Experiential Learning. Any experiential and/or entrepreneurial learning Evidence of a plan for practicum,
components that will take place outside the placement and co-op supply, ifregular learning setting, if applicable, applicable.
. Submissions should note where placements willoccur. If this component is required for program Where experiential education is acompletion, the submission should provide program requirement, the Ministry isevidence that all students can be looking for evidence of sufficientaccommodated. placement opportunities for students.
9. Program Prioritization/ProgramTransformation The Ministry is looking for evidence. Whether this program request results in the about prioritization at the university in a
elimination of any other programs, or how the way that is consistent with its SMA.addition of this program fits with overall This is an information item.institutional program transformation initiatives, ifany.
B. Expedited and Secondary Reviews
Following the finalization of Strategic Mandate Agreements with universities, the Ministrywill place all subsequent program approval submissions into two streams: expedited reviewand secondary review. Universities will be informed within 30 days of the submissiondeadline in which stream their program approval request will be placed.
While the ministry understands that institutions will submit a variety of program approvalrequests, the Ministry strongly encourages universities to review their planned programsand to prioritize the submission of programs that align with the SMA program areas ofgrowth, as these program areas have already been subject to extensive analysis anddiscussions between universities and the Ministry.
University Program Approval Submission Guideline3
51
Appendix C: New Program Concept Summary Template
Algoma University New Program Concept Summary
Template
IMPORTANT NOTES
This template is required to be completed for consideration by the Department, Division, and the Academic Planning and Priorities Committee (Appcom) of Senate. AppCom approval is needed in order to move the new program to the next stage of the process.
This template is intended to be a concept summary that summarizes the main idea and resource implications of developing a new academic program.
Be brief and concise in your responses.
Fill in the template by entering text below each of the bolded headings. The areas will expand to fit as much text as you insert. Instructional text is provided in italics below each of the headings. Program Name and Description Indicate the program name and degree designation. Provide a short description of the proposed program that summarizes the program idea and learning outcomes. Consistency of Program with Algoma University’s mission and academic plans Provide a brief description of how the proposed program links to the special mission, vision, and strategic objectives, and academic plan of the university. Student Demand and Societal Need Provide a brief description of how student demand and societal need for the program was determined. This could include a brief summary of research undertaken and/or a description of the demand for graduates of the program in specifically identified fields. Resource Requirements Provide a brief summary of the potential resource requirements needed to offer the program (a detailed budget is not required at this stage). Include any major resource needs as a result of innovative aspects of program delivery (for example, videoconference equipment, new faculty hires). Identify how the proposed program might utilize or leverage existing university or community resources.
52
Program Development Team Identify who is prepared to develop the new program proposal should the idea proceed to the next stage.
53
Appendix D: New Program Template
Algoma University New Program Template
IMPORTANT NOTES
This template is required to be completed following approval of a New Program Concept Summary for the proposed program by the Academic Planning and Priorities Committee (AppCom) of Senate.
This template must proceed through the following chain of approvals: Department(s); Division(s); Curriculum Committee; AppCom; and Senate. The content of this template will be used to prepare an application for Ministerial consent under the Post-Secondary Education Choice and Excellence Act, 2000 following Senate approval.
Fill in the following fields by entering text under each of the headings below in the fields indicated in grey. The field will expand to fit as much text as necessary. For checkboxes, double click on the box to select and deselect checkmarks. The headings that are underlined and in bold reflect the Evaluative Criteria for New Programs outlined in Section 1.3 of Algoma University’s Institutional Quality Assurance Processes (IQAP).
Executive Summary Provide a 100-200 word executive summary of the proposed program that summarizes program outcomes, potential employment for graduates and/or opportunities for further study.
Nomenclature Indicate the program name and degree designation (i.e. Honours Bachelor of Science in Biology). Provide a short commentary on how the nomenclature is appropriate to program content and is consistent with current usage in the discipline and at Algoma University.
54
New Program Concept Summary Check this box if a New Program Concept Summary for the proposed program has been approved by the Academic Planning and Priorities Committee of Senate. Location where program is to be delivered (indicate all locations if more than one)
Anticipated start date of program Anticipated enrolment for first 4 years of program Year 1: Year 2: Year 3: Year 4: Anticipated steady-state enrolment:
Objectives Provide a brief description of the proposed program, including a summary of program strengths. Explain how the proposed program is consistent with the vision, special mission, strategic objectives, academic plan, and existing programs at Algoma University. Relate the proposed program to the Strategic Mandate Agreement of Algoma University. List program level learning outcomes
Societal Context Provide a summary of the research that was undertaken to determine student enrolment projections for the proposed program. Include in this summary a description of how students
55
were engaged in the program development process. Examples of evidence of student demand include:
Application statistics (number of inquiries received, applications received, number of qualified applicants).
Origin of student demand (domestic and international).
Duration of projected demand.
Review and comment by student organizations.
Evidence of participation by students or their representatives in the program development process.
Provide a summary of societal need for the proposed program by describing the need for graduates of the proposed program in specifically identified fields (academic, public, and/or private sector). Examples of evidence of societal need include:
Letters from employers who have seen the curriculum and commented on the need for graduates within their organization, and within the field (academic, public, and/or private sector).
Graduate school application and admission data.
Professional society and/or association comments about the need for graduates based on a review of the curriculum.
Employment surveys, or surveys of the number of positions posted in relevant publications.
Data from federal or provincial labour market reports and/or industry specific reports.
Statistics relating to the number of Ontario students leaving the province or the country to study in the same field.
Provide a list of comparable programs at other Ontario institutions, with particular reference to other universities in the region. Present convincing evidence that the proposed program does not directly duplicate programs offered by another Ontario university OR if there is duplication, explain why the duplication is justified. For professional programs, explain how the proposed program is congruent with current regulatory requirements of the profession, and explain how the regulatory body was involved in the development process. Include letters of support (or other evidence of consultation) from regulatory bodies verifying their recognition of graduate credentials.
56
Admissions Outline the admission requirements for the proposed degree and explain how the admission requirements are appropriate for the program learning outcomes. Does the proposed program involve degree completion arrangements with a community college (yes or no)? If yes, describe any degree completion arrangements in place that are outside of Algoma University’s standard transfer credit policy. Indicate the amount of credit students will receive towards the degree program, any special requirements of students to enter the degree completion arrangement, and the point of entry into the degree program. If bridging studies are proposed (additional university level courses which “bridge the gap” between college-level and university-level studies), please describe the arrangement and submit course outlines for all bridging courses in the standard course outline template. For each completion arrangement identified above, please complete a gap analysis based on learning outcomes (sample Table is included below).
Outcomes of prior study
Degree program outcomes
Gap in knowledge and skills
Remediation of Gap
Structure List program requirements by year Include a program map with calendar descriptions and prerequisites. Describe how the program structure and regulations is appropriate to facilitate meeting the program learning outcomes and undergraduate degree level expectations.
57
Work Experience Is work experience or a placement component required for degree completion (yes or no)? If yes, provide a summary of the types of placements students will be seeking, the organization’s plans to develop placement opportunities for students, and the level of support the organization will extend to students seeking placements. Provide evidence to support availability of work/placement opportunities. If yes, fill in the chart below.
Work/Placement Experience Outcomes
How work/placement experience puts into practice the program outcomes
Method of evaluating student during work/placement experience
Program Content Program Development Advisory Committee Checklist Have minutes been recorded from program development advisory committee meetings? Has the program development advisory committee passed the motions below?
A motion to support the program proposal
A motion confirming that the program meets or exceeds the requirements of the field of study and/or practice
Curriculum Describe how the curriculum of the proposed program relates to the undergraduate degree level expectations and the program learning outcomes. This section should summarize and synthesize key features of the program to demonstrate that the knowledge and skill expectations in the six categories of the undergraduate degree level expectations and the program learning outcomes will be met. Include a table that links degree outcomes, program outcomes, and the corresponding courses, course segments, or placement requirements that contribute to the outcomes.
58
Course outlines Have course outlines for all new courses in the proposed program been completed using the New Course Template? Are the course outlines attached to this New Program Template? Curriculum Innovation Describe any unique curriculum, program innovation, or creative component that can be highlighted as a program strength. Curriculum Currency Explain how the curriculum addresses the current state of the discipline or area of study. Credential recognition Describe how the design of the program facilitates credential recognition by other postsecondary institutions, employers, relevant occupational groups, and professional associations. Include an analysis of research undertaken to verify credential recognition. This narrative should explain how the program is designed to maximize graduates’ potential for employment and promotion in their field of study. Attach letters of support.
Mode of Delivery Describe program delivery methods and their appropriateness to the intended program learning outcomes. Describe how the university has the expertise and resources to support the proposed mode of delivery and to ensure its effectiveness.
59
Assessment of Teaching and Learning Describe the proposed methods for assessment of student achievement and their relation to the program learning outcomes and undergraduate degree level expectations. You may consider including a table demonstrating how assessment is linked to program learning outcomes and degree level expectations to illustrate the relationship.
Resources Anticipated Faculty and Staff hires for first four-years of the program. Fill in the chart below. Current Faculty Complement (full-time) – Current Faculty Complement (part-time)-
New Faculty Hires (full-time)
New Faculty Hires (part-time)
New Staff Positions (provide # and description i.e. 1 FT Lab Coordinator)
Year 1
Year 2
Year 3
Year 4
Provide a summary of qualifications of current faculty and staff and indicate the qualifications required for future faculty and staff hires required to support the program. Describe any additional resource implications (other than staffing described in the chart above) of offering the proposed program by filling in the chart below. Please describe only new resources that are not currently available on campus. If the proposed program will not require any new resources, please enter the statement “The proposed program does not require any additional resources.” If a necessary resource is not included in the table, you may add additional rows.
Resource Description of resource Estimated Cost
Library resources (in addition to general university holdings)
Equipment (i.e. instructional resources, laboratory
60
equipment, office equipment)
Space (new construction or renovation)
Furnishings
Computer equipment or programming (i.e. new software programs, new hardware, network access and usage)
Travel, conferences, meeting costs
Off-campus overhead costs (rental of space off campus, including associated operating costs)
Other additional resource needs (insert description)
Library Resources Complete the following chart for your new program area: Consult with Library Director for information
Number of holdings (print) relevant to the field of study
Number of holdings (electronic) including program-specific databases
On-site library resources relevant to degree program area (for students/faculty)
Other library access (e.g. web-based, inter-library arrangements)
Provide a summary of the currency of the holdings at each location specified. Include a list of the program-specific databases.
Will the library resources of other institutions/organizations be available to students (yes or no)? If yes, describe the resources and the location.
61
Describe the academic support services that will be available to students in the proposed program. If there are supports that are specific to the program, please identify.
Quality Describe how the proposed program provides a learning environment that meets-or-exceed disciplinary standards and prepares graduates for further study, employment, and community engagement. Describe the indicators that will be used to measure program quality. Indicators for a proposed program include student experience indicators that measure inputs and process. Student experience indicators include, but are not limited to: faculty qualifications; research and scholarly records of faculty; estimated class sizes; percentage of courses taught by permanent or non-permanent faculty; faculty to student ratios. Provide in this section a summary of student experience indicators of quality for the proposed program.
Signatures
Faculty member ________________ Date _______________ Endorsed by: Department Chair: ________________ Date _______________
Division Chair: ________________ Date _______________
63
Appendix E : Course Syllabus Template
Algoma University
Department of department name Full course code
Course Title Term and Year
Class Hours, Classroom Instructor Information Instructor: Instructor Name Office: Office Office Phone: Instructor Phone number Office Hours: Office Hours E-mail: Instructor Email Extra information on contacting the instructor Lab instructor: If applicable Course Information Course Calendar Description: This is where you will enter the course description Course Prerequisites: Methods of Instruction: Learning Outcomes: Learning outcomes focus on the student. They specifically state the knowledge, skills, and/or values/attitudes that each student should possess upon successful completion of the course. Learning outcomes should be specific, realistic, and should be reflected in the assessment used in the course. For additional resources on developing learning outcomes or for specific examples of learning outcomes within your discipline, please contact [email protected].
64
Sample learning outcomes: Upon completion of this course, students will be able to:
Identify the major life cycle stages of insects
Classify insects according to kingdom, phylum, class, order, family, genus, and species
Employ field sampling strategies to develop a small insect collection
Explain the impact of household chemical use on at least one species of insect
Learning Objectives Learning objectives are broad statements of what the instructor intends for the course to offer to students. Sample learning objectives This course aims to:
Provide students with opportunities to develop confidence and competency in field sampling techniques used in the collection of insects
Encourage the acquisition of scientific classification skills Expose students to recent scientific research on the environmental impact of household
chemicals Required Textbook(s): Recommended Textbook(s): Additional Readings: Additional Supplies, Materials or Equipment: Course Website/CMS: Course Requirements and Assessment Information on course requirements and assessments.
Assessment Date of Evaluation (if known) Weighting
Assessment 1 Date of Evaluation 1 X%
Assessment 2 Date of Evaluation 2 X%
Assessment 3 Date of Evaluation 3 X%
Assessment 4 Date of Evaluation 4 X%
Total 100%
65
Description of Assessments can be provided below (optional): Assessment 1 Assessment 1 Description and Deadline Assessment 2 Assessment 1 Description and Deadline Assessment 3 Assessment 1 Description and Deadline Assessment 4 Assessment 1 Description and Deadline Late Assignments Instructor’s policy on late work Missed Tests and Exams: Instructor’s policy on missed tests and exams The Final Examination Policy can be found at: http://algomau.ca/media/styleassets/pdf/final_examination_policy.pdf Class Schedule Date (Week 1): Topic Name Description Date (Week 2): Topic Name Description Date (Week 3): Topic Name Description Date (Week 4): Topic Name Description Date (Week 5): Topic Name Description Date (Week 6): Topic Name Description Date (Week 7): Topic Name Description Date (Week 8): Topic Name Description Date (Week 9): Topic Name Description Date (Week 10): Topic Name Description
66
Date (Week 11): Topic Name Description Date (Week 12): Topic Name Description Required Outings or Events: Remove if not applicable Academic Dishonesty: The University takes a very serious view of such offences as plagiarism, cheating, and impersonation. Penalties for dealing with such offences will be strictly enforced. The following web site contains a complete policy statement on academic dishonesty and attendance. Students are encouraged to read this policy for further clarification of these issues: http://algomau.ca/media/styleassets/pdf/disciplinary_regulations_on_academic_dishonesty.pdf Electronic Device Policy: Instructor’s policy on electronic devices Attendance Policy: The general regulations of the University require punctual and regular attendance at the various academic exercises. If there are extenuating circumstances related to an absence, the instructor should be notified. Absences in excess of 20% may jeopardize receipt of credit for the course. Disability Accommodation: If you are a student with a physical, learning, and/or psychological disability and plan to request any academic accommodations for this class, you are required to bring in an authorization letter from Disability Services listing the permitted accommodations. I will work with you to arrange your accommodations from the point in time that you deliver and discuss such an authorization letter with me. The Coordinator of Disability Services will keep your disability documentation confidential. Contact information is as follows: Coordinator of Disability Services 705-949-2301 ext. 4221; [email protected].
67
Appendix F: Conflict of Interest Policy for External Consultants
Conflict of Interest Policy for External Program Review Consultants
Category: Faculty Number: FA4 Responsibility: Academic Dean Approval: April 3, 2009 - Senate
Purpose: To define conflict of interest as it applies to academic peers serving as external consultants on academic program review committees. Scope: This policy is applicable to all academic peers nominated to serve as external program review consultants for an Algoma University academic program. Policy: Algoma University follows specific principles and guidelines for undergraduate program reviews. External consultants will comprise part of a program review team that will prepare a report which considers the quality and relevance of an academic program. Individuals appointed to the program review team are expected to avoid conflict of interest and the appearance of conflict of interest between their duties as part of the program review team and their personal or business interests. An actual or potential conflict of interest arises when an individual is placed in a situation in which his or her interests and experience appear to conflict with his or her responsibilities to the university. Employment or previous employment at a competitive or potentially competitive institution does not, in and of itself, constitute a conflict of interest.
68
Individuals appointed as external consultants on program review committees should not have had any past or current formal affiliation with the program under review, the university, or to program partners if applicable within the past seven years. Some examples of unacceptable connections include supervision, regular collaboration, former student, visiting/teaching, or co-authorship. External program review consultants who have any interest in a program by virtue of a past or current affiliation with the program under review within the past seven years, or who make public statements about a review in progress must decline acceptance as a member of the review team, or withdraw from the team. All individuals appointed to the program review team shall make full written disclosure to the university of any potential conflict of interest, within the terms of this policy, as soon as the individual becomes aware of the conflict of interest. Similarly, if a member of the program review team has evidence of a conflict of interest regarding an individual appointed to the program review team, the individual shall make a full written disclosure to the Dean of Algoma University. Such disclosure to the Dean must clearly state the details of any affiliation of a nature described in these guidelines. The Dean and the review team will collaborate and review any situations where there is a potential conflict of interest and will come to an agreement about the suitability of the candidate. In accordance with these guidelines, the Dean will be responsible for notifying the external program review consultant should he/she determine that an actual or potential conflict of interest exists. The Dean will exclude or remove external program review consultants from the program review team as required under the terms of this policy. Algoma University will ensure that reasonable measures are taken to make certain the final composition of the program review team is free of any conflict of interest as outlined in this policy.
69
Appendix G: Reviewers’ Report on Existing Programs Template
Algoma University Template for Reviewers’ Reports on Existing
Programs
Reviewers’ Report on the (insert degree) Program in (insert program name) at Algoma University
General Guidelines for the Report
The Reviewers’ Report should address the substance of both the Self-Study Report and the Evaluative
Criteria in Section 3.13 of Algoma University’s IQAP. The Reviewers’ Report should provide a considered overview of the program’s strengths, areas for improvement, and opportunities for enhancement. The
central objective is to assess how current programs could be improved to serve students given the available resources.
Date of Review: Date of Submission of Reviewers’ Report: This report is submitted to the AVP at Algoma University no later than two months after the site visit. Please email completed reports to [email protected]. Reviewer 1 Insert Name, University Affiliation, and full contact information Reviewer 2 Insert Name, University Affiliation, and full contact information 1. Outline of the review Please indicate the following:
Who was interviewed
What facilities were seen
Any other activity relevant to the appraisal 2. Provide feedback on each of the following evaluative criteria Please distinguish in the report between recommendations for improvement that the Department can itself undertake, those that require the administration’s action, and those that require additional resources to implement.
70
2.1 Objectives
Is the program consistent with the vision, special mission, and strategic objectives of the university, and with the academic principles of the 5-Year Academic Plan? Does the program fit into the broader array of program offerings, particularly in areas of teaching and research strength?
Are the program requirements and associated learning outcomes consistent with Algoma University’s expression of the undergraduate degree level expectations (Appendix A of IQAP)?
2.2 Admissions
Are the admission requirements appropriately aligned with the learning outcomes established for completion of the program?
2.3 Curriculum
Does the curriculum reflect the current state of the discipline or area of study? Does the curriculum ensure continuing relevance to the field of practice it serves?
Is the curriculum designed to maximize the graduates’ potential for employment and promotion in their field of study?
Are the learning outcomes appropriate and clear?
What evidence is there of any significant innovation or creativity in the content and/or delivery of the program relative to other such programs?
Is the mode of delivery appropriate to the intended program learning outcomes and university undergraduate degree level expectations?
Do the learning outcome achievements of students/graduates compare well with – 1) program’s stated learning outcomes and standards; 2) degree-level standards (Appendix A of IQAP); 3) opinions of employers, students, and graduates; and, 4) standards of any related regulatory, accrediting or professional associations?
2.4 Teaching and Assessment
Are the methods used to assess student achievement of the defined learning outcomes and university undergraduate degree level expectations appropriate and effective?
Are the means of assessment (particularly in the students’ final year of the program) appropriate and effective to demonstrate achievement of the program learning outcomes and the university undergraduate degree level expectations?
2.5 Resources
Assess the appropriateness and effectiveness of the academic unit’s use of existing human, physical, and financial resources in delivering its program. Note reviewers must recognize the institution’s autonomy in determining priorities for funding, space, and faculty allocation.
Comment on the appropriateness and effectiveness of academic services (e.g. library, co-op, technology, etc.) to support the program being reviewed.
71
2.6 Quality Indicators
Comment on the following student success indicators: applications and registrants; attrition rates; time-to-completion; final-year academic achievement; graduation rates; academic awards; student in-course reports on teaching; post-graduate employment (six months and two years after graduation); alumni feedback on program quality and skills match.
Comment on the following student experience indicators: faculty qualifications; research and scholarly record; class sizes; percentage of classes taught by permanent or non-permanent (contract) faculty; faculty to student ratio; number, assignment, and qualifications of part-time or temporary faculty.
Note: Reviewers are urged to avoid using references to individuals. Rather, they are asked to assess the ability of the faculty as a whole to deliver the program and to comment on the appropriateness of each of the areas of the program (fields) that the university has chosen to emphasize, in view of the expertise and scholarly productivity of the faculty.
2.7 Quality Enhancement
Comment on initiatives taken to enhance the quality of the program and the associated learning and teaching environment.
Include recommendations for future initiatives that could lead to quality enhancement for the program by presenting opportunities for growth or resource acquisition (e.g. student enrolment growth, additional funding, stronger community ties, etc.).
3. Other Issues 4. Summary and Recommendations Signature: ___________________________________ Date: _______________________________________ Signature: ___________________________________ Date: _______________________________________
Appendix H: Revised Program Template
Revised Program Template
Algoma University
Revised Program Template ***An electronic copy of this form must be approved by the Department and Division and then sent to
the Curriculum Committee Representative from your Division***
If any new courses are being created or revised for this program, please attach a New Course
Template and/or Revised Course Template for each one. For minor modifications, once the revised program is approved by CurrCom it will then be forwarded
to Senate for information. For major modifications, the revised program proceeds through CurrCom, AppCom, and to Senate for final approval.
Text with red font is directional text to assist you in completing the template.
Section One Section One must be completed for all program revisions.
Description of Change Change from: Change to:
Classification of Change Is the proposed change being introduced to a program that was approved with Ministerial consent through PEQAB? [double click on appropriate box]
Yes No
If yes, please consult with Dawn Elmore, Manager, Academic Development & Quality [[email protected] or ext. 4372]. If no, please proceed to the next question. A major modification of a program includes:
a) Requirements for the program that differ significantly from those existing at the time of the previous cyclical review
i. The merger of two or more programs; ii. New bridging options for college diploma graduates; iii. Major changes to courses comprising a significant proportion of the program; iv. The admission, promotion, and graduation requirements for the program; v. The deletion or addition of a field, concentration, or minor; vi. The length of the program; vii. The introduction or deletion of a work experience requirement.
b) Significant changes to the learning outcomes
i. Changes to program content, other than those listed in a) above, that affect the learning outcomes, but do not meet the threshold for a new program.
c) Significant changes to the faculty engaged in delivering the program and/or to the essential
physical resources as may occur, for example, where there have been changes to the existing mode(s) of delivery.
i. The mode of delivery such that a majority of required course credits in the program will be delivered using the new mode;
ii. Changes to the faculty delivering the program: e.g. a large proportion of the faculty retires or new hires alter the areas of research and teaching interests;
iii. A change in the language of program delivery; iv. The establishment of an existing degree program at another institution or location; v. Change to full- or part-time program options, or vice versa; vi. Changes to the essential resources, where these changes impair the delivery of the
approved program. Using the definition of major modification outlined above, is the proposed change a major modification to the program?
Yes No
In cases where it is unclear whether a proposed significant change in a program is a major modification, a determination is made by AppCom. The decision of AppCom is binding.
75
IMPORTANT NOTE: IF YOU CHECK “YES” TO THE PROPOSED CHANGE BEING A MAJOR
MODIFICATION, SECTION TWO OF THIS TEMPLATE MUST BE COMPLETED.
Why is this program being revised? [double click on appropriate box(es)] Admission Requirement Calendar Description Academic Requirements – Number of credits necessary List of required courses with course credits List of course options Program Review Learning Outcomes Delivery Methods Establishment of existing degree program at a new location Will any other programs in the calendar be affected by the proposed revision to the program? [double click on appropriate box] Yes No
i) If yes, identify the modifications that must be made in the calendar to keep it consistent throughout.
ii) If yes, describe the consultation you undertook with the other department.
77
Section Two Section Two must be completed for major modifications only.
Provide a rationale for the proposed change.
Describe the application of the relevant evaluative criteria outlined in Section 1.3 of the IQAP to the program revision by filling in the sections below using the guidelines provided in italics (see Appendix A for full evaluative criteria). If a section is not applicable or not relevant to this program change, please indicate this in the box. Evaluative Criteria #1: Nomenclature Describe how the program name and degree designation are appropriate to program content and consistent with current usage in the discipline and practices at Algoma University.
Evaluative Criteria #2: Objectives Describe how the program is consistent with the vision, special mission, strategic objectives of the university, and with the academic principles of the 5-Year Academic Plan. Describe how the program fits into the broader array of program offerings, particularly in areas of teaching and research strength. Describe how the program requirements and associated learning outcomes are consistent with Algoma University’s expression of the undergraduate degree level expectations (Appendix A of the IQAP).
78
Evaluative Criteria #3: Societal Context Provide evidence of student demand for the program. Demonstrate how students were engaged in the development process. Explain how program does not directly duplicate that offered by another Ontario university, or provide evidence of justification of the duplication based on student demand and/or societal need. Provide convincing evidence that graduates of the program are needed in specifically identified fields (academic, public, and/or private sector). For professional programs, describe how current regulatory requirements of the profession were considered, and how the regulatory body was involved in the development process.
Evaluative Criteria #4: Admissions
Describe how the admission requirements are appropriate for the learning outcomes established for completion of the program. Provide sufficient explanation of alternative requirements, including special degree completion arrangements and bridge programs for college transfer students. For transfer arrangements and bridge programs proposing more than the standard level of transfer credits, provide a gap analysis based on learning outcomes.
Evaluative Criteria #5: Structure Describe how a program’s structure and regulations are appropriate to facilitate meeting specified program-level learning outcomes and degree level expectations.
79
For programs involving work experience or a placement component, describe: a) the learning outcomes of the work experience; and, b) the supports the university will extend to students in order to develop and maintain placement opportunities.
Evaluative Criteria #6: Program Content Provide a summary of membership and document how a representative program development advisory committee played a central role in ensuring community input to the curriculum and ensuring the curriculum addresses the current and future state of the discipline or area of study. Describe the ways in which the curriculum addresses the current state of the discipline or area of study. Describe any unique curriculum, program innovation, or creative component that adds to the strength of the program. Demonstrate how the learning outcomes of the program are developed in a logical and progressive manner through the core and elective course content.
Evaluative Criteria #7: Mode of Delivery Describe why the proposed mode of delivery is appropriate to the intended program learning outcomes and undergraduate degree level expectations. Summarize the expertise and resources available to support the proposed mode of delivery and to ensure its effectiveness.
80
Evaluative Criteria #8: Assessment of Teaching and Learning Describe the proposed methods for assessment of student achievement and how they are appropriate to the program-level learning outcomes and the undergraduate degree level expectations. Describe plans for documenting and demonstrating the level of performance of students, consistent with Algoma University’s statement of its degree level expectations (Appendix A of IQAP).
Evaluative Criteria #9: Resources for all Programs Describe planned utilization of existing human, physical, and financial resources, and any institutional commitment to supplement these resources. Provide a faculty hiring schedule (full- and part-time) and anticipated enrolment and class sizes. Describe the resources that will be used to sustain the quality of scholarship produced by undergraduate students, including library support, information technology support, and laboratory access (if applicable).
Evaluative Criteria #10: Quality Describe how the program provides a learning environment that meets-or-exceeds disciplinary standards and prepares graduates for further study, employment, and community engagement. Provide indicators of faculty quality (e.g. qualifications, research, innovation and scholarly record; appropriateness of collective faculty expertise to contribute substantively to the proposed program). Describe how program structure and research activity of faculty creates an environment that will ensure the intellectual quality of the student experience.
81
Departmental Approval
Divisional Approval
82
Appendix A 1.3 Evaluative Criteria New programs are evaluated against the following criteria: Nomenclature The program name and degree designation are appropriate to program content and consistent with current usage in the discipline and practices at Algoma University. Objectives The program is consistent with the vision, special mission, strategic objectives of the university, and with the academic principles of the 5-Year Academic Plan. The program fits into the broader array of program offerings, particularly in areas of teaching and research strength. The program requirements and associated learning outcomes are consistent with Algoma University’s expression of the undergraduate degree level expectations (Appendix A). Societal Context There is convincing evidence of student demand for the program. The proposal clearly demonstrates how students were engaged in the development process. The program does not directly duplicate that offered by another Ontario university, unless there is evidence of justification of the duplication based on student demand and/or societal need. The proposal presents convincing evidence that graduates of the program are needed in specifically identified fields (academic, public, and/or private sector). For professional programs, the proposal ensures congruence with current regulatory requirements of the profession and demonstrates how the regulatory body was involved in the development process. Admissions The admission requirements are appropriate for the learning outcomes established for completion of the program. Sufficient explanation of alternative requirements, including special degree completion arrangements and bridge programs for college transfer students, is provided. For transfer arrangements and bridge programs proposing more than the standard level of transfer credits, a gap analysis based on learning outcomes has been completed and presented. Structure The program’s structure and regulations are appropriate to facilitate meeting specified program-level learning outcomes and degree level expectations. For programs involving work experience or a placement component, the Department will describe: a) the learning outcomes of the work experience; and, b) the supports the university will extend to students in order to develop and maintain placement opportunities. Program Content A representative program development advisory committee played a central role in ensuring community input to the curriculum and that the curriculum addresses the current and future state of the discipline or area of study. The ways in which the curriculum addresses the current state of the discipline or area of study are described.
83
The program includes some unique curriculum, program innovation, or creative component that adds to the strength of the program. The learning outcomes of the program are developed in a logical and progressive manner through the core and elective course content. Mode of Delivery The proposed mode of delivery is appropriate to the intended program learning outcomes and undergraduate degree level expectations. The university has the expertise and resources to support the proposed mode of delivery and to ensure its effectiveness. Assessment of Teaching and Learning The proposed methods for assessment of student achievement are appropriate to the program-level learning outcomes and the undergraduate degree level expectations. Completeness of plans for documenting and demonstrating the level of performance of students, consistent with Algoma University’s statement of its degree level expectations (Appendix A). Resources for all Programs The planned utilization of existing human, physical, and financial resources, and any institutional commitment to supplement these resources, is adequate to deliver the program. The planned faculty hiring schedule is of a sufficient number and quality to create a faculty complement that is competent to teach and/or supervise in the program. There are adequate resources to sustain the quality of scholarship produced by undergraduate students, including library support, information technology support, and laboratory access (if applicable). There is evidence of planning and adequate numbers and quality of: (a) faculty and staff to achieve the goals of the program; or (b) of plans and the commitment to provide the necessary resources in step with the implementation of the program; (c) planned/anticipated class sizes; (d) provision of supervision of experiential learning opportunities (if required); and (e) the role of adjunct and part-time faculty. Quality The program provides a learning environment that meets-or-exceeds disciplinary standards and prepares graduates for further study, employment, and community engagement. The proposal defines and uses indicators that provide evidence of quality of the faculty (e.g. qualifications, research, innovation and scholarly record; appropriateness of collective faculty expertise to contribute substantively to the proposed program). The program structure and research activity of faculty creates an environment that will ensure the intellectual quality of the student experience.
85
Appendix I: Program Review Schedule 2011-2018
Program Review Schedule 2011-2018
Academic Program Timetable for
Review
Last
Completed
Review
Anishinaabemowin 2011-2012
History 2011-2012 2004-2005
Computer Science 2012-2013 2005-2006
Biology 2012-2013
Mathematics 2012-2013 2005-2006
Fine Arts 2013-2014 2006-2007
Social Work *multiple
sites
2013-2014
Geography 2014-2015 2007-2008
Business
Administration
*multiple sites
2014-2015 2006-2007
Economics 2014-2015 2007-2008
French 2015-2016 2007-2008
Psychology 2015-2016 2007-2008
English 2016-2017 2008-2009
Sociology 2016-2017 2008-2009
Music 2016-2017 2009-2010
CESD *multiple sites 2017-2018 2009-2010
Law and Justice 2017-2018 2010-2011
Political Science 2017-2018 2010-2011
87
Appendix J: Self-Study Template
Algoma University Program Code Program Review
Algoma University for Self‐Study Report on Existing Programs
Self‐Study Report on the Undergraduate Program in PROGRAM NAME at Algoma University
General Guidelines for the Report The Self‐Study Report must address the substance of the Evaluative Criteria in Section 3.13 of Algoma University’s IQAP. The Self‐Study Committee uses a process of critical self‐appraisal as the foundation for the review. Each program is unique and the Self‐Study Report, while adhering to institutional guidelines, should respect and reflect particular aspects of the program and discipline. The evaluative criteria should be regarded as the minimum standards for the assessment of academic programs. This template makes explicit the categories and criteria to be examined as evidence of program quality. Quantitative and qualitative data is an important component of the Self‐Study Report. Any limitations in inferences made from data used should be noted in the report. For cross‐disciplinary programs, the review is coordinated by the Self‐Study Committee but should involve stakeholders and documentation from both disciplines. For single discipline programs offered in more than one location, a single review is to be completed that addresses how the evaluative criteria are met in each location and with each different mode of delivery. The Self‐Study Report must address the distinctive attributes of each location and delivery mode. The Self‐Study Report is to be submitted to the Divisional Chair by August 1 in the first year of the review. The Self‐Study Report must be submitted with the Self‐Study Report Cover Page and Sign Off Sheet. The Self‐Study Report is submitted in four main sections: (1) Program Details; (2) Curricula Vitarum of the Faculty; (3) List of Proposed Consultants; and (4) Supplementary Appendices. Date of Submission: Date
Self‐Study Committee Membership: List Committee Members
Department Chair
Faculty Member(s) from Program (minimum one)
Arms‐length Non‐Program Faculty Member
Two upper year students in the program
Self‐Study Report
Name of Program
Year
Algoma University Program Code Program Review
Self‐Study Report
TableofContentsExecutive Summary ....................................................................................................................................... 1
1.0 Objectives ................................................................................................................................................ 1
1.1 Program Requirements ....................................................................................................................... 2
1.2 Program Learning Outcomes .............................................................................................................. 3
1.3 Program Mission and Vision ............................................................................................................... 3
1.3 Associated regulatory or accrediting body or professional association ............................................. 3
2.0 Admissions .............................................................................................................................................. 4
2.1 Admissions Requirements................................................................................................................... 4
2.2 Characteristics of Incoming Students ................................................................................................ 4
2.3 Indicators of Demand & Anticipated Changes .................................................................................... 4
3.0 Curriculum ............................................................................................................................................... 5
3.1 Curriculum, Program Learning Outcomes, and Degree Level Expectations ....................................... 5
3.2 Curriculum Design and Delivery .......................................................................................................... 5
3.3 Course Enrolment ............................................................................................................................... 6
3.4 Student Progression and Graduation .................................................................................................. 6
3.5 College to University Pathways ........................................................................................................... 6
3.6 Recent and Anticipated Program Changes ......................................................................................... 6
3.7 Societal Relevance .............................................................................................................................. 6
3.8 Supporting Departments .................................................................................................................... 6
4.0 Teaching and Assessment ....................................................................................................................... 8
4.1 Methods of Evaluating Student Achievement .................................................................................... 8
4.2 Formal and Informal Teaching Activities ............................................................................................ 8
4.3 Student Evaluations of Teaching ......................................................................................................... 8
5.0 Resources ................................................................................................................................................ 9
5.1 Operating Funds .................................................................................................................................. 9
5.2 Physical and Information Resources ................................................................................................... 9
5.3 Faculty Resources.............................................................................................................................. 10
5.4 Analysis of Resource Use .................................................................................................................. 10
Algoma University Program Code Program Review
6.0 Quality Indicators .................................................................................................................................. 11
6.1 Student Experience Indicators .......................................................................................................... 11
6.2 Student Success Indicators ............................................................................................................... 11
7.0 Quality Enhancement............................................................................................................................ 13
Algoma University Program Code Program Review
1
Executive Summary Provide a short executive summary/introduction summarizing key findings of the critical analysis of the program under review, the self‐study process, and proposed plans for the future. Provide a short summary of any areas where specific feedback from the Review Committee is requested.
1.0 Objectives The special mission, vision, strategic objectives, and academic principles of Algoma University are described below in italics. Summarize how the program under review aligns with the special mission, vision, strategic objectives, and Five‐Year Academic Plan of Algoma University. Summarize the mission statement and objectives of the program under review and the pedagogical objectives of the department. Provide an analysis of how the program under review functions in relation to other programs and academic units at Algoma University. Provide examples in the same field of comparable programs and explain how the program under review fits in relation to comparable programs in Ontario, Canada, and elsewhere. As outlined in its legislation, it is the special mission of Algoma University to,
(a) Be a teaching‐oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and (b) Cultivate cross‐cultural learning between Aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site.
Algoma University’s vision is “Biidaabin – a new dawn. A university of international distinction enriching generations of diverse cultures and communities. Debwewin – truth.” The vision is central to the four strategic objectives of the university, which are as follows:
1. Algoma University instills pride in its identity through growth in quality and excellence. 2. Algoma University embraces the diverse composition of its student population and celebrates its distinctive mission for Anishinaabe education and research. 3. Algoma University takes a leadership role and engages with the communities it serves. 4. Algoma University grows by implementing new academic offerings that create a distinct university.
The Algoma University Five Year Academic Plan (2010‐2015) outlines the academic principles used in helping identify and prioritize academic program development as follows:
Algoma University Program Code Program Review
2
(a) Academic Quality ‐ to provide academic programs within a learning environment that meets‐or‐exceeds disciplinary standards and prepares graduates for further study, employment, and community engagement. (b) Engaging Student Experience – to provide a supportive, engaging and meaningful student experience characterized by learning and personal development. (c) Institutional Appropriateness – to develop curriculum that garners recognition as a university of international distinction enriching generations of diverse cultures and communities. (d) Curriculum Diversity – to develop curriculum that is interdisciplinary, cross‐cultural and international in scope. (e) Increased Opportunities/Accesss – to undertake program plans that link institutional values to community values, including health/wellness, environmental sustainability and community development; to undertake outreach and access to underrepresented groups, including first generation, indigenous and international groups; to provide innovative means to provide access and opportunities for advanced learning, including off‐site, online, and video‐conferenced delivery methods. (f) Responsiveness to Societal Needs – to work with community partners on integrated academic programs, as well as research initiatives that support such programs; to create curriculum that responds to societal needs by leveraging regional strengths and networked partnerships. (g) Community Input – to engage the community (e.g., scientific, clinical/health, commerce, indigenous, etc) in the development of curriculum that serves societal needs. (h) Growth and Viability – to demonstrate a commitment to secure the necessary resources to achieve our vision, capitalizing on the diversity of funding sources to create a sustainable University; to allocate program resources to support demonstrable growth and long‐term viability.
1.1 Program Requirements
List the course requirements for the program under review. Include the academic calendar as an appendix to this report for easy reference to course descriptions.
E.g. Program Name (Degree Requirements) Year One SOSC 1911 SOSC 1912 HUMA 1611 Etc.
Algoma University Program Code Program Review
3
1.2 Program Learning Outcomes
List the program level learning outcomes. Describe how the learning outcomes of the program are consistent with the special mission and vision of the university as stated above.
1.3 Program Mission and Vision
Relate the program mission and vision (if applicable) to the program level learning outcomes and the mission and vision of the university
1.3 Associated regulatory or accrediting body or professional association Summarize standard of any associated regulatory, accrediting body, or professional association (if any). Summarize program‐related data and measures of performance, including applicable provincial, national, and professional standards (where available).
Algoma University Program Code Program Review
4
2.0 Admissions
2.1 Admissions Requirements
Algoma University has a specific set of Admission policies and requirements which are outlines in the Academic Calendar. Please refer to Appendix 1 for a detailed description of these policies and requirements. Describe how these admission requirements are appropriate for the Program Learning Outcomes. If the program under review has additional admission requirements that are not described in Appendix 1, include them here.
2.2 Characteristics of Incoming Students
Include indicators for incoming students as available and relate to enrolment and success goals of the program. Indicators will include: admission averages, full‐time/ part‐time, college transfer pathways and applicant to registrant ratio. Describe additional student demographics such as residence, first generation, and home location as appropriate.
2.3 Indicators of Demand & Anticipated Changes
Examine indicators of demand and describe any anticipated changes and/or restrictions on enrolment in the future.
Relate this examination to the Strategic Plan of Algoma University and the goals of the program and department, within the context of institutional goals.
Algoma University Program Code Program Review
5
3.0 Curriculum
3.1 Curriculum, Program Learning Outcomes, and Degree Level Expectations
Provide an analysis of the links between program level learning outcomes and the University Undergraduate Degree Level Expectations (UUDLEs). Refer to Appendix A of IQAP for UUDLES
Describe how the program has been designed and delivered so graduates will meet or exceed the degree level standards for the degree.
Reference can be made to the student work collected and consented to be used in the study
The chart below indicates how the program learning outcomes are related to the categories in the University Undergraduate Degree Level Expectations (UUDLES) and also shows examples of the courses which have learning activities to contribute to the achievement of each outcome.
Degree Level Standard Category
Related Program Learning Outcome(s)
Courses, Course Segments or other requirements that contribute to outcome
Examples of related student assessment strategies
Depth and Breadth of Knowledge
Knowledge of Methodologies
Application of Knowledge
Communication Skills
Awareness of Limits of Knowledge
Autonomy/ Professional Capacity
3.2 Curriculum Design and Delivery
Illustrate how the course requirements, learning activities, evaluation strategies, and program materials contribute to the learning outcome achievement of program graduates. Summarize the rationale for curriculum organization.
Describe how the mode of delivery is appropriate for the intended Program‐Level Learning Outcomes and the University Undergraduate Degree Level Expectations (UUDLEs).
Highlight any examples of creativity and innovation in content or delivery with supporting evidence.
Algoma University Program Code Program Review
6
*Illustrate the above with reference to examples in program materials and course syllabi found in the appendices
3.3 Course Enrolment
List the courses offered over the last three years with enrolment data. Discuss current enrolment objectives and actual program enrolments since last review or for the last three years.
Discuss the Average class size at different levels (1st year, Upper year) and how it has changed over time.
3.4 Student Progression and Graduation
Analyze the learning outcome achievements of students/graduates, as compared to each of the following:
Program‐Level Learning Outcomes, University Undergraduate Degree Level Expectations (UUDLEs), The opinions of employers, students, and graduates; and, The standards of any related regulatory, accrediting, or professional association.
Demonstrate how the program is designed to maximize the graduates’ potential for employment and promotion in their field of study and further study.
Summarize the data used in the above analysis, including measures of student satisfaction, retention, time to completion, final year academic achievement, graduation rates, educational and/or employment status of graduates over the past five years, employer satisfaction with graduates, alumni comments, OSAP default rate of graduates, and a grade distribution profile of undergraduate courses. For professional programs, summarize the views of employers and professional associations and describe how these views were obtained.
3.5 College to University Pathways
Describe any transfer pathways for college graduates into the program under review. Comment on the gap analysis used to determine the program requirements for the transfer pathway and analyze the success of students entering the program through this pathway.
3.6 Recent and Anticipated Program Changes
Describe any program changes implemented in response to feedback from the last program review and provide an analysis on the impact of these changes.
3.7 Societal Relevance
Describe how the curriculum reflects the current state of the discipline or area of study and how the department ensures the curriculum is of continuing relevance to the field of practice it serves.
Summarize how input from community stakeholders was used to review the curriculum.
3.8 Supporting Departments
Describe the involvement of supporting departments in the program under review, indicating the nature of co‐involvement (i.e. joint‐research, teaching, etc). For cross‐disciplinary programs,
Algoma University Program Code Program Review
7
comment on how the design of the program and its implementation prepares graduates with the knowledge, skills, and attributes of both disciplines.
Algoma University Program Code Program Review
8
4.0 Teaching and Assessment
4.1 Methods of Evaluating Student Achievement
Describe how the means of assessment (particularly in the students’ final year) are appropriate and effective in demonstrating achievement of the program‐level learning outcomes and the UUDLEs. Samples of student work (with consent) in the upper years of the program that reflects exemplary, average, and minimally acceptable performance according to degree‐level standards must be included as an appendix. Explain how laboratory and/or practicum program components are evaluated and how these program components contribute to the learning outcome achievement of students/graduates. The Department adheres to the exam and evaluation procedures set out by the University in the Academic Calendar. Please refer to Appendix 2 for a detailed description of these procedures.
4.2 Formal and Informal Teaching Activities
Summary of distinctive aspects of formal, and informal teaching activities, including: description of teaching and curriculum innovations, with evidence of improvement and, where applicable, description of how research carried out by the unit informs teaching.
4.3 Faculty Input Measures
Summarize data on percentage of courses taught by permanent or non‐permanent (sessional) faculty and faculty‐student ratios.
4.4 Student Evaluations of Teaching
The main purposes of seeking student evaluation of teaching are to assist faculty members in monitoring and developing their effectiveness as teachers and to assist Faculties in monitoring the quality of their curricula. Important additional purposes include identifying professional development needs, assisting in decisions regarding tenure and promotion, assisting in identifying exceptional teachers for teaching awards and documenting exceptional teaching.
Students are invited to provide feedback aimed at identifying areas of strength and areas requiring improvement, for the purposes of enhancing teaching excellence. Student feedback is done through an online system and is anonymous; no student will be identified by their responses. Students are asked to provide honest, fair and thoughtful responses to each item. Each item has a corresponding Likert Scale and there is also room for comments on the evaluation.
Complete records of student feedback for the courses in Program are available at the university. Insert a summary that synthesizes results of student evaluations of teaching for the program.
Algoma University Program Code Program Review
9
5.0 Resources
5.1 Operating Funds
There should be evidence of availability and effective use of resources to maintain the program for a reasonable period of time. This element should include consideration of any additional funds from internal sources and from government or other external sources. The possible financial impact of the program on other programs, within and outside the unit, should be considered.
Include a table containing operating funds for the department (excluding salaries) with a breakdown of major budget categories. Given the resources available to the department, provide an analysis of how effectively these resources are utilized.
5.2 Physical and Information Resources
Discussion of adequacy of physical facilities and space (including laboratory, classroom and other space).
Resource Current Details
Library resources (in addition to general university holdings)
Library resources – a summary statement on holdings pertinent to the program, collection policy, and expenditures for the last five years (where available). (Note: do not submit detailed documentation on library holdings, but have available if required by consultants). *Detailed list can be included in the Appendix 4
Equipment (i.e. instructional resources, laboratory equipment, office equipment)
Laboratory facilities – major equipment available for use, commitments/plans (if any) for next five years. Technology – list current technology available for use, commitments/plans (if any) for next five years.
Space (new construction or renovation)
Space – list space available for faculty, student, and laboratory use, and describe commitments/plans (if any) for next five years.
Furnishings Consider currently available for use, commitments/plans and needs (if any) for next five years.
Computer equipment or programming (i.e. new software programs, new hardware, network access and usage)
Computing support is provided by the University’s Information Technology Service Department. Their mission is to offer university‐wide computing services and to provide and maintain classroom multimedia and audiovisual support, and to provide the technical expertise, guidance and leadership in the field of information technology consistent with the university’s overall mission and vision. All faculty, staff and students are provided with a network computer account that provides access to network services such as internet, e‐mail, file services, network applications, network disk storage space, etc.
There are several other general purpose labs available on the Algoma campus, totaling approximately 100 computers. Each of these labs also contains a networked HP LaserJet printer. All student workstations have Microsoft Office 2010 Professional,
Algoma University Program Code Program Review
10
Internet Explorer, and Norton Antivirus installed.
Every new faculty member receives a standard computer package and every faculty member is entitled to the standard computer system every four years.
Travel, conferences, meeting costs Describe any additional resource implications for next five years Off‐campus overhead costs (rental of space off campus, including associated operating costs)
Describe any additional resource implications for next five years
*Delete any items from table which are not relevant to your program
Summarize any future plans for physical facilities and space or future anticipated needs in the next five
5.3 Faculty Resources
Provide a listing of full‐ and part‐time faculty, including impending retirements, within the next five years. Describe current teaching loads and a summary table of the number of thesis supervisions by faculty in the current year and over their teaching career. Include a summary table of research funding for the previous five years. Describe how faculty have maintained their current knowledge in the field of specialization. Complete the charts below for all FT/PT faculty:
Faculty Member Full Time/ Part Time
Retirement w/in 5 years
Current Teaching Load
Current Thesis Supervision
Overall Thesis Supervision
Faculty Member Qualifications Research Funding for the past 5 years
Maintenance of knowledge in the field
5.4 Analysis of Resource Use
Summarize the effectiveness of the department’s use of human, physical, and financial resources in the delivery of the program under review
Algoma University Program Code Program Review
11
6.0 Quality Indicators The benchmarks for assessing the quality of a program include the use of student‐centric data. The quality of a program is evaluated using indicators from two areas: student experience and student success. Student experience indicators include those related to input and process measures. Student success indicators include those related to outcome measures of student achievement and performance.
6.1 Student Experience Indicators
Throughout the report you have completed an analysis of measures of student experience, provide short summary on the quality of the program with reference to these indicators. Examples of student experience indicators include but are not limited to: faculty qualifications; research and scholarly records of faculty; class sizes; percentage of faculty taught by permanent or non‐permanent (sessional) faculty; faculty to student ratios
6.2 Student Success Indicators
Throughout the report you have completed an analysis of measures of student success, provide a short summary on the quality of the program with reference to these indicators. Examples of student success indicators include but are not limited to: Applications and registrants; attrition rates; time‐to‐completion; final‐year academic achievement; graduation rates; academic awards; student in‐course reports on teaching; post‐graduate employment; alumni comments Additional Information of Algoma University Scholarships is included for your reference: Algoma offers some of the best scholarships in Ontario, and we work hard to ensure they're attainable
o One third of our incoming students received entrance scholarships in 2010‐2011 o Every high school student with an entrance average over 80% is guaranteed an Algoma
University Award of Excellence (see chart below for details) o You only need to maintain an 80% average to retain the Award of Excellence each year ‐ at all
levels.
Algoma University Program Code Program Review
12
http://www.algomau.ca/media/styleassets/pdf/entrance_scholarships_2013.pdf
Algoma University Program Code Program Review
13
7.0 Quality Enhancement From the information provided in the previous sections, provide a critical analysis of the strengths and weaknesses of the program. Describe the areas identified for improvement, any planned enhancements to the program, and a description of how the enhancements will be met. Describe what the department anticipates and desires to learn from the external review. Provide future projections for the quality indicators in Section 1.6 based on planned enhancements to the program.
Summarize Section One of the Self‐Study Report in a concluding paragraph.
Self‐Study Report
Section 4 ‐ Appendices
Name of Program
Year
Algoma University Program Code Program Review
1
Appendices
ContentsAppendix 1 – Admission Policies ................................................................................................................... 2
Appendix 2 – Evaluation Procedures ............................................................................................................ 9
Appendix 3 – Academic Regulations ........................................................................................................... 14
Appendix 4 – Library Holdings .................................................................................................................... 27
Appendix 5 – Course Listings ...................................................................................................................... 28
Appendix 6 – Course Outlines ..................................................................................................................... 29
Algoma University Program Code Program Review
2
Appendix 1 – Admission Policies Applicants should be aware that enrolment may be limited and that satisfying the minimum entrance requirements does not guarantee admission. Students who are unable to provide documentary proof that they are eligible to be admitted (in accordance with the conditions stipulated on their Permit to Register) will have their offer rescinded and will not be permitted to register in courses. All Canadian candidates interested in applying for full‐time studies in a degree program for a September start‐date must submit an application through the Ontario Universities’ Application Centre. Those presently enrolled in an Ontario secondary school on a full‐time basis must complete the OUAC 101 form available online at www.ouac.on.ca. Candidates for admission to part‐time studies or full‐time studies starting in January or May, and those who are applying from outside of Canada may apply directly to the Algoma University Admissions Office or online: www.algomau.ca/apply ADMISSIONS REQUIREMENTS Ontario Secondary School Students All students must be admitted to the University prior to registering in courses. Applicants are expected to apply through OUAC by the published deadline, though later applications will be considered. Although offers will be issued as long as time and space permits, students should aim to complete admission procedures well before July 15th. Ontario secondary school students seeking admission to the first year at Algoma University should present the Ontario Secondary School Diploma (OSSD), with a minimum overall average of 65% (as per Senate approval on June 7th, 2002) on six courses from any of the following categories in the Ontario curriculum:
University Courses (U’s) OR Ontario Academic Courses (OAC’s) University/College Courses (U/M’s, which are sometimes coded as “M” for “mixed”)
Students with final OSSD averages between 60‐64% on 6 eligible courses as noted above may be offered admission on probation with conditions that may include reduced course loads, required upgrading courses, and/or non credit academic skills programs
EXCEPTIONS: Concurrent study may be an option for high‐school students in their final year if they hold a B average or better and have the written support of a guidance counsellor and/or school principal. Applicants offered part‐time admission will be considered “special students” and grades earned will not be recorded as university credits until all admission requirements have been met. All applications for such admission are subject to the recommendation of the Algoma University Registrar and the approval of the Senate Committee on Academic Regulations and Petitions.
Admissible students who do not have a U/OAC credit in Math but wish to enrol in a program where one or both of these credits is included in the list of recommended credits may be required to pass an upgrading course with a final grade of 60% or higher before enrolling in the required first‐year Calculus (MATH 1036). The following upgrading courses count as elective credits in degree programs but may not be counted as core subject credits:
Algoma University Program Code Program Review
3
OSSD Subject Algoma U Course Equivalent Advanced Functions MATH 1911: Finite Mathematics Calculus and Vectors MATH 1912: Elementary Calculus
Students admitted on the condition that they pass an upgrading course with a final grade of 60% will be placed on probation until they have met the condition in the first 30 credits of study at Algoma University. The Office of the Registrar will grant early conditional offers of admission to secondary‐school applicants whose interim or final grades satisfy admission criteria. Early offers will be confirmed upon receipt of final Grade 12 marks. Scholarship offers will be included with the conditional offer of admission and will also be confirmed upon receipt of final Grade 12 marks. Failure to successfully complete the school year and meet the minimum requirements for admission will necessitate that Algoma University rescind the offer of admission. Successful completion of the final year of secondary school will automatically reactivate an applicant’s file and the candidate will be contacted by Algoma University with an offer of admission, as appropriate. Students who have met their admission requirements may defer their offer for one year, conditional that they not attend any institution including secondary or post‐secondary during their one year absence. Students must provide the Office of the Registrar with a letter requesting a deferral and indicate their plans during their absence. This letter must be received prior to July 30th of their last year of study. Students who have been awarded an offer which includes a scholarship award may also defer their admission but may only access the Awards of Excellence, which include the Platinum, Gold and Silver awards. Students who have been offered a named award will be offered the appropriate Award of Excellence.
Algoma University Program Code Program Review
4
SECONDARY SCHOOL STUDENTS FROM OTHER CANADIAN PROVINCES The following Canadian certificates are ordinarily acceptable as equivalent to the Ontario Secondary School Diploma. Alberta: Five grade 12 courses numbered 30 or 31 British Columbia and the Yukon: Four academic courses numbered 12 including English 12 Manitoba: 5 academic grade 12 courses at the 40 level New Brunswick: Five academic grade 12 courses numbered 121 or 122 (courses numbered 120 may be considered) Newfoundland: 6 two‐credit academic courses at level 3 Nova Scotia: Five grade 12 courses at the 541 level (441 level courses may be considered) Nunavut/Northwest Territories: Five courses numbered 30 or 31 Prince Edward Island: Five grade 12 courses numbered 611 or 621 Quebec: First year CEGEP with satisfactory standing Saskatchewan: Seven academic courses in grade 12 Yukon: Four grade 12 examinable courses (courses with % grades not letter grades)
a) Successful completion of year 1 of the Collège d’enseignement général et professionnel (CEGEP) program or of the Collegial program; or
b) Successful completion of Grade 12 with first‐class standing (75%). c) Candidates who have completed the two‐year CEGEP program (Diplome d’études collegiales) or the two‐year Collegial program (Diploma of Collegial Standing) will be considered for admissions with advanced standing.
d) Students from the three‐year Professional program in a CEGEP will be considered for admission on the same basis as a student from an Ontario College of Applied Arts and Technology and will be eligible for credit transfer to a degree program.
APPLICANTS FROM THE U.S.A. Applicants who have completed grade 12 at an accredited secondary school in the United States or in a U.S. overseas school will be considered for admission to first year. The grade 12 program must include at least four different subjects. The student’s overall average must stand at B or higher.
APPLICANTS FROM OTHER COUNTRIES Applicants who have completed secondary school diploma requirements in other than Canadian or American High School systems will be considered for admission at the appropriate level of entry. Normally, applicants must meet the requirements for admission to a university in their home country. Since specific requirements cannot be established on a general basis, applicants will receive individual consideration. Official transcripts and supporting documents must be submitted for evaluation. International students with any post‐secondary studies must submit transcripts for all such studies. These will be assessed for admissions and for transfer credit eligibility. Transfer credits will not be awarded until official transcripts have been received. Language requirement: International student applicants with a Test of English as a Foreign Language (TOEFL) score of 550 or higher (79 on the Internet‐based test) will be considered for direct entry into degree programs; those without the language requirement will be considered for admission to Algoma University’s English as a Second Language program (ESL@Algoma). ESL students must successfully complete the program with a minimum score of 70% or higher in ENGL 0005: ESL Academic (level five) before proceeding to degree studies.
Algoma University Program Code Program Review
5
Acceptable alternatives to this test include: • Michigan English Language Assessment Battery (MELAB) test with a minimum overall score of 90%; • Carleton Assessment of English Language (CAEL) with a minimum band score of 60; • International English Language Testing System (IELTS) with a minimum overall band score of 6.0; • Eiken pre‐1 grade; • Pearson Test of English (PTE) with a minimum score of 63; • Completion of ESL ‐ level five
International students for whom English is not the first language may be required by the Office of the Registrar to complete specific courses in the first 30 credits of study at Algoma University as determined by the University Registrar.
APPLICANTS FROM AN INTERNATIONAL BACCALAUREATE PROGRAM The International Baccalaureate is acceptable for admission, provided applicants possess a minimum score of 26 and have completed the diploma with at least three Higher Level (HL) and three Standard Level (SL) courses. International Baccalaureate Admission Guidelines: • The IB Diploma with a minimum of 26 points is accepted for admission; • Candidates with 28 points or higher in the IB Diploma qualify for scholarship consideration; • Transfer credit may be given to a maximum of 30 credits, (or year 1); • Transfer credits may be awarded for Higher Level or Standard Level courses with a minimum grade of 5 per subject and have achieved an overall score of 28 or greater.
Degree‐specific admission requirements: Bachelor of Science ‐ Successful completion of IB Diploma with a score of 26 or higher including one Science at the HL & Math at the SL
MATURE APPLICANTS In order to qualify for consideration under this applicant category, applicants must be 21 years of age by December 31st of the year of admission and must have been away from formal studies for at least 1 year immediately prior to beginning university studies. Only Canadian citizens and permanent residents are considered for admission as mature students. The university will consider those whose previous school performance and/or recent work record suggest a strong possibility of academic success. Mature‐student applicants will be required to provide letters of reference and a resume, as well as a brief written statement of academic goals. Final determination of a mature student’s eligibility for admission is at the discretion of the Assistant Registrar, Admissions and/or University Registrar, including conditional admission. Mature students admitted to an appropriate program may be required by the Office of Admissions to complete specific course(s) in the first 30 credits of study.
ADVANCED PLACEMENT COURSES Applicants who have completed Advanced Placement Courses in appropriate subjects with a grade of four or better will receive transfer credits to a maximum of two courses (12 credits). Applicants must also satisfy the regular admission requirements of the University since AP courses cannot be accepted in lieu of these requirements.
Algoma University Program Code Program Review
6
UNIVERSITY TRANSFER STUDENTS Students who wish to transfer to Algoma University from another accredited university may be admitted with transfer credit for or advanced standing on the conditions deemed necessary by the Admissions Office. Applications from such candidates must be accompanied by: a) a secondary school transcript of subjects and marks, or equivalent; b) an official transcript sent directly from the institution which they wish to transfer from, showing the courses completed and grades received; c) If requested by the Admissions Office, complete course outlines for specific courses. Students seeking advanced standing for work completed at a post‐secondary institution should apply well before August 1
st for a September start.
To facilitate program completion by undergraduate students seeking to transfer course credits from one Ontario university to another, Algoma University adheres to the following principles:
1. Acceptance of transfer credits from Ontario universities shall be based on the recognition that, while learning experiences may differ in a variety of ways, their substance may be virtually equivalent in terms of their content and rigour. Insofar as possible, acceptance of transfer shall allow for the maximum recognition of previous learning experience in university‐level courses
2. Subject to degree, grade and program requirements, any course offered for credit by one Ontario university shall be accepted for credit by another Ontario university when there is essential equivalency in course content.
3. The grades for courses transferred to an Algoma University degree program are not included in the overall GPA calculation.
4. Credits earned at another institution with a final grade of 50‐59.9% will not be transferred to any Algoma University degree program. To transfer a course, a minimum grade of 60% or ‘C’ is required.
5. Students who have been refused admission by their former schools or who have been asked to withdraw from their former schools are generally not admissible to a full‐time program at Algoma University, and not until the individual has spent at least one year away from formal studies. Such students may petition Algoma University by submitting a written request through the Office of the Registrar, providing an argument for reconsideration of the student’s academic status and eligibility for admission.
6. Full‐time transfer students are reminded that they must attend Algoma University for at least one year, normally the last year of the degree, to qualify for one of its degrees. Part‐time students must similarly complete at least 30 credits at Algoma University, normally the last 30 credits of their degree. For the Bachelor of Business Administration (B.B.A.), students must complete at least two years, normally the last two years, to qualify for the degree. For more information on residency requirements, please see page 35.
Candidates from Colleges of Applied Arts and Technology Candidates presenting a GPA of “C‐” or better on one year of a diploma program may be admitted, but will not receive credit toward the degree program.
Algoma University Program Code Program Review
7
REGISTRATION PROCEDURES Sample diploma‐degree completion facts:
* The Algoma University’s Admission Office will determine which required courses you are given “recognition” for on review of your official college transcript. Graduates of a two or three year CAAT diploma program may receive course recognition as a part of the diploma‐to‐degree completion program. In addition to the standard transfer agreement above, Algoma U has established exceptional agreements with the following Ontario Colleges of Applied Arts & Technology: Cambrian College,
George Brown College, Northern College and Sault College. These pathways are designed to enhance student mobility through formal recognition of credits and programs at each institution. Home School Applicants Applicants are considered on an individual basis. Supporting documents, including completion of secondary school equivalent, letters of recommendations, ACT or SAT scores if available and other relevant certificates are required. Recognition of Prior Learning Recognition of Prior Learning (RPL) is a process where individuals have the opportunity to receive credit recognition for prior knowledge and/or skills that have been gained outside the traditional classroom or through other educational programs. In order to receive credit for prior learning, students are required to demonstrate how the skills and knowledge acquired applies to your degree program. Prior learning assessment focuses on program‐based outcomes demonstrated by learners. RPL awards credit for knowledge and not for experience unless the experience has resulted in knowledge and skills. Typically, students are required to submit a portfolio collection to the Office of the Registrar at Algoma University consisting of documents to support previous learning.
Other Candidates Other candidates with post‐secondary education will be considered for admission on an individual basis. PROFESSIONALS WITH CERTIFICATION Teachers: Prospective students who hold a valid Permanent Ontario Elementary Teacher’s Certificate, or its equivalent, are eligible for admission to the Bachelor of Arts general program. Exceptions to admissions regulations & requirements In the interest of the student and for the protection of the university’s academic standards, the Office of the Registrar at Algoma University reserves the right to impose special or additional admissions conditions on candidates presenting applications that do not satisfy the normal requirements as outlined in this Calendar, but which indicate the likelihood of academic success as determined by the University Registrar.
Algoma University Program Code Program Review
8
Algoma University’s Senate Committee on Academic Regulations and Petitions (ARP) will consider petitions submitted by such students or by the University Registrar in cases of such applications; the ARP may decide to uphold the regulations or decide to grant conditional, probationary admission or readmission to Algoma University, depending on the circumstances and presentation of the case.
ENROLMENT CATEGORIES Full‐time: A full‐time student is one who registers in more than 70% of the normal full course load of 30 credits (i.e. more than 21 credits) per fall/winter session, or 10.5 or more credits per term. Part‐time: A part‐time student is one who registers in less than 70% of the normal full course load of 30 credits (i.e. 21 or fewer) per fall/winter session, or 10.5 or fewer credits per term. Non degree Students: Students who take courses for credit at the University on a full‐ or part‐time basis, but do not count them towards a Algoma University degree. They must satisfy the same admission requirements as regular students. Auditors: To audit a university course, applicants must be admissible to an Algoma University degree program. Students in this category attend lectures and participate in class discussion, but may not hand in assignments or write examinations. An auditor does not receive university credit for the course but the course audited is noted on his/her official transcript. Auditors must have completed the prerequisite courses or equivalent for the course which they want to audit. Courses that are more practical in nature including but not limited to biology, computer science, modern languages, music and fine arts may not be available to auditors. All registrations from admitted auditors must be approved by the University
Registrar.
Algoma University Program Code Program Review
9
Appendix 2 – Evaluation Procedures Exam Policy FINAL EXAMINATION POLICY General Rules and Conduct of Final Examinations 1. All students are required to be present for scheduled final examinations during the official
examination period. Students must be prepared to identify themselves through the presentation of a relevant photo‐identification card. In some cases, the invigilator may elect to take attendance.
2. Students are responsible for arriving on time with adequate writing supplies. None will be
provided by the University. 3. Students arriving later than 30 minutes after the start of an examination will not be allowed to
write the examination. Under such circumstances, students should contact the Office of the Registrar for instructions during the next business day.
4. Students are not permitted to leave the examination room within the first 30 minutes of the start
of the scheduled examination. Students who leave the examination room during the first 30 minutes will not have their final examination graded. As well, students will not be allowed to leave the examination room during the last 15 minutes of the scheduled examination.
5. Unless authorized by the instructor, no reference materials or electronic devices shall be allowed
during the writing of a final examination. Unauthorized materials include, but not limited to books, class notes, or reference sheets. Unauthorized electronic or communication devices include, but not limited to cell phones, lap tops, palm pilots or pagers. Students using electronic devices other than those authorized and approved by the course instructor during an examination may be considered to have committed an act of academic dishonesty. Entering an examination room with electronic devices left on may be considered disruptive behaviour and is not acceptable. In all cases, students will be required to silence and leave these devices at the front of the examination room.
6. In all cases, students are expected to abide by the Student Code of Conduct, Academic during the
writing of final examinations. 7. Students who becomes ill or receive notification of a personal emergency during the final
examination must submit all exam materials to the instructor and request their examination be cancelled. Under such circumstances, students should contact the Office of the Registrar for instructions during the next business day.
8. All students are expected to be at the designated examination venue and time for their exam(s).
Misreading the examination schedule will not be accepted as a reason for a special examination. Administration of Final Examinations 1. The scheduling of final examinations during the Senate approved examination period is the
responsibility of the Office of the Registrar. No tests or examination may be held during the official examination period other than those scheduled by the Office of the Registrar.
Algoma University Program Code Program Review
10
2. In all cases, final examinations are scheduled during three hour time‐slots, however, as
determined by the instructor, the minimum duration time for a final examination may be two hours in length.
3. In all cases, the final examination will be worth a minimum 25% of the student’s evaluation/final
grade. 4. No classroom tests including ‘take‐home’ tests/examinations are to be given during the last week
of the term. Minor tests, labs quizzes and other methods of evaluation worth 10% or less are permitted if regularly scheduled and noted in the course syllabus.
5. Notwithstanding the above, where the final evaluation of a student’s performance includes an
oral examination, take‐home examination, major project or case study, such may be completed during the official examination period no later than the last day of the final examination period.
6. Instructors shall proctor their own final examinations. If this is not possible, the instructor shall arrange for an alternate who is familiar with the course content. Under no circumstances will students be used as alternates.
7. Instructors are responsible for collecting all completed examination booklets and script. Under no circumstances are extra examination booklets to be left in the examination room.
Emergency Procedures In cases where the University is closed in advance due to unforeseen circumstances including but not limited to extreme weather conditions, power outages, or general emergencies occurring during the final examination period, every effort will be made to communicate the closure to students by email and local media. In cases of a power outage or a fire alarm while a final examination is in progress, instructors and students must follow the following procedures: 1. Instructors will announce that students must leave all examination materials on their desks and
evacuate the examination room and building. 2. If the evacuation is less than one hour in duration, students will be allowed to continue the
writing of the examination. In cases when the evacuation lasts longer than one hour, the examination will be cancelled and rescheduled by the Office of the Registrar.
3. Notwithstanding the above, if two hours of the examination time has elapsed and an emergency is declared, instructors may decide to pro‐rate the examination rather than the Office of the Registrar reschedule.
Special Examinations Requests for special examinations must be submitted to the University Registrar with supporting documentation. Requests for special examinations will only be considered if a student is in good academic standing in the course and has met one or more of the following criteria: 1. a student was ill and unable to be present or to adequately prepare for the examination (this must
be substantiated by a medical certificate);
Algoma University Program Code Program Review
11
2. a student was unable to be present or to adequately prepare for the examination due to a legal obligation such as jury duty, witness, defendant, etc;
3. a personal or family tragedy prevented a student from being present or from adequately preparing for the examination.
If the request for a special examination is granted, the student must contact the Office of the Registrar to make arrangements for the writing of the examination. There is a minimum fee of $50 per examination. For students requesting accommodation based on religious beliefs, every effort will be made to reschedule the final examination. It is the responsibility of the student to notify the instructor and the Office of the Registrar of the request. Review of Final Examinations Final examinations completed during the official examination period are the property of Algoma University. Full‐time faculty are expected to store completed examinations in the case of a student academic appeal. Sessional faculty are required to submit student examinations and script to the Office of the Registrar for storage. In all cases, final examinations are to be archived until the deadline for appeals has passed (six months). Students may review their completed examination script by notifying the instructor of the course or the Office of the Registrar in advance. GRADING POLICIES AND PRACTICES Petitions and appeals in all matters pertaining to admission to the University, promotion, graduation, academic standing, and regulations should be addressed to the Senate Committee on Academic Regulations and Petitions through the Office of the Registrar. Appeals with respect to final grades must be submitted to the Algoma University Appeals Committee through the Office of the Registrar, within 30 days of the posting of official grades. If necessary, subsequent appeals with respect to final grades must be submitted to the Senate Committee on Student Appeals. Please consult the Office of the Registrar for a copy of the Appeals policy and procedures. Grading System The grading scale for all individual courses, effective September 1977, is as follows: 80‐100% (A) Excellent Performance: comprehensive knowledge in depth of the principles and materials treated in the course, fluency in communicating that knowledge and originality and independence in applying material and principles. 70‐79% (B) Good Performance: thorough understanding of the breadth of materials and principles treated in the course and ability to apply and communicate that understanding effectively. 60‐69% (C) Satisfactory Performance: basic understanding of the breadth of principles and material treated in the course and an ability to apply and communicate that understanding competently. 50‐59% (D) Marginal Performance: adequate understanding of most principles and material treated in the course, but significant weakness in some areas and in the ability to apply and communicate that understanding.
Algoma University Program Code Program Review
12
0‐49% (F) Failure: Inadequate or fragmentary knowledge of the principles and material treated in the course, or failure to complete the work required in the course. Notations P Pass F Failure W Withdrawal‐no penalty I Incomplete; no credit granted for specified time period (after which the I is replaced with an F) AG Aegrotat standing; credit (but no grade) granted due to incomplete course work AU Audit; no credit granted NC No credit R Replaced‐no credit T Transfer credit IP In progress LOP Letter of Permission AD Academic Dishonesty In exceptional circumstances, a student may request consideration for an Incomplete (I) grade. Such requests must be submitted in writing, through the instructor to the University Registrar, together with the reasons for the request. A course assigned an “Incomplete” must be completed within one month after the end of the examination period. In order to be considered for an extension of the completion date beyond the normal one‐month period, a student must submit a written request, through the Instructor, to the Academic Dean and University Registrar, explaining the reasons for such an extension. Under no circumstances may a completion date exceed six (6) months from the end of the examination period. Determination of Final Grades 1. Prior to the beginning of each session, the instructor submits for the approval of the department a
method of determining final grades in each of his/her courses. This method shall be consistent with department, faculty, and Senate policies in this matter. Final authority for setting the method of determining final grades in each course rests with the Academic Dean.
2. The method must include some means of evaluating the student’s performance on the whole of the course work at the conclusion of the course, which shall count for not less than 25 per cent of the final grade and shall be consistent with department, faculty, and Senate policies concerning final evaluations.
3. The approved method of determining final grades is provided in the course outline and explained
to students in each course during the first week of classes.
4. Once approved as per (1) above and by the department and the Dean, the method of evaluation for each course is filed in the offices of the department, Dean, and Registrar at the end of the second week of classes. The department Secretary’s and Dean’s signatures signify that the method of evaluation is consistent with existing department, Faculty, and Senate policies
Algoma University Program Code Program Review
13
5. Student Appeals dealing with the method of determining final grades shall, in the first instance, be submitted to the department not later than the end of the second week of classes, and in the second instance, if necessary, to the Dean who shall make a final resolution after consulting with the student, the instructor, and the department.
6. The method of determining final grades may be revised prior to the mid‐point in the course, provided the class unanimously approves the change.
7. The instructor must inform students, upon request, of their standing prior to the date for honourable withdrawal from the course. If no written term work has been evaluated by that date, the information shall be given in the form of a written statement of the student’s standing.
8. All written term work carried out for evaluation purposes is to be returned to students with appropriate commentary. Students may discuss with their instructor the work presented, the comments made, and the grade assigned. Final evaluation submissions are not returned to students but are kept on file by the department until after the Senate deadline for appeals with respect to final grades (i.e. six (6) months after the posting of the final grades). A student may, however, ask to review his/her final evaluation submission with the instructor, within the appeal period above.
9. Petitions for special consideration in the determination of final marks in cases of sickness, family problems, or other causes must be filed with the University Registrar within one week of the last day of examinations (see Special Examinations, below). Full aegrotat standing is seldom granted. Instead, if the facts submitted warrant such consideration, petitioners may be permitted to write special or deferred examinations without fee. When aegrotat standing is granted, no mark is assigned in the course. Aegrotat standing may not be granted in more than one course in a student’s subject of concentration, in which case the student must achieve the required average on the remaining courses in the subject of concentration.
Mid‐term and In‐class Tests 1. When a mid‐term test in a full‐year course involves a written examination which is longer than
one hour in duration, this test shall take place after the end of classes for the term and in accordance with a schedule prepared by the Office of the Registrar.
2. During the regular session, classroom tests are not to be longer than the regular scheduled class period.
Algoma University Program Code Program Review
14
Appendix 3 – Academic Regulations ACADEMIC REGULATIONS COURSE IDENTIFICATION Algoma University courses are numbered as follows: the four letters to indicate the discipline and the four numbers to designate the course. For example, PSYC 1106, PSYC refers the discipline (Psychology) and 1106 represents the course number. The first and last digits in the course number are very important as it designates the year of study, weight of the course and how the course fits into the student’s respective degree program. The first digit indicates the year level at which the course is normally taken:
1000 ‐ 1999 courses are normally taken at the first year level 2000 ‐ 2999 courses are normally taken at second or third year level 3000 ‐ 3999 courses are normally taken at second or third year level 4000 ‐ 4999 courses are normally taken at fourth year level and restricted to students enrolled in a four‐
year program Unless otherwise indicated in the course descriptions, the last digit indicates the weight of the course, and whether the course may count towards a major:
last digit 5 = a six credit course which may count towards the major last digit 0 = a six credits course which may not count towards the major last digit 6 or 7 = a three credit course which may count towards the major last digit 1 or 2 = a three credit course which may not count towards the major last digit 4 = a 12 credit course which may count towards the major (BSW ‐ field education)
MAJORS AND MINORS Major – relating to the field of academic study in which a student specializes. Minor – a secondary level of study in an academic program. Single Majors A single major in a three‐year general BA program consist of 36 credits in a subject area, normally 6 credits at the introductory level and 30 upper year credits (maximum of 48 credits allowed in most discipline specific courses except for Fine Arts, Music, Community Economics & Social Development, and Community Development). A minimum grade of 60 percent is required in the introductory discipline‐specific courses to declare a major in the specific discipline. A single major in a four year and/or honours BA program consists of a minimum of 60 credits in a single discipline, normally 6 credits at the introductory level and 54 upper year credits (maximum of 78 credits allowed in discipline specific courses). A minimum grade of 60 percent is required in the introductory discipline‐specific courses to declare a major in the specific discipline.
Combined Majors A combined major in a three year general BA program consists of 30 credits in each of two disciplines. A minimum grade of 60 percent is required in the introductory discipline‐specific courses to declare a major in the specific discipline. A combined major in a four year and/or honours BA program consists of at least 42 credits in a single discipline, normally 6 credits at the introductory level and 36 upper year credits. A minimum grade of 60 percent is required in the introductory discipline‐specific courses to declare a major in the specific discipline. For more information regarding majors, please refer to Chapter 4, Programs and Courses. Minors A minor is a secondary program of study in an academic program but it is not intended to provide or imply a level of competency comparable to a major. A minor is available to all students who have declared a major in another discipline consisting of 24 credits in a discipline. In all cases, students will be expected to respect course prerequisite requirements. Minors are to be completed concurrently with the student’s current degree program. A
Algoma University Program Code Program Review
15
minimum grade of 60 percent is required in the introductory discipline‐specific courses to declare a minor in the specific discipline. For more information regarding minors, please refer to Chapter 4, Programs and Courses. For specific course requirements for minors, please refer to the discipline‐specific sections for more information.
MINORS – ACADEMIC REGULATIONS 1. Reference to a student’s ‘minor’ will not appear on a student’s official transcript until the student has successfully met the requirements of the degree. 2. The diploma issued to a student after graduation will indicate the program of study for the degree (major) and not the minor completed by the student. 3. A student’s enrolment period to graduate can be extended for the purpose of completing a minor. Therefore, it is acceptable to postpone graduation in order to complete the minor requirements. 4. Priority for course registration will not be given for courses required in the minor. 5. Applications for reading courses will not be considered to complete the requirements of a minor. Student applications for Letters of Permission to complete the minor may be considered by the University Registrar. 6. A minor cannot be completed after a degree has been conferred. A minor must be completed while a student is qualifying for a degree program. 7. A core or compulsory course applied to the requirements for the major may not be applied to the requirements for the minor. Cross‐listed courses would be considered the exception if the course(s) has not been used to satisfy the program requirements. 8. Students who have completed a minor will be considered for admission to a second degree program in an honours or four‐year degree program. 9. Students who are applying for a certificate program in conjunction with a degree program will not be able to apply for a ‘minor’ in that discipline. 10. Students interested in pursuing more than one ‘minor’ program must receive permission from the University Registrar. All regulations will apply.
Students should make the necessary planning to complete the requirements of a minor within a three or four year time period. Students should consult a program advisor to determine if a minor will be permitted in relation to their program of study. COURSE LOADS AND OVERLOADS A full‐time fall/winter student registers in 30 credits per year (15 credits per term). Students with an excellent academic record may take a maximum 3‐credit per term overload, provided the student had no failing grades on a minimum course load of 15 credits in the previous term enrolled. Permission of the University Registrar is required to register in a course overload. Full‐time students registered for the spring semester are restricted to a total of 15 credits. In exceptional cases, the University Registrar will consider a maximum overload of 3 additional credits. Any student contemplating a request to take an overload should recognize the advisability of making that request well before the registration deadline. LETTERS OF PERMISSION Under certain circumstances, students may be permitted to take course(s) at another university for credit toward an Algoma University degree. Letters of Permission are not normally issued unless the student is in good academic standing. Only under exceptional circumstances are Letters of Permission issued for a student to complete the last 30 credits in his/her degree program. The University requires that a current calendar description of the course(s) be provided. A Letter of Permission to undertake such courses must be submitted to the Office of the Registrar with the appropriate fee, and be approved by the University Registrar before a student may register for a course at the other university. If the request is approved, the Office of the Registrar will send the Letter of Permission to the host university and a copy to the student. It is the student’s responsibility to request an official transcript of grades from the host university to be sent directly to the Office of the Registrar at Algoma University.
Algoma University Program Code Program Review
16
Upon receipt of the official transcript from the host university, the Office of the Registrar will enter the credit on the student’s academic record. All courses successfully completed by Letter of Permission (minimum grade of 60% or ‘C’) will be included on the student’s academic record but not included in the student’s term or cumulative average. RESIDENCY REQUIREMENTS To be eligible to receive a degree from Algoma University, a student must complete at least one full year or 30 credits, normally the last 30 credits, at Algoma University. For the Bachelor of Business Administration (B.B.A.) degree program, students must complete at least two full years or 60 credits, normally the last 60 credits at Algoma University.
ATTENDANCE Punctual and regular attendance at the various academic exercises is required of every student. After a lecture has begun, a student may not be admitted to the classroom without the instructor’s permission. If there are extenuating circumstances bearing upon a student’s absence, the instructor should be notified. Absences in excess of 20 per cent may jeopardize receipt of credit for the course. CLASS HOURS A class hour is defined as a fifty‐minute period. Courses are usually given at the rate of three hours of lectures per week. Time for tutorials, laboratories, seminars, and other instructional methods may be specified. The hours and method of instruction are indicated at the end of each course description. During the spring session, 6‐credit classes normally run for three hours on two days of the week. 3‐credit classes normally run for three hours once a week. Summer session 6‐credit classes run for two and one‐half hours per day, four days per week. DISCLOSURE OF STUDENT INFORMATION AND ACCESS TO RECORDS POLICY Applicants provide pertinent personal information on application to the university and thereby authorize the institution to maintain henceforth his/her record on acceptance of the offer to enrol at Algoma University. (Records of applicants not admitted or who are offered admission but fail to enrol are destroyed on completion of the admission cycle) Algoma University is committed to taking every reasonable step to protect the confidentiality of the information contained in the records of students. The Office of the Registrar is responsible for the storage, management, conservation, and dissemination (within the parameters of these policies) of all student records, electronic and otherwise.
Student Access to Own Records a) Files: Students have the right to inspect all documents contained in their official academic file upon 24‐hrs notice given in writing to the Office of the Registrar. An appointment will be set up with an authorized official of the Office of the Registrar for the viewing of their record. Copies of the file will not be provided. b) Transcripts: Copies of student transcripts will be provided to the student upon request and upon payment of the appropriate fee to the Office of the Registrar. Requests from students with fees owing to the university will not be considered. c) Release of Grades: Final grades may not be released to students by any employee of the university (including the Office of the Registrar and Faculty) until the examination period has ended, and only after grades have been processed by the Office of the Registrar (approximately 5 days after the end of the exam period). After processing, unofficial academic summaries may be obtained by the student via the student account at: www.my.algomau.ca. Students may request official transcripts by contacting the Office of the Registrar ([email protected]). Students who owe outstanding fees to the university, including but not limited to tuition, library, residence, will not be able to request official transcripts until their account has been paid in full.
Access by Others within the University
Algoma University Program Code Program Review
17
Unless authorized by the student in writing, Algoma University will not disclose the contents of student records to a department or individual within the university under circumstances other than: a) Student organization access to student lists and to contact information: Student organizations may request listings of student names, addresses, emails, or phone numbers for purposes of communicating with their membership. Such requests must be made in writing, signed by the organization’s authorized officer, and sent to the Office of the Registrar for approval. All organizations requesting information in this manner guarantee that the lists will not be disclosed to any other individual or group.
b) Employee (faculty/staff) access: Within the university, departments and/or individuals will have access to information contained in a student file/record on a “need to know” basis. Access will be granted only to that portion of the file/record that is relevant to the employee’s official purpose/function within Algoma University or the Algoma University Foundation. Academic summaries are available to students via online services: www.my.algomau.ca and students are expected to provide the summary with faculty advisors during the winter academic advising period. Employees will not distribute or make available to students copies of class lists that include a student’s identification number or phone number.
c) Registrar: The University Registrar has access to the complete and entire record of every student. Exceptions to Algoma University’s Disclosure of Information policies may be made at the discretion of the University Registrar.
Third‐party Access Unless compelled to do so by law or authorized by the student in writing, Algoma University will not disclose the contents of student records or information about Algoma students to any party outside of the University. This policy protects against the release of information such as the student’s name, current registration status, field of studies, and degrees awarded by the University. Exceptions are outlined below: a) Legally‐Mandated Access: Specified records or portions thereof may be provided by the University Registrar to persons or agencies pursuant to a judicial/court order, summons, or subpoena, directing the University to release information. Information will also be available to the Ministry of Education and Training under federal/provincial legislation (for enrolment‐audit purposes), and in accordance with the requirements of legitimate professional licensing/certification bodies. b) Emergency Disclosure: In situations involving threats to the health or safety of an individual student or employee, the Registrar reserves the right to authorize the release of relevant information without obtaining prior consent from the student(s) involved.
GRADING POLICIES AND PRACTICES Petitions and appeals in all matters pertaining to admission to the University, promotion, graduation, academic standing, and regulations should be addressed to the Senate Committee on Academic Regulations and Petitions through the Office of the Registrar. Appeals with respect to final grades must be submitted to the Algoma University Appeals Committee through the Office of the Registrar, within 30 days of the posting of official grades. If necessary, subsequent appeals with respect to final grades must be submitted to the Senate Committee on Student Appeals. Please consult the Office of the Registrar for a copy of the Appeals policy and procedures. Grading System The grading scale for all individual courses, effective September 1977, is as follows:
80‐100% (A) Excellent Performance: comprehensive knowledge in depth of the principles and materials treated in the course, fluency in communicating that knowledge and originality and independence in applying material and principles. 70‐79% (B) Good Performance: thorough understanding of the breadth of materials and principles treated in the course and ability to apply and communicate that understanding effectively. 60‐69% (C) Satisfactory Performance: basic understanding of the breadth of principles and material treated in the course and an ability to apply and communicate that understanding competently.
Algoma University Program Code Program Review
18
50‐59% (D) Marginal Performance: adequate understanding of most principles and material treated in the course, but significant weakness in some areas and in the ability to apply and communicate that understanding. 0‐49% (F) Failure: Inadequate or fragmentary knowledge of the principles and material treated in the course, or failure to complete the work required in the course.
Notations
P Pass F Failure W Withdrawal‐no penalty I Incomplete; no credit granted for specified time period (after which the I is replaced with an F) AG Aegrotat standing; credit (but no grade) granted due to incomplete course work AU Audit; no credit granted NC No credit R Replaced‐no credit T Transfer credit IP In progress LOP Letter of Permission AD Academic Dishonesty
In exceptional circumstances, a student may request consideration for an Incomplete (I) grade. Such requests must be submitted in writing, through the instructor to the University Registrar, together with the reasons for the request. A course assigned an “Incomplete” must be completed within one month after the end of the examination period.
In order to be considered for an extension of the completion date beyond the normal one‐month period, a student must submit a written request, through the Instructor, to the Academic Dean and University Registrar, explaining the reasons for such an extension. Under no circumstances may a completion date exceed six (6) months from the end of the examination period. Determination of Final Grades 1. Prior to the beginning of each session, the instructor submits for the approval of the department a method of determining final grades in each of his/her courses. This method shall be consistent with department, faculty, and Senate policies in this matter. Final authority for setting the method of determining final grades in each course rests with the Academic Dean.
2. The method must include some means of evaluating the student’s performance on the whole of the course work at the conclusion of the course, which shall count for not less than 25 per cent of the final grade and shall be consistent with department, faculty, and Senate policies concerning final evaluations.
3. The approved method of determining final grades is provided in the course outline and explained to students in each course during the first week of classes.
4. Once approved as per (1) above and by the department and the Dean, the method of evaluation for each course is filed in the offices of the department, Dean, and Registrar at the end of the second week of classes. The department Secretary’s and Dean’s signatures signify that the method of evaluation is consistent with existing department, Faculty, and Senate policies.
5. Student Appeals dealing with the method of determining final grades shall, in the first instance, be submitted to the department not later than the end of the second week of classes, and in the second instance, if necessary, to the Dean who shall make a final resolution after consulting with the student, the instructor, and the department.
6. The method of determining final grades may be revised prior to the mid‐point in the course, provided the class unanimously approves the change.
Algoma University Program Code Program Review
19
7. The instructor must inform students, upon request, of their standing prior to the date for honourable withdrawal from the course. If no written term work has been evaluated by that date, the information shall be given in the form of a written statement of the student’s standing.
8. All written term work carried out for evaluation purposes is to be returned to students with appropriate commentary. Students may discuss with their instructor the work presented, the comments made, and the grade assigned. Final evaluation submissions are not returned to students but are kept on file by the department until after the Senate deadline for appeals with respect to final grades (i.e. six (6) months after the posting of the final grades). A student may, however, ask to review his/her final evaluation submission with the instructor, within the appeal period above.
9. Petitions for special consideration in the determination of final marks in cases of sickness, family problems, or other causes must be filed with the University Registrar within one week of the last day of examinations (see Special Examinations, below). Full aegrotat standing is seldom granted. Instead, if the facts submitted warrant such consideration, petitioners may be permitted to write special or deferred examinations without fee. When aegrotat standing is granted, no mark is assigned in the course. Aegrotat standing may not be granted in more than one course in a student’s subject of concentration, in which case the student must achieve the required average on the remaining courses in the subject of concentration.
Mid‐term and In‐class Tests 1. When a mid‐term test in a full‐year course involves a written examination which is longer than one hour in duration, this test shall take place after the end of classes for the term and in accordance with a schedule prepared by the Office of the Registrar. 2. During the regular session, classroom tests are not to be longer than the regular scheduled class period.
FINAL EXAMINATION POLICY General Rules and Conduct of Final Examinations 1. All students are required to be present for scheduled final examinations during the official examination period. Students must be prepared to identify themselves through the presentation of a relevant photo‐identification card. In some cases, the invigilator may elect to take attendance. 2. Students are responsible for arriving on time with adequate writing supplies. None will be provided by the University. 3. Students arriving later than 30 minutes after the start of an examination will not be allowed to write the examination. Under such circumstances, students should contact the Office of the Registrar for instructions during the next business day. 4. Students are not permitted to leave the examination room within the first 30 minutes of the start of the scheduled examination. Students who leave the examination room during the first 30 minutes will not have their final examination graded. As well, students will not be allowed to leave the examination room during the last 15 minutes of the scheduled examination. 5. Unless authorized by the instructor, no reference materials or electronic devices shall be allowed during the writing of a final examination. Unauthorized materials include, but not limited to books, class notes, or reference sheets. Unauthorized electronic or communication devices include, but not limited to cell phones, lap tops, palm pilots or pagers. Students using electronic devices other than those authorized and approved by the course instructor during an examination may be considered to have committed an act of academic dishonesty. Entering an examination room with electronic devices left on may be considered disruptive behaviour and is not acceptable. In all cases, students will be required to silence and leave these devices at the front of the examination room. 6. In all cases, students are expected to abide by the Student Code of Conduct, Academic during the writing of final examinations. 7. Students who becomes ill or receive notification of a personal emergency during the final examination must submit all exam materials to the instructor and request their examination be cancelled. Under such circumstances, students should contact the Office of the Registrar for instructions during the next business day. 8. All students are expected to be at the designated examination venue and time for their exam(s). Misreading the examination schedule will not be accepted as a reason for a special examination.
Algoma University Program Code Program Review
20
Administration of Final Examinations 1. The scheduling of final examinations during the Senate approved examination period is the responsibility of the
Office of the Registrar. No tests or examination may be held during the official examination period other than those scheduled by the Office of the Registrar.
2. In all cases, final examinations are scheduled during three hour time‐slots, however, as determined by the instructor, the minimum duration time for a final examination may be two hours in length.
3. In all cases, the final examination will be worth a minimum 25% of the student’s evaluation/final grade. 4. No classroom tests including ‘take‐home’ tests/examinations are to be given during the last week of the term.
Minor tests, labs quizzes and other methods of evaluation worth 10% or less are permitted if regularly scheduled and noted in the course syllabus.
5. Notwithstanding the above, where the final evaluation of a student’s performance includes an oral examination, take‐home examination, major project or case study, such may be completed during the official examination period no later than the last day of the final examination period.
6. Instructors shall proctor their own final examinations. If this is not possible, the instructor shall arrange for an alternate who is familiar with the course content. Under no circumstances will students be used as alternates.
7. Instructors are responsible for collecting all completed examination booklets and script. Under no circumstances are extra examination booklets to be left in the examination room.
Emergency Procedures In cases where the University is closed in advance due to unforeseen circumstances including but not limited to extreme weather conditions, power outages, or general emergencies occurring during the final examination period, every effort will be made to communicate the closure to students by email and local media. In cases of a power outage or a fire alarm while a final examination is in progress, instructors and students must follow the following procedures: 1. Instructors will announce that students must leave all examination materials on their desks and evacuate the examination room and building. 2. If the evacuation is less than one hour in duration, students will be allowed to continue the writing of the examination. In cases when the evacuation lasts longer than one hour, the examination will be cancelled and rescheduled by the Office of the Registrar. 3. Notwithstanding the above, if two hours of the examination time has elapsed and an emergency is declared, instructors may decide to pro‐rate the examination rather than the Office of the Registrar reschedule.
Special Examinations Requests for special examinations must be submitted to the University Registrar with supporting documentation. Requests for special examinations will only be considered if a student is in good academic standing in the course and has met one or more of the following criteria: 1. a student was ill and unable to be present or to adequately prepare for the examination (this must be substantiated by a medical certificate); 2. a student was unable to be present or to adequately prepare for the examination due to a legal obligation such as jury duty, witness, defendant, etc; 3. a personal or family tragedy prevented a student from being present or from adequately preparing for the examination.
If the request for a special examination is granted, the student must contact the Office of the Registrar to make arrangements for the writing of the examination. There is a minimum fee of $50 per examination. For students requesting accommodation based on religious beliefs, every effort will be made to reschedule the final examination. It is the responsibility of the student to notify the instructor and the Office of the Registrar of the request.
Algoma University Program Code Program Review
21
Review of Final Examinations Final examinations completed during the official examination period are the property of Algoma University. Full‐time faculty are expected to store completed examinations in the case of a student academic appeal. Sessional faculty are required to submit student examinations and script to the Office of the Registrar for storage. In all cases, final examinations are to be archived until the deadline for appeals has passed (six months). Students may review their completed examination script by notifying the instructor of the course or the Office of the Registrar in advance. Dean’s Honour List The Dean’s Honour List recognizes students who have outstanding academic records. Students who have achieved an overall average of at least 80 per cent in their most recent year of full‐time study (minimum 30 credits) or the equivalent amount of part‐time study (30 credits), will be named to the Dean’s Honour List. The list is prepared in June each year and takes into account only students registered for courses which were taken during or before the recently‐ended winter session. Students who have been named to the Dean’s List will not be named again until they have completed an additional 30 credits. Distinction at Graduation Students graduating with an overall average of 80 per cent or higher on all courses taken at Algoma University, and required for the degree, will be granted their degree cum laude. (The overall average must be calculated on a minimum of 60 credits completed at Algoma University and presented for the degree.) Students admitted to Algoma University having a Community College Diploma with an A average who maintain an A in his/her studies at Algoma University will be granted his/her degree cum laude. STUDENT CODE OF CONDUCT (ACADEMIC) The university takes a most serious view of such offences against academic honesty as plagiarism, cheating, and impersonation. Penalties for dealing with such offences will be strictly enforced. Regulations and procedures stipulated in the Algoma University Student Code of Conduct apply. See below for summaries of definitions, penalties, procedures, and policies. Plagiarism Essentially, plagiarism involves submitting or presenting work in a course as one’s own when in fact it is not. More specifically, plagiarism is defined by Algoma University as the presentation of work as one’s own which originates from some other unacknowledged source. In examinations, term papers and other graded assignments, verbatim or almost verbatim presentation of someone else’s work without attribution constitutes plagiarism. This is deemed to include the presentation of someone else’s argument in the student’s own words as if it were his/her own, without acknowledgement. Other forms of borrowing, including the purchase of essays, the use of fellow students’ written work, essays submitted in more than one course without permission of instructors, the borrowing of answers in take‐home examinations, and the unapproved submission of group efforts as individual work, also come under the designation “plagiarism”.
Cheating Cheating on tests or examinations includes, but is not limited to, dishonest or attempted dishonest conduct such as speaking to other candidates or communicating with them under any circumstances whatsoever; bringing into the examination room any textbook, notebook, or memoranda not authorized by the examiner; referring to any textbook, notebook or memoranda while being excused to leave the room temporarily (e.g. to use the bathroom), during a test or exam; or, leaving answer papers exposed to view of other candidates. Any self‐misrepresentation in order to avoid attendance, meeting of assignment deadlines, writing of tests or examinations and/or completion of assignments, will be deemed to be dishonest.
Algoma University Program Code Program Review
22
Aim 1. (a) The aim of the “Disciplinary Regulation on Academic Dishonesty” is to preserve the credibility of conferred certificates, diplomas or degrees by ensuring that the grade reports demonstrate the true competence and training of students. (b) This regulation shall be interpreted and applied in a manner that is consistent with this aim. (c) This regulation shall apply to any work submitted by a student in part or complete performance of any course requirement.
Determination of academic dishonesty 2. (a) Upon determining that a student has committed an act of academic dishonesty, the professor: i. shall assign a grade of “0” for the work in question; ii. may assign a grade of “0” for the course; iii. shall inform the Chair of the Division on the prescribed form set out as “Academic Dishonesty Form” to this regulation. (b) If, in addition to the penalties set out in the above paragraph section 2 (a), the professor seeks to have imposed further penalties as set out in section 3 (a) iii to vi of this regulation, the professor shall make a recommendation for the application of a sanction of academic dishonesty to the Chair of the Division on the prescribed form set out as “Appendix A” to this regulation. (c) The Chair shall forward the prescribed form to the Secretary of the Senate Committee on Student Appeals and shall send a copy to the Academic Dean. The Secretary of the Senate Committee on Student Appeals shall send a copy to the student. (d) When a hearing is held, the Committee or the Senate Committee on Student Appeals shall not impose a penalty which is more severe than the one recommended by the professor. (e) The Committee or the Senate Committee on Student Appeals may impose a combination of penalties for any single determination of academic dishonesty. (f) The Senate Committee on Student Appeals may substitute a lesser penalty or penalties than the one or ones determined by the Committee. g) Where it is alleged that a student has committed an offence set out in sections 11, 12 or 13 of this regulation, the Academic Dean or the Registrar shall make a recommendation for the application of a sanction of academic dishonesty to the Chair of the Senate Committee on Student Appeals on the prescribed form set out as “Appendix A” to this regulation. The Chair shall send a copy to the student. The Senate Committee on Student Appeals shall not impose a penalty which is more severe than the one recommended by the Dean or the Registrar.
Penalties 3. (a) For the purposes of this regulation, the following penalties, in order of severity from least to greatest,
shall apply when it has been determined by the Committee that the student is found to have committed an act of academic dishonesty:
i. a grade of “0” for the work in question; ii. a grade of “0” for the course; iii. a failing grade of X for the course in which the offence was committed; iv. probation; v. suspension; vi. expulsion; and vii. repeal of the degree.
(b) The Committee or the Senate Committee on Student Appeals may impose a combination of penalties for any single determination of academic dishonesty.
(c) Suspension may be retroactive to the date of the infraction, may be immediate from the date of the decision, or may take effect at the end of the session from which the final decision is rendered.
(d) Repeal of the degree shall only be allowed when the act of academic dishonesty allowed the student to obtain the degree.
Algoma University Program Code Program Review
23
(e) Readmission after suspension shall be according to normal procedures to complete studies or to obtain the degree which may have been withheld during this period.
(f) Readmission after expulsion shall be subject to the absolute discretion of the Senate Committee on Academic Regulations and Petitions and, if granted, shall be subject to a period of probation as the Senate Committee on Academic Regulations and Petitions may determine in its absolute discretion.
(g) The mention of academic dishonesty shall be struck from the file of the student when the first of either of the following occurs:
i. the student successfully completes all the requirements for graduation; or ii. a period of five years has elapsed since the determination of academic dishonesty.
Infractions 4. A student shall not:
i. falsify a work submitted for evaluation; ii. use in whole or in part the work or significant passages drawn from the work of another person, in a work submitted to evaluation, without having expressly identified these as quotations; iii. submit the same work or several similar documents to two or more professors responsible for a university activity for evaluation, without their knowledge of it; iv. submit for evaluation a work which contains data that the student has falsified; v. modify, without approval of the professor, a work already submitted for evaluation, in order to make corrections or additions; or vi. submit, without the approval of the professor, projects, essays, dissertations or theses for evaluation which have essentially been previously submitted for evaluation to the university or to another post‐secondary institution with the intention of obtaining a different degree on the strength of the same work.
Penalties A student who is found to have committed any of the acts of academic dishonesty in subparagraphs section 4, i to vi shall be:
i. assigned a grade of “0” for the work in question; ii. subject to the grade of “0”in the course; iii. subject to the failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension; vi. subject to expulsion; and vii. subject to the repeal of his or her degree.
Infractions
5. During the evaluation or exam period, a student shall not: i. obtain, whether individually or collectively, any kind of unauthorized help; ii. use, view or refer to the copy of another student, even if its contents are proven to be erroneous or useless; or iii. have or use any unauthorized document or apparatus.
Penalties A student who is found to have committed any of the acts of academic dishonesty in paragraphs section 5, i to iii shall be:
i. assigned a grade of “0” for the work in question; ii. subject to the grade of “0” in the course; iii. subject to a failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension; vi. subject to expulsion; and vii. subject to the repeal of his or her degree.
Algoma University Program Code Program Review
24
Infraction and penalties 6. Where the work in question constitutes the method of final evaluation in the course, the student who is found
to have committed any of the acts of academic dishonesty in sections 4 or 5 shall be: i. assigned a failing grade of X for the course in which the offence was committed; ii. subject to probation; iii. subject to suspension; iv. subject to expulsion; and v. subject to the repeal of his or her degree.
Infraction and penalty 8. Where the work in question is a dissertation or a thesis for attaining a Master’s or Doctoral degree, the student
who is found to have committed any of the acts of academic dishonesty in section 4 or 5 shall be: i. assigned a failing grade of X for the course in which the offence was committed; ii. suspended; iii. subject to expulsion; and iv. subject to the repeal of his or her degree.
Infraction 8. A student shall not obtain or accept from any source whatsoever, or distribute, the questions or answers to a
test, an exam or laboratory experiments, without previous authorization from the professor. Penalty A student who is found to have committed any of the above acts of academic dishonesty in section 8 shall be:
i. assigned a failing grade of X for the course in which the offence was committed; ii. suspended; iii. subject to expulsion; and iv. subject to the repeal of his or her degree.
Infraction 9. (a) A student shall not conspire to substitute oneself, attempt to substitute oneself or substitute oneself for
another student in order to accomplish work in that other student’s name. (b) A student shall not conspire to allow another student to attempt to substitute oneself, allow a student to attempt to substitute oneself or allow a student to substitute oneself for herself or himself in order to accomplish work in her or his name.
Penalty A student who is found to have committed any of the above acts of academic dishonesty in section 9 (a) or (b) shall be:
i. assigned a failing grade of X for the course in which the offence was committed; ii. placed on probation; iii. subject to expulsion; and iv. subject to the repeal of his or her degree
Infraction 10. A student shall not attempt to obtain or obtain an advantage with respect to the requirements or the applicable regulations of the program of study or with respect to the course in which she or he is attempting to enrol, is enrolled or has been enrolled, by means of a threat or any other illicit means.
Penalty A student who is found to have committed any of the above acts of academic dishonesty in section 10 shall be subject to:
i. suspension and a further period of probation; ii. expulsion;
Algoma University Program Code Program Review
25
iii. the repeal of his or her degree. Infraction 11. A student shall not:
i. fail to disclose or submit all information or documentation needed for admission to the University which has been requested by the University; ii. alter, fabricate, falsify, forge, or tamper with a document in any way whatsoever which is destined for the University, or to use or submit such a document to the University; iii. alter, fabricate, falsify, forge, or tamper with University documents stating acquired privileges or rights conferred by the University.
Penalty A student who is found to have committed any of the above acts of academic dishonesty in section 11 shall be subject to:
i. suspension for three semesters and a further period of probation; ii. expulsion; and iii. the repeal of his or her degree.
Infraction 12. No student shall produce a document which may lead another person to believe that she or he is a faculty or administrative member of the University.
Penalty A student who is found to have committed any of the above acts of academic dishonesty in section 12 shall be subject to:
i. suspension for three semesters and a further period of probation; and ii. expulsion.
SECOND OFFENCE: PENALTY 14. (a) On finding that a student has committed a second act of academic dishonesty or two acts of academic
dishonesty, the Committee or the Senate Committee on Student Appeals may impose a penalty which is more severe than the one recommended by the Professor. (b) A student who is found to have committed a second act of academic dishonesty or two acts of academic dishonesty shall be subject to further penalties including a failing grade of X for the course in which the offence was committed, suspension, expulsion and repeal of his or her degree. (c) When the registrar receives the prescribed form set out as “Appendix A” to this regulation and the registrar is in possession of a previous form with regard to the same student, the registrar may initiate a recommendation for further and more severe penalties according to section 10 by using the prescribed form set out as “Appendix A” to this regulation.
For full regulation details and other policies please visit www.algomau.ca/policies Student Appeal
1. A student who is assigned a grade of zero in an assignment, test, or examination or is assigned a grade of zero in the course may appeal the grade to the Appeals Committee.
2. A student who is suspended or expelled from Algoma University may appeal that decision to the Appeals Committee of Senate.
A copy of the Appeals Procedure is available from the Academic Dean’s Office or the Office of the Registrar. Readmission
1. A student who has been placed under suspension from Algoma University is conditionally eligible to reapply for admission or registration in the same faculty after a specified time, normally at least one year.
Algoma University Program Code Program Review
26
NOTE: Suspension for one year does not imply automatic readmission. An interview and subsequent positive recommendation from the Academic Dean of the academic unit to which the student is applying must satisfy eligibility for readmission. 3. A student who is expelled from Algoma University is dismissed permanently from Algoma University with no
right to reapply for readmission. 4. Transcript Notation of penalties 5. 1. The symbols AD (Academic Dishonesty) will be entered in the grade column (beside the zero) on the
student’s academic Transcript and Grade Report for those courses in which a final grade of zero is submitted.
6. 2. The academic standing “suspended (or expelled) from Algoma University for academic dishonesty” will be entered on the student’s academic Transcript and Grade Report upon receipt of such notice by the University Registrar from the Academic Dean.
7. 3. The symbols AD (academic dishonesty) will be entered in the grade column on the student’s academic Transcript in the courses in which he/she was registered for that session except for the courses in which a zero was given as a penalty or which have already been completed and a grade assigned.
8. 4. The record of a student will be cleared of the notation “suspended (or expelled) for academic dishonesty” upon readmission to and successful completion of a degree program. The zero grades given because of cheating will remain but the symbol AD will be changed to F.
GRADUATION 9. During their final year, all students wishing to graduate must file an application for graduation. Forms may
be obtained from the Office of the Registrar, and must be returned with the graduation fee on or before the published deadline for receipt of fall or spring graduation applications. Applications received after the deadline will be applied to the following graduation. Every graduating student is encouraged to attend this important event to receive his/her degree. Students unable to attend should request that their degree be conferred in absentia.
Algoma University Program Code Program Review
27
Appendix 4 – Library Holdings
Algoma University Program Code Program Review
28
Appendix 5 – Course Listings
Algoma University Program Code Program Review
29
Appendix 6 – Course Outlines
5.2 Student Feedback Algoma University monitors student feedback regarding program delivery through student evaluations of teaching. The process of soliciting feedback is governed by the terms of the collective agreement between the Algoma University Board of Governors and the Algoma University Faculty Association. The current collective agreement covers the period from July 1, 2012 to June 30, 2015, and was ratified by the Algoma University Board of Governors on April 14, 2013. The complete collective agreement is included in Section 13: Optional Material. A sample of the student course evaluation instrument is included in this section.
455
456
5.3 On-line Delivery On-line delivery is not applicable to this submission.
457
Section 6: Capacity to Deliver The proposed program is appropriate to Algoma University’s special mission, strategic objectives, and academic goals. Bill 80 outlines the special mission of Algoma University, which is as follows:
a) To be a teaching-oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of Northern Ontario; and
b) To cultivate cross-cultural learning between Aboriginal communities and other communities, in keeping with the history of Algoma University and its geographic site.
One of the ways in which Algoma University advances its special mission is through the provision of core programming in the arts and sciences. Undergraduate programming in environmental science serves the unique needs of Northern Ontario by preparing graduates to contribute to an emerging knowledge-based economy in the region. The building in which science instruction takes place, the Essar Convergence Centre, is designed to co-locate academia with industry and research institutes to foster collaboration, innovation, and business incubation. Current students in Algoma University’s Bachelor of Science in Biology often have access to research opportunities that are typically reserved for graduate students in larger schools. Students in the proposed Honours Bachelor of Science (B.Sc. HON) in Environmental Science will have access to similar opportunities. Algoma University has the legal status, administrative capacity, and governing structures to support the delivery of the proposed program. This capacity is evidenced through membership in the Association of Universities and Colleges Canada (AUCC) and the Council of Ontario Universities (COU). For an institution to be admitted as a member to these organizations, it must prove it has the governance and administrative structures appropriate to its academic goals. As with other Ontario universities, Algoma University operates under a bicameral governance structure that includes a Board of Governors and a Senate. Quality assurance for academic programming is managed by Algoma University’s Institutional Quality Assurance Processes. These quality assurance processes were developed in compliance with the Quality Assurance Framework of the Ontario Council on Quality Assurance (“Quality Council”) and are monitored through a regular audit process. Algoma University has a long history of demonstrated administrative capacity needed to manage an institution of higher learning. Section 6 of this application describes the learning and physical resources, support services, and faculty capacity available to support the proposed Bachelor of Science (Honours) in Environmental Science.
459
6.1 Learning and Physical Resources 6.1.1 Library Resources The Arthur A. Wishart Library offers a variety of services to support teaching and learning at Algoma University. The library serves as the access hub to learning resources, particularly through the provision of learner-centered programs in research skills and information access. These services are built and delivered by trained staff and librarians in order to meet the goals of improving opportunity and access, improving student success rates, and expanding teaching and research capacity. The library also facilitates the achievement of Algoma University’s mission to “cultivate cross-cultural learning between Aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site” by organizing and supporting the Shingwauk Residential Schools Centre for the University and its partner the Children of Shingwauk Alumni Association (CSAA). The Shingwauk Residential Schools Centre collection is a defining special collection for Algoma University. The Arthur A. Wishart library plays important provincial and national roles as a member of scholarly research networks such as the CONIFER library consortium, the Ontario Council of University Libraries (OCUL) and the Canadian Research Knowledge Network (CRKN). Algoma’s librarians participate in strategic planning, budgeting, grant writing, administration, and other activities for these networks, which benefit the university system as a whole. The following resources are available on-site at Algoma University to support the proposed B. Sc. (HON) in Environmental Science:
Number of holdings (print) relevant to the field of study
Number of holdings (electronic) including program-specific databases
On-site library resources relevant to degree program area (for students/faculty)
Geography – 1540 Biology – 2595 Environmental Science – 37 Chemistry - 767
Geography – 1391 Biology – 2404 Environmental Science – 56 Chemistry - 580
Other library access (e.g. web-based, inter-library arrangements) Member of Canadian Research Knowledge Network Member of Canadian University Reciprocal Borrowing Agreement Libraries Member of Ontario Council of
461
University Library Member of Ontario’s Inter-Library Loan System (RACER)
Provide a summary of the currency of the holdings at each location specified. Include a list of the program-specific databases. On-site: Biology PRINT PERIODICAL HOLDINGS American Journal of Botany American Naturalist American Scientist (to 2006 + online) Botanical Review Canadian Journal of Botany (to 2001 + online) Canadian Journal of Regional Science (to 2009 + online) Human Biology (to 2003 + online) Journal of Biosocial Science ( to 1998 + online) Natural History (to 2002 + online) Nature ( to 2001 + online) Nature Canada (to 2003) New Scientist (to 2002 + online) Plant Science Bulletin Quarterly Review of Biology (to 2001 + online) Science (to 2010 + online) Scientific American (to 2009 + online) Social Biology RECENT PRINT ACQUISITIONS A photographic guide to seashore life in the North Atlantic: Canada to Cape Cod by Sept, J. Duane. About life: concepts in modern biology by Agutter, Paul S. Adventures in the wild: tales from biologists of the natural state by Trauth, Joy. American household botany; a history of useful plant, 1620-1900 by Sumner, Judith. Anatomy of flowering plants by Rudall, Paula. Animal biology by Jurd, R.D. Atlantic shorelines: natural history and ecology by Bertness, Mark D. Beyond the Brain: how body and environment shape animal and human minds by Barrett, Louise. Biochemistry and molecular biology compendium by Lundblad, Roger L. Biochemistry and molecular biology by Elliott, William H. Biochemistry and molecular biology by Swanson, Todd A. Biological influences on criminal behavior by Anderson, Gail S. Biological rhythms, sleep and hypnosis by Green, Simon. Biology by Campbell, Neil A.
462
The biology of polar regions by Thomas, David N. The biology of soil: a community and ecosystem approach by Bardgett, Richard D. Botany illustrated: introduction to plants, major groups, flowering plant families by Glimn-Lacy, Janice. Cell biology by Pollard, Thomas. Cell mechanics by Wang, Yu-Li. Conceptual issues in evolutionary biology by Sober, Elliot. Constructed climates: a primer on urban environments by Wilson, Will. The creation: an appeal to save life on earth by Wilson, Edward Osborne. Darwin: discovering the tree of life: by Eldredge, Niles. Darwin’s origin of the species: a biography by Browne, Janet E. Darwinian detectives: revealing the natural history of genes and genomes by Johnson, Norman A. Discovering cell mechanisms: the creation of modern cell biology by Bechtel, William. Discovering evolutionary ecology: bringing together ecology and evolution by Mayhew, Peter J. Ecology of insects: concepts and applications by Speight, Martin R. Hunter, Mark D. Watt, Allan D. The evolution controversy: a survey of competing theories by Fowler, Thomas B. Evolution through genetic exchange by Arnold, Michael L. Evolution: an introduction by Stearns, Stephen. Evolution in a toxic world: how life responds to chemical threats by Monosson, Emily. Evolution: what the fossils say and why it matters by Prothero, Donald R. Evolutionary history: uniting history and biology to understand by Russell, Edmund. Evolutionary pathways in nature: a phylogenetic approach by Avise, John C. The evolutionary world: how adaptation explains everything from seashells to civilization by Vermeij, Geerat J. The evolutionists: American thinkers confront Charles Darwin, 1860-1920 by Hoeveler, J. David. Experimental design for biologists by Glass, David J. Extinction: how life on earth nearly ended 250 million years ago by Erwin, Douglas H. Gay, straight and the reason why: the science of sexual orientation by LeVay, Simon. Good germs, bad germs: health and survival in a bacterial world by Sachs, Jessica Snyder. The Great Lakes: the natural history of a changing region by Grady, Wayne. How vertebrates left the water by Laurin, Michel. Human physiology by Maclaughlin, Daniel P. Interrelations: the biological and physical sciences by Blackburn, Robert T. Introduction to the invertebrates by Moore, Janet. Invertebate zoology by Ruppert, Edward. The language of life: how cells communicate in health and disease by Niehoff, Debra. Large carnivores and the conservation of biodiversity by Ray, Justine C. Life as it is: biology for the public sphere by Loomis, William F. Life in the soil: a guide for naturalists and gardeners by Nardi, James B. The living end: the future of death, aging and immortality by Brown, Guy C. Major transitions in vertebrate evolution by Anderson, Jason. The making of the fittest: DNA and the ultimate forensic record of evolution by Carroll, Sean B. Mathematics of life by Stewart, Ian. Measuring plant diversity; lessons from the field by Stohlgren, Thomas J.
463
Microbiology by Baker, S. Molecular biology by Clark, David P. The mystery of metamorphosis: a scientific detective story by Ryan, Frank. On evolution by Avise, John. Once and future giants: what ice age extinctions tell us about the fate of earth’s largest animals by Levy, Sharon. The origin then and now: an interpretative guide to The Origin of Species by Reznick, David N. Physicochemical and environmental plant physiology by Nobel, Park S. Physiological ecology by Karasov, William. Plant by Marinelli, Janet. Plant cytogenetics by Puertas, Maria. Principles of genetics by Snustad, D.P. Principles of terrestrial ecosystem ecology by Chapin, Stuart. RNA: life’s indispensable molecule by Darnell, James E. Scientists confront intelligent design and creationism by Petto, Andrew J. Survivors: the animals and plants that time has left behind by Fortey, Richard A. Systematic botany by Bhattacharya, B. The tree of life: a phylogenetic classification by Lecointre, Guillaume. Twilight of the mammoths; ice age extinctions and the rewilding of America by Martin, Paul S. Under the green sky: global warming, the mass extinctions of the past, and what they mean for our future by Ward, Peter Douglas. Why Darwin matters: the case against intelligent design by Shermer, Michael. Why evolution is true by Coyne, Jerry A. The wolf’s tooth: keystone predators, trophic cascades and biodiversity by Eisenberg, Cristina. REFERENCE SOURCES 500 insects: a visual reference by Marshall, S.A. Anatomical terms and their derivation by Lisowski, F. Peter. Botany illustrated: introduction to plants, major groups, flowering plant families by Glimn-Lacy, Janice. The brain atlas: a visual guide to the human central nervous system by Woolsey, Thomas A. Butterfly encyclopedia by Landman, Wijbren. The Cambridge dictionary of human biology and evolution by Mai, Larry L. A concordance to Charles Darwin’s notebooks, 1836-1844 edited by Weinshank, Donald J. A complete guide to arctic wildlife by Sale, Richard. Dictionary of ecology and environment by Collin, P.H. A Dictionary of genetics by King, Robert C. A Dictionary of Zoology by Allaby, Michael. Dorland’s illustrated medical dictionary by Dorland, W.A. Encyclopedia of biology by Rittner, Don. Encyclopedia of insects by Resh, Vincent H. The encyclopedia of psychoactive plants by Ratsch, Christian. Ethnopharmacology of medicinal plants: Asia and the Pacific by Wiart, Christophe. Evolution of the insects by Grimaldi, David A. Fossil ecosystems of North America by Nudds, John R.
464
Freshwater fishes of Canada by Scott, W.B. Gray’s anatomy for students by Drake, Richard L. Grzimek’s animal life encyclopedia by Grzimek, Bernhard. Grzimek’s encyclopedia of ecology by Grzimek, Bernhard. Grzimek’s encyclopedia of ethology by Grzimek, Bernhard. Grzimek’s encyclopedia of evolution by Grzimek, Bernhard. Grzimek’s encyclopedia of mammals by Grzimek, Bernhard. How to write and illustrate a scientific paper by Gustavii, Bjorn. Human genome sourcebook by Acharya, Tara The Johns Hopkins atlas of human functional anatomy edited by Zuidema, George D. Mabberley’s plant book: a portable dictionary of plants and their classification and uses by Mabberly, D.J. Medicinal plants of the world by Van Wyk, Ben-Erick. Merck manual by Beers, Mark H. National Wildlife Federation field guide to trees of North America by Kershner, Bruce. Nature of science. An A-Z guide to the laws and principles governing our universe by Greenwood, David Charles. Netter’s atlas of the human body by Netter, Frank H. Owls of North America by Backhouse, Frances. Oxford companion to medicine by Lock, Stephen. The Penguin dictionary of biology by Thain, M. Plant identification terminology: an illustrated glossary by Harris, James G. Plant systematics. A phylogenetic approach by Judd, Walter S. Plants and their names: a concise dictionary by Hyam, Roger. The primate family tree: the amazing diversity of our closest relatives by Redmond, Ian. Whales and dolphins and other marine mammals of the world by Shirihai, Hadoram. DATABASE PACKAGES (BIOLOGY/CROSS-DISCIPLINARY) Academic Search Complete ACM Digital Library Algoma’s Electrical Journals (A-Z) Annual Reviews Applied Science and Technology Bioline International Biological & Agricultural Index Biomed Central BioOne Cambridge Journals Online Canadian Health Research Collection Compendex Dissertations and Theses (Proquest) Expanded Academic ASAP Gale Academic Onefile Gardening, Landscape and Horticulture Collection
465
General Science Full-Text (Ebsco) Infotrac General Science E-Collection Infotrac Information Science and Technology E-Collection INSPEC Journal of Neurophysiology Journal of Neuroscience JSTOR MYILIBRARY (E-books) National Research Council of Canada Full-text Journals Nature Online Nursing and Allied Health Source Oxford Journals Online Oxford Reference Online: Premium Collection Oxford Scholarship Online Pubmed Central Refworks Sage Full-Text Scholars Portal EBooks Scholars Portal EJournals Science Direct Science Magazine Online Springer EBooks Taylor & Francis Online Web of Knowledge (including Web of Science) Wiley Online Library Geography (Environmental Science Included): PRINT PERIODICAL HOLDINGS Annals of the Association of American Geographers Canadian Geographer Canadian Geographic Canadian Geographic Journal Demography Economic Geography Environment Environmental Ethics Environments Geographic Journal Geographical Review Geological Society of America Bulletin Great Lakes Geographer Journal of Developing Areas
466
Journal of Geography National Geographic Population and Development Review Population Studies Urban Affairs Quarterly Urban Affairs Review Urban Geography Urban Studies RECENT PRINT ACQUISITIONS Agents of empire: British female migration to Canada and Australia by Chilton, Lisa. Beyond the metropolis: urban geography as if small cities matter by Ofori-Amoah, Benjamin. Carbon shift: how the twin crises of oil depletion and climate change will define the future by Homer-Dixon, Thomas. Climate change in the 21st century by Cohen, Stewart J. The climate diet: how you can cut carbon, cut costs and save the planet by Harrington, Jonathan Henry. Climate wars by Dyer, Gwynne. The complete Ice Age: how climate change shaped the world by Fagan, Brian M. Darwin’s lost world: the hidden history of animal life by Brasier, M.D. The earth after us: what legacy will humans leave in the rocks by Zalasiewicz, J. A. El Niño, catastrophism, and culture change in ancient America by Sandweiss, Daniel H. Elemental geosystems by Christopherson, Robert W. An everyday geography of the global south by Rigg, Jonathon. Geographical education in a changing world: past experience, current trends and future challenges by Lidstone, John. Geographies of globalization by Murray, Warrick E. Geographies of globalization: a critical introduction by Herod, Andrew. Geographies of globalization: a critical introduction by Herod, Andrew. Geographies of the new economy: critical reflections by Daniels, P.W. Geomorphology and global environmental change by Slaymaker, Olav. Georeferencing: the geographic associations of information by Hill, Linda L. Global environmental challenges: perspectives from the South by Dwivedi, O.P. The great warming: climate change and the rise and fall of civilizations by Fagan, Brian M. Hakluyt’s promise: an Elizabethan’s obsession for an English America by Mancall, Peter C. Has God forsaken Africa? by Kala, Musa Dieng. The hot topic: what we can do about global warming by Walker, Gabrielle. Human development report 2009: overcoming barriers : human mobility and development by United Nations Development Programme. Immigrants working with co-ethnics: who are they and how do they fare economically by Hou, Feng. In search of Captain Cook: exploring the man through his own words by O’Sullivan, Dan. Introduction to geography: people, places and environment by Bergman, Edward F. Introduction to geopolitics by Flint, Colin. Landscape by Wylie, John. Mapping England by foxell, Simon. Migrants to the metropolis: the rise of immigrant gateway cities by Price, Marie.
467
Mobilities, networks, geographies by Larsen, Jonas. A nation of emigrants: how Mexico manages its migration by Fitzgerald, David Network power: the social dynamics of globalization by Grewal, David Singh. Nature’s clocks: how scientists measure the age of almost everything by Macdougall, J.D. New faces in new places: the changing geography of American immigration by Massey, Douglas S. New geographies of the American West: land use and the changing patterns of place by Travis, William R. Of rock and rivers: seeking a sense of place in the American West by Wohl, Ellen E. Old nations, new voters: nationalism transnationalism and democracy in the era of global migration by Earnest, David C. Paper citizens: how illegal immigrants acquire citizenship in developing countries by Sadiq, Kamal. Physical geography: a landscape appreciation by McKnight, Tom L. Place of birth, generation status, citizenship and immigration reference guide, 2006 Census by Statistics Canada. Placing Latin America: contemporary themes in human geography by Jackiewicz, Ed. The politics of immigration in France, Britain, and the United States by Schain, Martin. Post-structuralist geography: a guide to relational space by Murdoch, Jonathan. The power of place: geography, destiny, and globalization’s rough landscape by De Blij, Harm J. Qualitative research methods in human geography by hay, Iain. Rigg, Jonathon. A reef in time: the Great Barrier Reef from beginning to end by Veron, J.E.N. Saving Kyoto: an insider's guide to how it works, why it matters and what it means for the future by Chichilnisky, Graciela. State death: the politics and geography of conquest, occupation, and annexation by Fazal, Tanisha M. Statistical methods for geography:a student’s guide by Rogerson, Peter A. Visualizing geology by Murck, Barbara W. The wealth and poverty of regions: why cities matter by Polese, Mario. Why we disagree about climate change: understanding controversy, inaction and opportunity by Hulme, Michael. World before Adam: the reconstruction of geohistory in the age of reform by Rudwick, M.J.S. ENCYLOPEDIAS AND DICTIONARIES The Cambridge encyclopedia of the life sciences Companion encyclopedia of geography: the environment and humankind The concise Oxford dictionary of earth sciences Dictionary of statistics and methodology: a non-technical guide for the social sciences Exploring polar frontiers: a historical encyclopedia Encyclopedia of human geography Encyclopedia of world geography McGraw-Hill dictionary of scientific and technical terms McGraw-Hill dictionary of science and technology Merriam-Webster’s geographical dictionary Nature encyclopedia Oxford dictionary of geography Oxford dictionary of the world Reader’s Digest illustrated world atlas World geographic encyclopedia
468
OTHER REFERENCE SOURCES ATLASES 21st century world atlas Atlas of American society Atlas of Canada and the world Atlas of exploration Atlas of medieval Europe Atlas of North America Atlas of the real world: mapping the way we live Geographic information: how to find it, how to use it Geography basics Historical atlas of the United States The Canadian Atlas: our nation, environment and people The Penguin historical atlas of the British Empire The Routledge atlas of Jewish history State of China atlas: mapping the world’s fastest growing economy Times atlas of the world GAZETTEERS Cambridge gazetteer of the United States and Canada: a dictionary of places Concise gazetteer of Canada Demographic yearbook (United Nations) Dictionary of Canadian place names Europa world yearbook Gazetteer of Canada List of names for countries, capitals and inhabitants GEOLOGY The Canadian encyclopedia of meteorites The concise Oxford dictionary of earth sciences Dictionary of geological terms Earth Guide to minerals, rocks and fossils The handy geology answer book Origins; the evolution of continents, oceans and life ENVIRONMENTAL GEOGRAPHY The atlas of U.S. and Canadian environmental history Dictionary of ecology and environment Dictionary of natural resource management
469
Encyclopedia of environmental studies Global biodiversity Great Lakes: an environmental atlas and resource book Guide to sustainable development and environmental policy Indigenous peoples and environmental issues Life on earth The new atlas of planet management Wetlands CLIMATOLOGY The atlas of climate change The climate of northern Ontario Climatic atlas: a series of maps portraying Canada’s climate Dictionary of weather The Facts on File weather and climate handbook Great Lakes climatological atlas Oxford dictionary of weather Sea ice climate atlas: northern Canadian waters, 1971-2000 World atlas of desertification HUMAN GEOGRAPHY Across this land: a regional geography of the United States and Canada An atlas of international migration Dictionary of human geography The new atlas of planet management Penguin atlas of the diasporas Penguin dictionary of human geography PHYSICAL GEOGRAPHY Atlas of the World’s deserts Earth Elements of physical geography Encyclopoedic dictionary of physical geography Penguin dictionary of physical geography Rivers of North America The water encyclopedia World water resources at the beginning of the 21st century STATISTICS Dictionary of statistics and methodology: a non-technical guide for the social sciences Elementary statistics for geographers Essentials of statistics for the social and behavioral sciences
470
DATABASE PACKAGES (GEOGRAPHY/CROSS-DISCIPLINARY) A-Z Maps Online Academic Search Complete Algoma’s Electronic Journals (A-Z) Annual Review Applied Science and Technology Bibliography of Native North Americans BIO2 CBCA Current Events CBCA Reference CPIQ – Canadian Periodical Index Dissertations and Theses (Proquest) Econlit Education Full-Text Education Sage Full-Text Environmental Studies and Policy Collection Expanded Academic ASAP Gale Academic Onefile Gale virtual Reference Library GEOBASE GEOREF GREENFILE Informaworld Internet archive ISI Web of Knowledge National Research Council of Canada Full-Text Journals Nature Online Oxford Reference Online – Premium Collection Oxford Scholarship Online PAIS Readers’ Guide Full Text Scholars Portal E-Books Scholars Portal E-Journals Science Magazine Online Social Sciences Full Text Sociology: A Sage Full Text Collection Springer E-Books Urban Studies and Planning: A Sage Full-Text Collection Wilson Omnifile Full Text Mega E-BOOK PACKAGES (GEOGRAPHY/CROSS-DISCIPLINARY)
471
Oxford Reference Online (Premium Collection) Ebooks Earth and Environmental Sciences (10) Scholars Portal Ebooks (include public domain texts, government research, and subscribed collections such as Cambridge, Springer, Oxford Scholarship Online, etc.) Geography (General), Atlases, Maps (918) Cartography, Mathematical Geography (1,074) Physical Geography (709) Oceanography (43) Environmental Sciences (1,196) Human Geography (759) Anthropology (195) Folklore (339) Manners and Customs (3,523) Recreation, Leisure (26) Chemistry: Biochemistry and molecular biology compendium by Lundblad, Roger L. Biochemistry and molecular biology by Elliott, William H. The biology of soil: a community and ecosystem approach by Bardgett, Richard D. The chemistry companion by Fischer-Cripps, Anthony C. Chemistry for biologist by Fisher, J. Constructed climates: a primer on urban environments by Wilson, Will. The creation: an appeal to save life on earth by Wilson, Edward Osborne. Discovering evolutionary ecology: bringing together ecology and evolution by Mayhew, Peter J. Elements of environmental chemistry by Hites, Ronald A. & Raff, Jonathan D. Environmental chemistry: a global perspective by VanLoon, Gary W. Experimental design for biologists by Glass, David J. The Great Lakes: the natural history of a changing region by Grady, Wayne. Large carnivores and the conservation of biodiversity by Ray, Justine C. Mathematics of life by Stewart, Ian. Measuring plant diversity; lessons from the field by Stohlgren, Thomas J. Microbiology by Baker, S. Microbial biochemistry by Cohen, Georges N. Once and future giants: what ice age extinctions tell us about the fate of earth’s largest animals by Levy, Sharon Physicochemical and environmental plant physiology by Nobel, Park S. Principles of terrestrial ecosystem ecology by Chapin, Stuart. Radioactive particles in the environment by Oughton, Deborah H. Soil ecology in northern forests by Lukac, Martin
472
Survivors: the animals and plants that time has left behind by Fortey, Richard A. The tree of life: a phylogenetic classification by Lecointre, Guillaume. Twilight of the mammoths; ice age extinctions and the rewilding of America by Martin, Paul S. Under the green sky: global warming, the mass extinctions of the past, and what they mean for our future by Ward, Peter Douglas. The wolf’s tooth: keystone predators, trophic cascades and biodiversity by Eisenberg, Cristina. REFERENCE SOURCES Chemistry foundations and principles by Lagowski, J.J. Encyclopedia of chemistry by Bailey, Ronald & Rittner, Don The history and use of our earth’s chemical elements by Krebs, Robert E. Handbook of chemistry & physics by Lide, Davide R. How to write and illustrate a scientific paper by Gustavii, Bjorn. Merck manual by Beers, Mark H. Nature’s building blocks by Emsley, John. Nature of science. An A-Z guide to the laws and principles governing our universe by Greenwood, David Charles The Penguin dictionary of biology by Thain, M. Plant identification terminology: an illustrated glossary by Harris, James G. Plant systematics. A phylogenetic approach by Judd, Walter S.
473
6.1.2 Computer resources and web access available to students
The proposed program will utilize existing computer and web access resources at Algoma University. Upon registration, all students are provided with access to my.algomau.ca, Algoma University’s central hub for accessing electronic learning resources including student email and the Course Management System. Wireless internet access is available campus wide. In addition, the university has 4 general purpose computer labs totaling 68 seats. A computer workstation area is available in the library with 16 workstations, and 10 workstations are available in the Essar Convergence Centre. A small dedicated computer lab with 7 computers is located in the Shingwauk Anishinaabe Student Association (SASA) lounge. All computer labs and classrooms are on fixed 3-year hardware-refresh cycles allowing students to utilize the latest technologies. The majority of software on campus is licensed through concurrent licensing models, allowing all labs and classrooms to have the same software across campus. The majority of our software packages also have maintenance packages to ensure we are always kept current. A single computer image is maintained across all campus computer labs and classrooms to maintain consistency, with this image updated every 4 months. The primary contact point for all IT-related requests is the IT Helpdesk. The regular Helpdesk hours are 8:00 a.m. to 8:00 p.m. (Monday-Thursday) and from 8:00 a.m. to 4:00 p.m. (Friday).
6.1.3 Classroom space and seating capacity The proposed program will utilize existing classroom space at Algoma University. All classrooms have wireless connectivity, a chalkboard or whiteboard, podiums with DVD player, PC, audio-visual input, LCD monitor, and ceiling-mounted LCD projectors. Algoma University has a total of 20 classrooms with a total capacity of 1103 seats. The table below shows existing classroom space and seating capacity for all Algoma University classrooms. Classroom Seating Capacity Shingwauk Auditorium 160 CC201 40 CC203 76 CC305 42 CC400 24 EW201 20 EW200 90 EW203 25 EW204 25 EW205 50 EW206 40 NW200 186
475
SH510 40 SH400 60 SH407 60 SH509 40 WW101 40 WW102 20 WW103 35 WW105 30 6.1.4 Specialized equipment, workstations, and laboratory space available to students Instruction for the proposed Bachelor of Science (Honours) in Environmental Science will take place in the Essar Convergence Centre. This 57,000 square-foot building houses state-of-the-art student classrooms, teaching labs, and faculty research labs. Specifically, the Essar Convergence Centre houses:
• 3 teaching labs (30-40 seat capacity each) • Animal care facilities • 3 classrooms • 5 research labs (one per faculty to support ongoing research) • 1 research lab for proposed new faculty hire • 1 storage room • 1 root washing station • 1 autoclave room (for teaching and research) • 1 chemical storage and waste disposal room • 2 walk-in growth chambers • 1 large drying oven • 1-80ᴼC freezer • General equipment storage • The Sault Ste. Marie Innovation Centre (a catalyst for economic development and
diversification in the information technology and knowledge-based sectors, includes a business incubator and geomatics centre)
• Invasive Species Institute • Faculty offices for Departments of Biology and Geography and Geology
There is also a separate geography lab that contains the following:
• A comprehensive and catalogued map library; including holdings for wall maps covering all the continents.
• Specialized tables for map production. • Tables and chairs for 30 students. • Storage for equipment and materials, for example, equipment for watershed studies,
equipment for slope and soil studies for both field and laboratory studies, equipment
476
for hydrological studies, water sampling and tests-physical and chemical, comprehensive mineral and rock samples, and simple kits for rock and minerals tests.
477
6.2 Resource Renewal and Upgrading Algoma University plans its capital expansion to support the university’s strategic plans for growth. In general, the current physical facilities are in good condition and are sufficient to support current program needs. New development to support enrolment growth, both as a whole and in new program areas, is described in the general capital expansion plans for the next five years below. Resource Renewal and Upgrading: Library The Arthur A. Wishart Library produces annual plans for resource renewal and upgrading. The Annual Plan for 2014-15 is included in this section. Arthur A. Wishart Library Plan for 2014-15
Vision
To create the best possible complement of staff, resources and spaces that will enhance faculty and student success at Algoma University.
Goals
The Library empowers faculty and student success through:
1. Enhancing access to research and learning resources 2. Developing targeted and unique collections 3. Creating new spaces for collaboration and innovation
Overview
The Arthur A. Wishart Library staff and the resources it provides are critical supports for delivering the highest quality education to Algoma University students and for ensuring student success. The range of collections and instructional capacity of the Library are areas that require constant improvements and investments in order to meet the needs of a growing university.
The Library is an integral part of the overall academic experience, serving as the access hub to research and learning collections for all degree programs. The Library accomplishes this through continuing to develop and implement learner-centered programs in research skills, collection development, and new infrastructures for traditional and online information access. These services must be systematically built and delivered by professional librarians and trained
478
paraprofessional staff in order to meet the goals of improving opportunity and access, improving student success rates, and expanding teaching and research capacity.
The Library works constantly to develop targeted collections for research and learning. In addition, it plays a core role in knowledge creation through developing unique archival, special, and faculty research driven collections, online and in print. Examples of this include facilitating the university’s legislated mission to support Northern Ontario and to “cultivate cross-cultural learning between aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site” by acquiring and making accessible over 300 collections now (developed 2006-2013) in the university’s Engracia de Jesus Mathias Archives & Special Collections and the Shingwauk Residential Schools Centre. The Library does this work in conjunction with many important regional, provincial and national partners such as the Children of Shingwauk Alumni Association, National Residential School Survivors Society, Aboriginal Healing Foundation, the Truth and Reconciliation Commission, the 49th Regiment Royal Canadian Artillery, the Anglican Diocese of Algoma, and the Anglican Ecclesiastical Province of Ontario among others.
In order to meet the university’s academic objectives and to realize the directions laid out in the Special Mission for Algoma University, the Library must also reorganize its purpose-built space on an ongoing basis to meet the increased demands for appropriate spaces for individual and group study, collaboration and innovation. The “Library-as-space” is critical for supporting Algoma’s expanded program offerings and, most importantly, the Library’s core role in contributing to university student success.
Additionally, the Library as part of an independent university now plays important provincial and national roles as a member of scholarly research networks such as the CONIFER library consortium, the Ontario Council of University Libraries (OCUL) and the Canadian Research Knowledge Network (CRKN). Algoma’s three librarians participate in strategic planning, budgeting, granting writing, administration and other activities for these networks, which benefit the university system as a whole, but require staff time away from the campus. Finally, the Library staff has also promoted its resources and services heavily to area high schools to enhance research skills at the secondary school level as well as to introduce secondary school students to university.
The Library works hard to measure its success against such established analytical tools such as the LibQUAL survey created and maintained by the Association of Research Libraries. LibQUAL measures users’ opinions of service quality across three dimensions: Affect of Service, Information Control, and Library as Place. In addition, a mark of a Library’s quality is the esteem in which their professional peers hold it and its staff. Since the university’s independence in 2008, the Wishart Library, through internal and collaborative efforts, has won the following awards:
For Project CONIFER, a consortial, academic implementation of the Evergreen Integrated Library System (Algoma, Laurentian, Northern Ontario School of Medicine, and Windsor):
479
1. The Ontario College and University Library Association (OCULA) Special Achievement Award (2010)
2. The Ontario Library Information Technology Association (OLITA) Award for Technical Innovation (2010)
3. The OCUL Outstanding Contribution Award (2010) o Awarded to Robin Isard (Algoma), Dan Scott (Laurentian) and Art Rhyno (Windsor).
For innovation in the field and the use of technology in archives (Arthur A. Wishart Library and Shingwauk Residential Schools Centre):
1. Contact North Pocket of Innovation (2011) – The Shingwauk Project (now the Shingwauk Residential Schools Centre)
o http://www.contactnorth.ca/pockets-innovation/shingwauk-project 2. The Archives Association of Ontario's Institutional Award (2013)
o The AAO Institutional Award is given to an Archival Institution that has contributed significantly to the advancement of the archival field or community, or has demonstrated a significant level of innovation and imagination in the establishment of outstanding or model programmes or services.
3. The SSMIC Innovation Project of the Year Award (2013) o This award acknowledges an organization whose IT/science project demonstrates
leadership and/or creative use of science/technology. An ideal project would include benefits such as the advancement of the organization, improvement of client/customer services and positive impact on the science and IT community or the community at large. The project must have demonstrated tangible success/return to the organization. This award is designed for organizations that are not necessarily IT/science companies but are using technology/science as an enabler to better serve operation and/or clients.
Operational Priorities and Plans for 2014-2015
Priority #1: Enhancing access to research and learning resources for faculty and students.
1. Fully promote and exploit the capabilities of the Federated Search Engine (Ebsco Discovery Service) implemented in 2013-2014 through:
a) Targeted marketing, in person and through media, of its capabilities to the faculty and students in the different degree programs, emphasizing features most pertinent to different types of users.
b) Promotion of integration features, such as Ebsco’s Patron Driven Acquisitions, which permits faculty and students to recommend purchases and rentals of e-books for the collections through the interface.
480
2. Develop a “library assignment policy” and process that will provide a framework for this area of work for the Public Services staff and a toolkit for the faculty to use. Key components of the toolkit should include:
a) Messaging about why information literacy and research skills are vital for undergraduates;
b) What a model library assignment “looks” like. I.e. examples of appropriate types of questions, documentation that explains how to integrate these questions into content being delivered in the course where library assignments are being used;
c) Clear instructions concerning with whom one should speak for additional assistance;
d) And additional resources for further exploration by the faculty. e) There should be a clear connection between this strategy and the Library’s
Information Literacy/ Library Research Policy.
3. Maintain and mature the collection development process for all purchased collections under the Public Services & Collections Librarian (Dr. Michelle Atkin) at head of the Library’s Collection Development Committee.
a) Develops an ongoing collection and analysis of resource costing statistics by degree program to support collection development and budget decisions.
b) Continues to work in conjunction with external OCUL-IR and CRKN-NRT consortial partners in exploring new scholarly resources.
c) Considers university academic plan, internal and IQAP program reviews, library budget data, consortial product prices versus standalone alternatives, electronic versus hard-copy formats, product reviews, and ongoing statistical analysis of circulation data (internal and from each vendor package) in decision-making process.
4. Design and implement new online and integrated access infrastructures under the direction of the Systems Librarian (Robin Isard) at the head of the Library’s Systems Committee.
a) Implement RACER self-directed requests for Inter-Library Loans through the Library’s Web Site.
b) Implement OCUL User Rights database with SFX OpenURL resolver service to provide clear user rights management (e.g. fair use rights, licence rights, copyright, etc.)
c) Implement direct-to-requester email delivery for RACER Inter-Library Loan / document delivery requests per best practices at OCUL partner institutions to speed and make Inter-Library Loans faster, more convenient and cost-effective.
d) Implement and integrate SYRUP Reserves System to manage all electronic and print reserves.
481
e) Works in conjunction with peers and appropriate committees at OCUL and CONIFER partner institutions and CRKN and Scholars Portal staff groups.
5. Review, enhance and/or implement all information and services in the Library to comply with the integrated accessibility standards legislated in the Accessibility for Ontarians with Disabilities Act, 2005, with particular focus on three areas:
a) Public Services; b) Procurement;
6. Law and Administration. Design and implement a regular program of marketing Library resources to faculty and students through multiple media under the direction of the University Librarian.
a) Includes a proactive series Library events e.g. donor recognition, speaking series, author events, etc.)
b) Special emphasis on regular updates Library web site in a timely manner (e.g. new resources announcements, events, updated policies, etc.).
Priority #2: Developing targeted and unique research and learning collections.
1. Conduct collection analysis of the print monograph circulating collection with goal of weeding 50-60% of the 2012-2013 benchmark totals over time. Re-invigorate collection through re-allocating funding from discontinued print journals.
a) Currently our collection contains many items that are not suitable for a modern academic library. Examples of this include gifts of non-academic materials from public libraries that weeded their own collections, outdated materials (primarily in Science and Social Science), as well as items that have never circulated or have not circulated in the last 20 years.
b) The Collection Development Committee completed the first round of de-selection during May – August 2013, resulting in the removal of ca. 10,000 obsolete volumes. The committee will determine criteria for the next round of de-selection (May to August 2014) in March 2014. Once the criteria have been established we will seek to use summer students to de-accession the items from our catalogue. This will be a major undertaking. We will require Maintenance Staff to assist us in removing and reconfiguring the shelves in August 2014.
2. Design and implement cohesive, pro-active collection development and donor cultivation for the university’s Engracia de Jesus Mathias Archives & Special Collections under the direction of the University Librarian and a Library/Faculty working group to be established.
a) Develop programs for donor solicitation and recognition.
482
b) Develop processes to ensure follow-up and relationship maintenance for tax receipt purposes and administration of donations.
3. Design and implement a proactive and cohesive grant-writing program under the direction of the University Librarian to solicit government and private funds to increase Library capacity and create extra-budget opportunities.
4. Establish an arms-length “Friends of the Wishart Library” group under the direction of the University Librarian of interested campus and community members to provide financial, gifts-in-kind, and other forms of support to the Library.Continue the e-book purchasing program on a book-by-book basis (as opposed to the current package model) under the direction of the Public Services & Collections Librarian and the Library’s Collection Development Committee.
a) Work with OCUL peers/ committees (OCUL-IR/PSAG) to consider best practices. b) Integrate and promote e-book reader/tablet loan program using OCUL-IR/PSAG
research.
5. Complete and enhance the catalogue records for two unique library collections linked to the Arthur A. Wishart Library under the direction of the Systems Librarian and the Library’s Systems Committee with the support of the Library’s Collection Development Committee.
a) 49th Regiment, Royal Canadian Artillery “Lest We Forget Remembrance and Military Library” (housed at the SSM Armoury) – Canadian Military and Peacekeeping History Special Collection.
b) Gail Guthrie Valaskakis Memorial Resource Library (now located in the Shingwauk Residential Schools Center) donated to Algoma University and the Children of Shingwauk Alumni Association by the Aboriginal Healing Foundation – a 6,000 item Special Collection on the Indian Residential Schools Legacy.
6. Enhancement of digital archives platform under the direction of the Systems Librarian and the Library’s Systems Committee with guidance from the University Librarian and the Shingwauk Residential Schools Centre’s archival staff.
a) Continue to implement digital archive feature requests to enhance end-user accessibility.
Priority #3: Creating spaces for collaboration and innovation for faculty and students.
1. Continue to plan and to seek Senior Management support to implement multi-phase renovations to the Library under the direction of the University Librarian to repurpose the existing layout to create collaborative workspace and space for innovation with in the Library. The end goal of this process is to develop a Library Master Space Plan as a
483
recognized component of the Campus Master Space Plan (NB this is common at other Ontario universities).
a) Requires consideration of the ARL 2010 LIBQUAL survey of the Library as well as previous internal reviews and surveys. And requires review of research concerning best practices for proposed new spaces.
b) Requires consideration of the campus master plan in conjunction with the Board of Governors’ Campus Development Committee as well as the direction of the Vice-Presidents Academic & Research and Finance & Administration.
c) Requires assistance and expertise of the Director of Physical Plant and staff. d) Requires additional, substantial weeding of physical collections by Library’s
Collection Development Committee to clear space (i.e. Government Documents removed from 3rd floor and 50-60% reduction of print circulating collection on 2nd floor per Priority #2 item 4.
e) Requires project based funding above and beyond regular, annual Library budget request.
Supports Required for Successful Completion of Priorities
1. Planning Resources
a) Conduct Internal/External Library review on the same lines as departmental self-study followed by academic IQAP review with external reviewers and implement recommendations.
b) Conduct cost analysis of library resources by degree programs along the same lines of Finance & Administrations analysis of degree program costing.
c) Updated University Library budget to support vision and priorities.
2. Human Resources
a. Move the Shingwauk Residential Schools Centre’s Researcher/ Curator into the Library’s budget. Currently this position is a permanent AUSA bargaining unit position subject to external funding. For 2014-2015, the position will be funded 50% by the Library (internal) and 50% by the SRSC’s AHF research grant. In 2015-2016, the position will be 100% funded through the Library. This will limit overall increases to the Library budget to ~3% for 2014-2015 and ~3% for 2015-2016. This will provide:
i. Core, dedicated archival support (acquisitions, cataloguing, collection development, reference/ research services) to the University’s Engracia de Jesus Mathias Archives & Special Collections (Wishart Library) and the Shingwauk Residential Schools Centre, which supports/ relieves workload of
1. The University Librarian who wears a second hat as University Archivist;
484
2. The Director, Shingwauk Residential Schools Centre and Special Advisor to the President on the Residential Schools Legacy;
3. The University’s archival and educational partners, Shingwauk Kinoomaage Gamig and the Children of Shingwauk Alumni Association.
b. Adequate internal funding for part-time and co-op students to support longer library hours throughout the year and special projects (e.g., de-selection in Priority #2, Item 1 or archival work in Priority #2, Item 2 above).
3. Capital Resources
a) Funding for a feasibility study/ architectural review of Library to prepare for the renovations put forward by the Library for the university’s consideration in Priority #3: Creating spaces for collaboration and innovation for faculty and students (above).
b) Funding for minor capital purchases to create additional group study/ innovation rooms (e.g., meeting tables and chairs, LED TV/monitors, all-region Blu-ray players, wireless headphones for AV viewing, etc).
c) Funding and Physical Plant support for minor renovations including group study/ innovation rooms, re-purposing existing library shelves, etc.
d) Funding and university support for major renovations, including purpose built library instruction classroom, offices, teaching and learning centre, etc.
Resource Renewal and Upgrading: Computers and Computer Access The Information Technology Services Department of Algoma University works to ensure reliable, secure, innovative, and resourceful university-wide services and support. Through centralized services and strategic planning, Algoma University is continually improving its infrastructure to ensure that it meets university-wide needs and is interactive and efficient. The university leases the equipment in the computer labs on campus. All computers are renewed and upgraded every three years on the current leasing program, ensuring adequate capacity and technical currency. Following the current schedule, computers are scheduled to be replaced in 2017. Resource Renewal and Upgrading: Classrooms Capital planning is led by University administration and the Board of Governors and is an ongoing process. Priority planning will address the appropriate expansion required to achieve university-wide strategic initiatives, as identified in the current Institutional Plan.
485
Campus classroom space is located in the main central building, with a series of extensions that accommodate additional wings as well as in the Essar Convergence Centre which houses both teaching and research activities of Algoma University’s science programs. The Convergence Centre contains 8 classrooms. Four of these are lecture theatres: 1 80-seat, 1 60-seat, 1 40-seat, and 1 30-seat. Three of these are teaching labs set up for biology, chemistry, and general purpose laboratory activities. Finally, there is one computer lab that is also used for teaching components of some courses. The university commissioned Educational Consulting Services Corp. to conduct a Facilities Review in 2008 to accompany the overall business plan for an independent Algoma University. The review determined classroom space utilization is 60% during daytime hours, and 47.5% for evening timeslots. The study concluded that Algoma’s general purpose instructional space is of good quality and of sufficient quantity to accommodate some enrolment growth with a review of scheduling practices to utilize more classroom space on Fridays. Enrolment has grown since 2008, yet there still remains sufficient capacity on site to meet the needs of long-term enrolment targets. Resource Renewal and Upgrading: Laboratories / Equipment All computer labs and classrooms are on fixed 3-year hardware-refresh cycles allowing students to utilize the latest technologies. From a software standpoint, the majority of software on campus is licensed through concurrent licensing models, allowing all labs and classrooms to have the same software across campus. The majority of our software packages also have maintenance packages to ensure we are always kept current. Currently a single computer image is maintained across all campus computer labs and classrooms to maintain consistency, with this image updated every 4 months.
486
6.3 Support Services Algoma University offers a broad portfolio of support services to ensure a student-centric approach to learning and student life is maintained. Algoma University student services include the learning centre – writing lab, special needs, and tutoring; academic advising; career services; health and crisis counseling; student life activities; student union, association and club support; training; co-operative education; and English as a second language programming. The support service chart in this section outlines the support services available on campus to all degree students. Located on the site of the former Shingwauk Indian Residential School, Algoma University offers a unique and historically rich setting for cross-cultural learning, where Anishinaabe, Canadian, and international students and faculty learn from each other in a spirit of friendship and respect. Algoma University’s commitment to providing an educational environment for Anishinaabe students that is respectful, inclusive, and welcoming is demonstrated in a host of specialized support services available on campus, which include:
• A ceremonial arbour • A visiting Elder on campus twice a month • The annual Gathering at the Rapids Pow Wow • Soup and bannock days • Ceremonies and feasts throughout the year • Sharing circles • The Annual Elders’ Conference • An annual Christmas party • Anishinaabemowin on key external signage • Binesi Summer Camp Program • Shingwauk Anishinaabe Student Centre • Aboriginal Bursaries Search Tool • Shingwauk Anishinaabe Students’ Association (SASA)
o Student-run organization committed to ensuring that Anishinaabe students’ university experience in fulfilling and enjoyable
o Supports the academic and cultural needs of Anishinaabe students and offers family and cultural activities for all students in the Algoma University community
Services for Anishinaabe students are overseen by a Director of Anishinaabe Student Success and are supported by three dedicated staff positions.
487
Support Service Brief Description of Service Student Services Centre Located in Room SH206, Student Services is a safe space
on campus to receive health and counselling referral services, post graduate advising or to access support materials dealing with various aspects of student life. The department also plays a support role in assisting the Algoma University Students’ Union (AUSU) to co-ordinate various events as well as administer the Student Health Plan. Student Services organizes on-campus events and activities, including Frosh week.
Academic Advising All students in their first year at Algoma University are offered an academic advising session prior to the start of Fall classes. The goals of academic advising include but are not limited to the development of an educational plan, career goals, selection of appropriate courses, availability of academic resources services, the evaluation of student progress towards their degree program, and student engagement. For students commencing in the Winter or Spring session, orientation sessions and one-on-one academic advising are available. The advising process is two-tiered, with each student being assigned a faculty advisor to meet with in years two, three, and four of their programs.
Career Services Career Services strives to meet the employment and career-related needs of all students at Algoma University by providing the following services:
• Job posting • Resume and cover letter evaluations • Mock interviews • Career/job search workshops • Career resource library • Online career fair • Administration of the university co-op
program
First Generation Student Services First Generation students can access additional support in the Student Services department. The First Generation Project provides support services to first generation students, such as mentorship programming, leadership retreats, and access to information that is fundamental to achieving student success both on-campus and in the community.
488
Co-Operative Education Co-operative education is designed to integrate academic and employment experience at the undergraduate level. Paid work terms allow students to gain experience in areas of career interest, or explore areas of possible interest, while academic terms build a solid foundation of theoretical and conceptual knowledge in the area of study.
The Learning Centre (Disability Services/Writing Lab/Math Lab/Peer Tutoring/Learning Strategies/Assistive Technology)
Algoma University’s Learning Centre provides a centralized service area to support the student learning process and facilitate student success. The Learning Centre employs a Coordinator of Learning Centre/Disability Services, a Learning Strategist/Assistive Technologist, a Writing Lab Instructor, and a Math Lab Instructor. Disability Services aims to ensure a rich and full student experience for all by facilitating accommodation for students with disabilities such as extended time for exams or note-taking services for students on a needs-assessed basis. The Learning Strategist works with students to improve study skills, and introduces students to assistive technology such as voice to text programs. The Learning Centre also facilitates student success workshops for students with special needs on topics such as study skills, transition strategies, stress management, and writing approaches. The Writing Lab and Math Lab Instructors provide one-on-one support to meet individual student’s needs.
Tutoring Algoma University’s Learning Centre administers a peer tutoring program in which students are recommended by faculty as “peer tutors”. Tutors apply at the Learning Centre and are screened by staff in academic student services. Tutors are senior students who have received 75% or better in the course(s) they will be tutoring. Requests for tutoring are also made at the Learning Centre, where appointments are made and tutoring sessions are scheduled. This service is free of charge to all Algoma University students. Students can receive 6 hours of free tutoring per course per semester.
International Student Advising International Student Services supports international students academically, socially, and culturally. The International Student Advisor administers a homestay program, provides assistance with immigration-related inquiries, organizes cultural events and activities, and acts as an advocate for international students. In addition, the International Student Advisor provides pre-departure assistance and an orientation to Canada and
489
campus life when students arrive to commence their studies.
Transition to Post-Secondary Program This program is a free 3-day transition to post-secondary program for recent high school graduates attending university in the new academic year. The aim of this program is to introduce students to campus and university life, designed to ease the transition to post-secondary education. This program is especially beneficial for students with learning disabilities.
Financial Aid The Financial Aid Office administers the Ontario Student Assistance Program, bursaries, awards, work-study programs, summer job programs, and other financial assistance programs available to students at Algoma University. Financial assistance is available to eligible students from a variety of sources and is based on demonstrated unmet need as well as academic standing. The Financial Aid Office provides assistance with applications for various forms of student financial aid including OSAP and its various programs, awards, bursaries, work-study programs, as well as summer employment programs. The Financial Aid Office also provides information on budgeting, money management, and other types of student financial assistance available.
Scholarships and Awards Office Algoma University offers a substantial award program to newly-admitted and continuing students. The Scholarship and Awards Officer administers the scholarship and awards program for all students.
Athletics and Fitness Algoma University maintains an on-campus fitness facility (the George Leach Centre) which recently completed a multi-million dollar expansion to support Algoma University’s growing athletic program. Upon completion of the expansion, all students will have access to a 6,000 square-foot fitness centre, fully-equipped with new, state-of-the-art strength equipment, three multi-purpose rooms, one multi-purpose court, one basketball court, a tennis court, on-site massage therapy, and many instructional programs. Algoma University competes in the Ontario University Athletics (OUA) and Canadian Interuniversity Sport (CIS) conferences in the following sports:
• Men’s basketball • Women’s basketball • Cross-country running • Men’s curling
490
• Women’s curling • Men’s soccer • Women’s soccer • Nordic skiing • Wrestling
Student Government Algoma University supports two student associations:
the Algoma University Student Union (AUSU) and the Shingwauk Anishinaabe Student Association (SASA). The university provides qualified support staff to assist the student government with the administration of the student health plan and to act as a liaison between student government and university administration. University staff work with student government to ensure the union is aware of their roles and responsibilities as student advocates, and to ensure the student government prepares an annual budget and holds annual elections.
English as a Second Language Program (ESL @ Algoma)
ESL@Algoma is a university-preparatory, non-credit program available to students who have met academic admission requirements, but require proof of language proficiency to begin degree program studies. It is also available to learners who do not have English as their first language, but wish to upgrade language skills or study ESL for a short study period.
Ombudsperson The Office of the Ombudsperson is a confidential service that strives to ensure university processes relating to students, staff, and faculty members operate as fairly as possible. Students access the services of the Ombudsperson if they need information about a policy or procedure, think they have been treated unfairly, have a concern and aren’t sure where to go, or if they need assistance identifying options to address a concern.
Student Housing/Residence Algoma University guarantees a private residence to all first-year students applying directly from high school. Residence life is supported by a Coordinator of Housing and Conference Services. Four styles of residence living are offered – the “New Dorm”, the Lou Lukenda Dorm (Global Village), Spirit Village Town Houses, and the Downtown Residence located a short bus ride from campus. All residences have dedicated Resident Advisors, Housing Offices, laundry facilities, common areas with TV/cable, Internet, and phone services.
491
6.4 Faculty 6.4.1 Four Year projected cumulative enrolment and projected staff Enrolment Projections and Staffing Implications Cumulative Full-Time
Student Enrolment Projections B.Sc. (HON) in Environmental Science
Cumulative Full-Time Faculty Equivalents (FTEs)
Cumulative Part-Time Faculty Equivalents (FFTEs)
Ratio of Full-Time Students to Full-Time Faculty
Year 1 2016-17
10 5 1 2:1
Year 2 2017-18
17 6 1 3:1
Year 3 2018-19
29 6 1 5:1
Year 4 2019-20
38 6 1 6:1
*projections assume a 73% retention rate from year 1 to year 2 and 90% retention from year 2 to 3 The Department of Biology currently employs a full-time Lab Coordinator. The c.v. for the current Lab Coordinator, Ms. Shannon Rowell-Garvon, is included in Section 6.4.4 of this application.
493
6.4.2 Policies Pertaining to Faculty Faculty hiring, review, teaching and supervision loads, and availability to students are governed by the terms of the collective agreement between the Algoma University Board of Governors and the Algoma University Faculty Association. The current collective agreement covers the period from July 1, 2012 to June 30, 2015, and was ratified by the Algoma University Board of Governors on April 14, 2013. The complete collective agreement is included in Section 13: Optional Material. Additional policies pertaining to faculty outside of the collective agreement are included in this section:
• Faculty Hiring Policy • Faculty Professional Development Policy • Academic Community Policy
495
Algoma University Faculty Hiring Policy Category: Faculty Number: FA2 Responsibility: Academic Dean Approval: April 3, 2009 - Senate Purpose: To define the expected academic and professional credentials required of faculty teaching and/or acting as research/clinical/exhibition supervisors at Algoma University and to define the method for verifying such credentials. Scope: This policy is applicable to all faculty university-wide. Policy: All faculty appointments at Algoma University are made on the basis of open competition. Normally, faculty teaching and/or acting as research/clinical/exhibition supervisors must have a terminal degree in their discipline. The collective agreement between the Algoma University Board of Governors and the Algoma University Faculty Association provides a list of additional qualities such as excellent teaching and research records which will be considered in addition to degree requirements when short-listing candidates. In some disciplines, professional credentials may also be required, and will be determined by the department on a case-by-case basis. Each academic division will engage in an annual planning process and will submit its hiring priorities to the Academic Planning and Priorities Committee (AppCom). AppCom will then submit its hiring priorities to the President, who will receive and evaluate the requests for new appointments for verification of budgetary approval. The Office of the Dean will oversee the process of advertising faculty positions in accordance with the current collective agreement. The President will receive hiring recommendations from the Divisional Appointments Committee via the Office of the Dean. The President will issue a letter offering an appointment to selected candidates. The Office of the Dean shall maintain on file an official copy, supplied directly by the granting agency to the Office of the Dean, of the highest academic credential, or any other professional credential, claimed by all faculty members for purposes of verification.
497
Faculty Professional Development Policy Category: Faculty Number: FA3 Responsibility: Academic Dean Approval Date: April 3, 2009 Revised: November 1, 2013 Approval Body: Senate PURPOSE To define Algoma University’s commitment to ensuring excellent teaching by supporting faculty professional development. SCOPE This policy is applicable to all faculty university-wide. POLICY Algoma University promotes the ongoing engagement of faculty in research, scholarship and professional activities as a fundamental support of excellent teaching. All faculty members at Algoma University are provided with an annual professional allowance fund to be used for professional development activities including but not limited to attendance at conferences, study leading to publication or formal presentation of professional papers, study for course preparation, professional tools, professional membership fees, and other professional development activities. Specific details regarding criteria and amounts of the professional allowance fund are outlined in the current collective agreement. Algoma University encourages faculty to participate in professional development related to curricular and instructional innovation. To this end, the university supports the activities of the Academic Standards and Teaching and Learning Committee of Senate which include organizing teaching forums and developing an Academic Learning and Development Centre. Algoma University encourages faculty to participate in professional development related to the development and use of technological skills in the classroom. To this end, the university actively provides training sessions and resources to faculty through its Information Technology Services department. Such a policy cannot and will not contravene or supersede any articles appearing in a negotiated Collective Agreement between Administration and the AUFA.
499
Academic Community Policy Category: Faculty Number: FA6 Responsibility: Academic Dean Approval: March 6, 2009 - Senate PURPOSE: To define Algoma University’s commitment to developing, maintaining, and enhancing a strong sense of academic community on campus. SCOPE: This policy applies to students, faculty, support staff, and administration. POLICY: Algoma University believes in teaching and scholarship that enhances student-focused learning that challenges students to reach their full potential. In keeping with its special mission to be a teaching-oriented university focusing on the needs of northern Ontario and cultivating cross-cultural learning between Aboriginal and other communities, Algoma University will provide the human resources, space, and activities necessary to continually enhance a strong sense of academic community. The university campus will provide spaces for groups to meet and interact for academic and social purposes. The campus will provide spaces for Aboriginal cultural activities to which all members of the university community will be welcome. Technology and technological support on-campus will ensure that a network of communication is available between students and university resources at all times. Support services, athletics, student government, clubs, ceremonies, residence activities, and exchange programs will provide students with a wide breadth of activities which may be outside their specific program area leading to personal and intellectual growth. Academic advising involving faculty will provide an enhanced sense of academic community as students get to know their professors outside of the classroom setting. The university will encourage its departments to organize community events, forums, guest speakers, panel discussions, and other activities that engage students, faculty, support staff, and administration in discussions where they can share ideas and experiences. The university will value creativity, innovation, and academic freedom in all its activities. The student-centric approach to teaching and learning at Algoma University will develop and continually enhance a strong sense of academic community on campus.
501
6.4.3 Curriculum Vitae Release Algoma University has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review, and final status of the program application.
502
6.4.5 Curriculum Vitae of Faculty Assigned to Deliver Non-Core Courses in the Degree Program The non-core courses in the B.Sc. (HON) in Environmental Science program are free electives, 12 credits of which are required to be from either Group I (Humanities) or Group II (Social Sciences). These courses could be taught by any number of faculty members from outside the discipline at Algoma University. Curriculum vitae for all Algoma University faculty members have not been included in this submission. Algoma University maintains hiring policies to ensure the academic and professional credentials of all its faculty members are appropriate and current for the discipline taught. As of 2012, 90% of full-time faculty members have a doctorate or other terminal degree.
505
Section 7: Credential Recognition The Bachelor of Science (Honours) in Environmental Science was designed to maximize graduates’ potential for employment and promotion in their field and further study. Credential recognition was achieved through careful examination of other undergraduate environmental science programs and consultation with potential employers who served as members of the Program Development Advisory Committee. The curriculum and program structure is similar to other programs across Canada in its coverage of a broad range of scientific disciplines (biology, chemistry, geology, mathematics) and its focus on the integration of knowledge and perspectives across disciplinary boundaries to investigate solutions to environmental challenges. The proposed program focuses on teaching students about what researchers in the field of environmental science have learned over the course of the discipline’s existence. This approach is designed to prepare students for postgraduate studies in related fields as well as employment in the field. Potential employers of graduates have indicated their support for the design of the program and the intended learning outcomes. In addition, other educational institutions have indicated their recognition of the credential for student applying to programs at the graduate level. Letters of support are included from the following individuals and organizations:
• City of Sault Ste. Marie • Sault Ste. Marie Innovation Centre • Sault Ste. Marie Conservation Authority • Erin Nixon • University of Waterloo
507
Section 8: Regulation and Accreditation
8.1 Current Regulatory of Licensing Requirements This section is not applicable to the program proposal.
509
8.2 Letters of Support from Regulatory/ Licensing Bodies Not applicable
511
Section 9: Nomenclature The nomenclature of the Bachelor of Science (HON) in Environmental Science meets degree-level standards and is consistent with nomenclature guidelines of the Ontario Universities Council on Quality Assurance and the Ministry of Training, Colleges and Universities. The degree was benchmarked against similar programs in Ontario and elsewhere and is intended to accurately reflect the focus and level of the program. The nomenclature of the program is clear for prospective students, employers, academics and the public. The program was reviewed by academics from other institutions, including the University of Guelph, who are familiar with the discipline and agree the degree nomenclature is consistent with that used in the discipline of environmental science.
513
Section 10: Program Evaluation Algoma University’s Institutional Quality Assurance Process (IQAP) governs periodic review of the program, the intended schedule for formal evaluation, and the procedures that govern follow-up on matters that arise during the review. The IQAP has been ratified by the Ontario Universities Council on Quality Assurance (“Quality Council”) and aligns with the standards and requirements of the Quality Assurance Framework. This means Algoma University’s policies and processes for program evaluation are as rigorous as those of all the other publically-funded Ontario universities. Section 5.1 of this application contains Algoma University’s Institutional Quality Assurance Process (IQAP).
515
Section 11: Academic Freedom and Integrity Algoma University has comprehensive policies and practices to encourage academic honesty and integrity. The policies and procedures pertaining to academic honesty and integrity included in this section are as follows:
• Academic Freedom Policy • Disciplinary Regulations on Academic Dishonesty • Intellectual Property Policy • The Collective Agreement between Algoma University Board of Governors and the
Algoma University Faculty Association. The current collective agreement covers the period from July 1, 2012 to June 30, 2015, and was ratified by the Algoma University Board of Governors on April 14, 2013. The complete collective agreement is included in Section 13: Optional Material.
• Research Involving Human Participants • Policy on Integrity in Research and Scholarship • Policy on the Ethical Principles of Animal Care and Use • Policy on Management of Research Grants, Contracts, and their Associated Funds
517
11.1 Academic Freedom Policies pertaining to academic freedom at Algoma University include:
• Academic Freedom Policy
519
Algoma University Academic Freedom Policy Category: Faculty
Number: FA3
Responsibility: Academic Dean
Approval Date: April 3, 2009
Revised: November 1, 2013
Approval Body: Senate PURPOSE To define academic freedom and the rights and responsibilities of faculty members and researchers with respect to academic freedom.
SCOPE This policy is applicable to all persons engaged in teaching and research activities at Algoma University.
POLICY Algoma University is dedicated to the pursuit of truth, knowledge and wisdom. Algoma University believes the common good of society depends upon the search for truth and its free exposition. The fundamental purpose of a university and its unique contribution are the search for new knowledge and the free dissemination of what is known. Academic freedom is essential to these endeavours, both in teaching and research, and in scholarly and creative work. In accordance with the Canadian Association of University Teachers (CAUT) definition, “Academic freedom includes the right, without restriction by prescribed doctrine, to freedom to teach and discuss; freedom to carry out research and disseminate and publish the results thereof; freedom to produce and perform creative works; freedom to engage in service to the institution and the community; freedom to express one’s opinion about the institution, its administration, and the system in which one works; freedom to acquire, preserve, and provide access to documentary material in all formats; and freedom to participate in professional and representative academic bodies. Academic freedom always entails freedom from institutional censorship.” Algoma University accepts this definition.
All members of the university are able, within the law, to pursue all avenues of inquiry; to teach and to learn unhindered by external or non-academic constraints; and to engage in full and unrestricted consideration of any opinion without fear of reprisal by Algoma University or any third party. This freedom extends not only to members of the university but to all who are invited to participate in its forum.
521
As members of a learned profession and as employees of Algoma University, faculty members may choose or be called upon to speak publically in an area of expertise. In these cases, Algoma University shall not impose supervision or other restraints; nor will it assume responsibility for what is said or written by a faculty member acting as a private citizen. However, as a person of learning, each faculty member shall exercise good judgment and shall make it clear that he/she is not acting as a spokesperson for the university.
The Algoma University collective agreement between the Algoma University Board of Governors and the Algoma University Faculty Association outlines the procedures to follow should a member of the university community believes that his/her academic freedom has been violated.
Such a policy cannot and will not contravene or supersede any articles appearing in a negotiated Collective Agreement between Administration and the AUFA.
522
11.2 Academic honesty and the organization’s procedures for informing faculty and students about, and ensuring their compliance with, policies pertaining to academic honesty Policies pertaining to academic honesty at Algoma University include:
• Disciplinary Regulation on Academic Dishonesty
Algoma University’s Disciplinary Regulations on Academic Dishonesty is printed in the Academic Regulations section of the Algoma University Academic Calendar and is displayed on Algoma University’s website. Student Compliance Algoma University hosts workshops and information sessions for students on academic honesty throughout the school year to reinforce the procedures of the Disciplinary Regulations on Academic Dishonesty. Faculty members include a discussion of academic honesty expectations on course syllabi and many mention it during class. Faculty Compliance The Disciplinary Regulations on Academic Dishonesty policy is a policy of Senate and has been reviewed and approved by all Senators. The Registrar provides an introduction and overview of the academic dishonesty policy, and the associated disciplinary options, to all new full-and part-time faculty members as part of the new faculty orientation each year. The policy is circulated to all faculty members annually. The Registrar’s Office also communicates periodically with faculty members to remind them of the regulation.
523
DISCIPLINARY REGULATION ON ACADEMIC DISHONESTY ADOPTED BY ALGOMA UNIVERSITY SENATE – FEBRUARY 4, 2005 Aim 1. a) The aim of the “Disciplinary Regulation on Academic Dishonesty” is to preserve the
credibility of conferred certificates, diplomas or degrees by ensuring that the grade reports demonstrate the true competence and training of students. b) This regulation shall be interpreted and applied in a manner that is consistent with this aim. c) This regulation shall apply to any work submitted by a student in part or complete performance of any course requirement.
Definitions 1. For the purposes of this regulation, the following terms shall be defined as follows: “failing grade of X”: a grade of academic dishonesty for the course; “committee”: the Appeals Committee as provided by the regulations adopted by the AU-Senate Appeals Committee; “degree”: a certificate, diploma, degree or other attestation of academic accomplishment; “expulsion”:
i. the denial of the right to enrol for a minimum of three semesters and a maximum of three years with no right to request readmission during the minimum period of expulsion;
ii. the cancellation of all registrations and activities from the date set by the Committee; iii. the denial of any type of academic assessment leading to a diploma or degree including
any confirmation of previous studies or the completion of course equivalencies for his or her student record;
iv. the cancellation of academic assessments previously completed for courses which have not yet been completed;
v. the cancellation of enrollment in courses and activities which have not yet been completed;
vi. the denial of any degree; and vii. the denial of all student rights and privileges.
“probation”: a minimum of three semesters and a maximum of three years during which a student who has been found to have committed an act of academic dishonesty is subject to a further and greater penalty if he or she is found to have committed another act of academic dishonesty; “professor”: the person or persons given responsibility by a Dean for the conduct of a course with regard to offences under sections 5 to 10 of this regulation; “repeal of a degree or degrees”: the revocation of the degree by Senate upon recommendation by the AU-Senate Appeals Committee; “semester”: the period of an academic session from September to December, January to April, or May to August; “suspension”:
525
i. the interruption of the enrolment or of the right to enrol for a minimum of one semester and a maximum of three semesters;
ii. the cancellation of all registrations and activities from the date set by the Committee; iii. the denial of any type of academic assessment leading to a diploma or degree including
any confirmation of previous studies or the completion of course equivalencies for his or her student record;
iv. the cancellation of academic assessments previously completed for courses which have not yet been completed;
v. the cancellation of enrollment in courses and activities which have not yet been completed;
vi. the denial of any degree; and vii. the denial of all student rights and privileges;
and “work”: any activity, assignment, dissertation, document, essay, performance, presentation, project, rendition, thesis or any other work accomplished, performed, prepared or submitted by a student for evaluation. Determination of academic dishonesty 2. (a) Upon determining that a student has committed an act of academic dishonesty, the
professor: i. shall assign a grade of “0” for the work in question;
ii. may assign a grade of “0” for the course; iii. shall inform the AU-Academic Dean on the prescribed form set out as “Appendix A” to
this regulation.
b) If, in addition to the penalties set out in the above paragraph section 3 (a), the professor seeks to have imposed further penalties as set out in section 4 (a) iii to vi of this regulation, the professor shall make a recommendation for the application of a sanction of academic dishonesty to the AU-Academic Dean on the prescribed form set out as “Appendix A” to this regulation.
c) The AU-Academic Dean shall forward the prescribed form to the Secretary of the AU-
Senate Appeals Committee and shall send a copy to the AU-Registrar. The Secretary of the AU-Senate Appeals Committee shall send a copy to the student.
d) When a hearing is held, the AU-Senate Appeals Committee shall not impose a penalty
which is more severe than the one recommended by the professor.
e) The AU-Senate Appeals Committee may impose a combination of penalties for any single determination of academic dishonesty.
f) Where it is alleged that a student has committed an offence set out in sections 11, 12 or
13 of this regulation, the AU-Academic Dean or the AU-Registrar shall make a recommendation for the application of a sanction of academic dishonesty to the Chair of
526
the AU-Senate Appeals Committee on the prescribed form set out as “Appendix A” to this regulation. The Chair shall send a copy to the student. The AU-Senate Appeals Committee shall not impose a penalty which is more severe than the one recommended by the AU- Academic Dean or the AU- Registrar.
Penalties 3. (a) For the purposes of this regulation, the following penalties, in order of severity
from least to greatest, shall apply when it has been determined by the Committee that the student is found to have committed an act of academic dishonesty:
i. a grade of “0” for the work in question; ii. a grade of “0” for the course;
iii. a failing grade of X for the course in which the offence was committed; iv. probation; v. suspension;
vi. expulsion; and vii. repeal of the degree.
b) The Committee or the Senate Committee on Student Appeals may impose a combination of penalties for any single determination of academic dishonesty.
c) Suspension may be retroactive to the date of the infraction, may be immediate from the date of the decision, or may take effect at the end of the session from which the final decision is rendered.
d) Repeal of the degree shall only be allowed when the act of academic dishonesty allowed the student to obtain the degree.
e) Readmission after suspension shall be according to normal procedures to complete studies or to obtain the degree which may have been withheld during this period.
f) Readmission after expulsion shall be subject to the absolute discretion of the Senate Committee on Academic Regulations and Petitions and, if granted, shall be subject to a period of probation as the Senate Committee on Academic Regulations and Petitions may determine in its absolute discretion.
g) The mention of academic dishonesty shall be struck from the file of the student when the first of either of the following occurs:
i. the student successfully completes all the requirements for graduation; or ii. a period of five years has elapsed since the determination of academic dishonesty.
Infractions 4. (a) A student shall not:
i. falsify a work submitted for evaluation; ii. use in whole or in part the work or significant passages drawn from the work of another
person, in a work submitted to evaluation, without having expressly identified these as quotations;
iii. submit the same work or several similar documents to two or more professors responsible for a university activity for evaluation, without their knowledge of it;
iv. submit for evaluation a work which contains data that the student has falsified;
527
v. modify, without approval of the professor, a work already submitted for evaluation, in order to make corrections or additions; or
vi. submit, without the approval of the professor, projects, essays, dissertations or theses for evaluation which have essentially been previously submitted for evaluation to the university or to another post-secondary institution with the intention of obtaining a different degree on the strength of the same work.
Penalties
b) A student who is found to have committed any of the acts of academic dishonesty in subparagraphs section 5 (a) i to vi shall be:
i. assigned a grade of “0” for the work in question; ii. subject to the grade of “0”in the course;
iii. subject to the failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension;
vi. subject to expulsion; and vii. subject to the repeal of his or her degree.
Infractions 5. (a) During the evaluation or exam period, a student shall not:
i. obtain, whether individually or collectively, any kind of unauthorized help; ii. use, view or refer to the copy of another student, even if its contents are proven to be
erroneous or useless; or iii. have or use any unauthorized document or apparatus.
Penalties a) A student who is found to have committed any of the acts of academic dishonesty in
paragraphs section 6 (a) i to iii shall be: i. assigned a grade of “0” for the work in question;
ii. subject to the grade of “0”in the course; iii. subject to a failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension;
vi. subject to expulsion; and vii. subject to the repeal of his or her degree.
Infraction and penalties 6. Where the work in question constitutes the method of final evaluation in the course, the
student who is found to have committed any of the acts of academic dishonesty in paragraphs 5 (a) or 6 (a) shall be:
i. assigned a failing grade of X for the course in which the offence was committed; ii. subject to probation;
iii. subject to suspension; iv. subject to expulsion; and
528
v. subject to the repeal of his or her degree. Infraction and penalty 7. Where the work in question is a dissertation or a thesis for attaining a Master’s or Doctoral
degree, the student who is found to have committed any of the acts of academic dishonesty in paragraphs 5 (a) or 6 (a) shall be:
i. assigned a failing grade of X for the course in which the offence was committed; ii. suspended;
iii. subject to expulsion; and iv. subject to the repeal of his or her degree.
Infraction 8. (a) A student shall not obtain or accept from any source whatsoever, or distribute, the
questions or answers to a test, an exam or laboratory experiments, without previous authorization from the professor.
Penalty (a) A student who is found to have committed any of the above acts of academic dishonesty
in section 9 (a) shall be i. assigned a failing grade of X for the course in which the offence was committed;
ii. suspended; iii. subject to expulsion; and iv. subject to the repeal of his or her degree.
Infraction 9. (a) A student shall not conspire to substitute oneself, attempt to substitute oneself or
substitute oneself for another student in order to accomplish work in that other student’s name.
(b) A student shall not conspire to allow another student to attempt to substitute oneself, allow a student to attempt to substitute oneself or allow a student to substitute oneself for herself or himself in order to accomplish work in her or his name.
Penalty
c) A student who is found to have committed any of the above acts of academic dishonesty in section 10 (a) or (b) shall be:
i. assigned a failing grade of X for the course in which the offence was committed; ii. placed on probation;
iii. subject to expulsion; and iv. subject to the repeal of his or her degree.
Infraction 10. (a) A student shall not attempt to obtain or obtain an advantage with respect to the
requirements or the applicable regulations of the programme of study or with respect to the course in which she or he is attempting to enrol, is enrolled or has been enrolled, by means of a threat or any other illicit means.
529
Penalty b) A student who is found to have committed any of the above acts of academic dishonesty in
section 11(a) shall be subject to: i. suspension and a further period of probation;
ii. expulsion; iii. the repeal of his or her degree.
Infraction 11. (a) A student shall not:
i. fail to disclose or submit all information or documentation needed for admission to the University which has been requested by the University;
ii. alter, fabricate, falsify, forge, or tamper with a document in any way whatsoever which is destined for the University, or to use or submit such a document to the University;
iii. alter, fabricate, falsify, forge, or tamper with University documents stating acquired privileges or rights conferred by the University.
Penalty b) A student who is found to have committed any of the above acts of academic dishonesty
in section 12 (a) shall be subject to: i. suspension for three semesters and a further period of probation;
ii. expulsion; and iii. the repeal of his or her degree.
Infraction 12. (a) No student shall produce a document which may lead another person to believe that she
or he is a faculty or administrative member of the University. Penalty b) A student who is found to have committed any of the above acts of academic dishonesty in
section 13 (a) shall be subject to: i. suspension for three semesters and a further period of probation; and
ii. expulsion. Second offence: penalty 13.
a) On finding that a student has committed a second act of academic dishonesty or two acts of academic dishonesty, the AU-Senate Appeals Committee may impose a penalty which is more severe than the one recommended by the Professor.
b) A student who is found to have committed a second act of academic dishonesty or two
acts of academic dishonesty shall be subject to further penalties including a failing grade of X for the course in which the offence was committed, suspension, expulsion and repeal of his or her degree.
530
When the AU-Registrar receives the prescribed form set out as “Appendix A” to this regulation and the AU-Registrar is in possession of a previous form with regard to the same student, the AU-Registrar may initiate a recommendation for further and more severe penalties according to section 11(a) and (b) by using the prescribed form set out as “Appendix A” to this regulation.
531
11.3 The ownership of intellectual products of its employees and students Policies pertaining to ownership of intellectual products of Algoma University’s employees and students include:
• Intellectual Property Policy • The Collective Agreement between Algoma University Board of Governors and the
Algoma University Faculty Association. The current collective agreement covers the period from July 1, 2012 to June 30, 2015, and was ratified by the Algoma University Board of Governors on April 14, 2013. The complete collective agreement is included in Section 13: Optional Material.
532
Algoma University Intellectual Property Policy Category: Research Number: RE1 Responsibility: Dean and Associate Vice President, Research Approval: June 18, 2009 – Board of Governors Purpose The purpose of this policy is to: clearly state who owns Intellectual Property created at Algoma University; state the obligations and rights of those who own Intellectual Property; and outline key procedures related to Intellectual Property. Scope This policy applies to all activities relating to Intellectual Property at Algoma University. Policy
1. Guiding Principles In dealing with Intellectual Property, it is possible that there may be conflicts between commercial and administrative motivations on one hand and academic and research views on the other. In order to ensure that the academic and research views take precedence, the following principles shall take precedence over any other aspect of this policy as applicable:
a) All activities of Algoma University shall take into account the principles of academic freedom and academic research and integrity. No action shall be taken under this policy if it is contrary to those principles or contrary to any provisions of the Policy on Integrity in Research and Scholarship;
b) Members of the Teaching Staff (as defined below) are solely entitled to and responsible for any decision relating to Intellectual Property that they own including whether or not they will seek appropriate legal protection for that property or seek to put that property into practical use; and
c) Any person who would be the owner of Intellectual Property under this policy is entitled to give their informed consent to any contractual arrangements that the university proposes to enter that involves transfer of their Intellectual Property ownership.
2. Definitions
In this policy, the following terms, when capitalized, shall have the specific meanings as follows: “Intellectual Property” means a creation of the mind whose use may be controlled by legal means which legal means include, but are not limited to, copyrights, patents, industrial design registrations, trade-marks, trade secrets, and plant breeders’ rights.
533
“Designated University IP Officer” means the university employee who is designated by the Academic Dean from time-to-time as the university’s officer charged with dealing with intellectual property matters under this policy. If there is no person so designated, the Designated University IP Officer means the Academic Dean. “Teaching Staff” means professors, associate professors, assistant professors, lecturers, associates, instructors, tutors and all others employed to do the work of teaching or giving instruction and includes persons employed to do research at the University. “Student” means anyone whom the records of the university indicate is a current registered student. The determination that someone holds the status of a Student shall be that of the Designated University IP Officer. “Non-teaching Staff” means any employee of the university who is not a member of the Teaching Staff. The determination that someone holds the status of Non-teaching Staff shall be that of the Designated University IP Officer.
3. Ownership of Intellectual Property
a) Intellectual Property that is created at the university solely by a member of the Teaching Staff shall be owned by that person.
b) Intellectual Property that is created at the university solely by a Student shall be owned by that person.
c) Intellectual Property that is created at the university solely by a member of the Non-teaching Staff in the course of their employment shall be owned by the university.
d) Intellectual Property that is created at the university solely by a member of the public
who was allowed to use facilities of the university that are not normally available to members of the general public shall be owned by the university.
e) Intellectual Property that is jointly created among two or more persons shall be jointly
owned by the persons, including the university, who would otherwise be the owner as if the invention had been solely made by each person in accordance with the foregoing sections a) to d). Who is a creator and the rights of joint ownership shall be as provided for in the applicable law.
f) In spite of the foregoing sections a) to e), any agreement entered into by the university
with respect to work to take place at the university or elsewhere that involves one or more: member(s) of the Teaching Staff, Student(s) and member(s) of the Non-teaching Staff, may provide that Intellectual Property developed under this agreement shall be owned by persons other than as specified in the foregoing sections provided that the provisions of this policy concerning the entering into of agreements has been complied
534
with.
4. Obligations and Rights Relating to Intellectual Property Owned by Individuals In the event that Intellectual Property created at the university is owned by an individual as provided for in sub-sections 3(a), 3(b) or 3(e), the following shall apply to that Intellectual Property:
a) Written notice of the creation of the Intellectual Property shall be given to the Designated University IP Officer in the form and delays specified by them;
b) The university shall have a licence for any academic, research or administrative purposes of the university to use the Intellectual Property on a royalty-free, fully paid perpetual basis provided that the Designated University IP Officer may agree to alterations of this licence on the reasonable request of the owner;
c) Owners of Intellectual Property may seek assistance from or through the university in making decisions related to the legal protection that may be required for the Intellectual Property or other issues related to the Intellectual Property. Although the university shall have no obligation to provide such assistance, if it does so, it shall do so through the Designated University IP Officer; and
d) An owner of Intellectual Property may transfer ownership of their Intellectual Property to
the university, provided that nothing herein requires the university to agree to accept such an assignment. The decision of whether or not to accept such an assignment shall be that of the Designated University IP Officer.
5. University Obligations with respect to Intellectual Property owned by it
The following shall apply to any Intellectual Property owned by the university:
a) The management decisions relating to such Intellectual Property shall be made by the Designated University IP Officer in their sole discretion;
b) If any agreement assigning ownership of Intellectual Property to the University from someone who is a member of the Teaching Staff or a Student, the agreement shall normally provide that at least 50% of any returns (as those are defined in that agreement in the discretion of the Designated University IP Officer) are paid to the member of the Teaching Staff or Student providing such assignment; and
c) In the case of revenues (as those are defined in the discretion of the Designated University IP Officer taking generally accepted accounting principles into account) arising from Intellectual Property created in part by individuals other than a member of the Teaching Staff or a Student, the university, in its sole discretion as exercised through the Designated University IP Officer, but without any obligation to do so, may provide that a proportion of such revenues be paid to such persons.
535
6. Interaction with other Algoma University policies
This policy refers to the following Algoma University policies:
− Grant and Contract Policy − Policy on Integrity in Research and Scholarship − Academic Freedom Policy
References to Intellectual Property with respect to copyright are found in the full-time and part-time faculty collective agreements. It is not the intent of this policy to override the provisions of the collective agreement. Procedures
1. Contracting Procedures a) All agreements entered into by the university shall be signed in accordance with the
Grant and Contract Policy. Individuals other than those named in that policy have no authority to sign any agreements on behalf of Algoma University.
b) All agreements entered into by the university that involve intellectual property in any fashion; deal with transfers of research materials (either inbound or outbound) sometimes known as Material Transfer Agreements; or deal with confidential disclosures made to or by university personnel to third parties (know as Non-Disclosure Agreements) shall be in form and substance acceptable to the Designated University IP Officer.
c) All agreements entered into by the university that affect the intellectual property rights of members of the Teaching Staff or Students shall only be entered into by the university after the persons affected have provided their informed consent in writing to the university of the terms of that agreement.
d) All agreements entered into by the university that affect the intellectual property rights of Students shall only be entered into by the university with the additional consent of the Department Chair of the most applicable department of that student.
2. Use of University Names and Marks
Algoma University has the right to be consulted and to approve or disapprove any use of the university’s name, logo, facilities, or resources in any use. In some circumstances, the university may also require that it be party to the arrangements as a condition of any use or approval.
3. Resources to Manage Intellectual Property and Contracts In addition to this policy, the Designated University IP Officer is able to provide advice and direction with regards to Intellectual Property in general and the application of this policy. The Accounting and Grants Officer is able to provide advice and direction on the application of the Grant and Contract Policy.
536
Staff of the Algoma University Research Office and Director of Research are also available for consultation on all matters of intellectual property and associated contracts.
4. Dispute Resolution
a) As may be required, any dispute at the university relating to Intellectual Property may be resolved in accordance with procedures in this section. Such disputes may include, without limitation, the exercise of any power or discretion on the part of the Designated University IP Officer, any disputes among joint owners of intellectual property, or any other matter relating to intellectual property.
b) A dispute to be resolved under this section shall be begun by a written document addressed to the Academic Dean or, in the event that the Academic Dean is also the Designated University IP Officer, the President (the “person receiving the dispute”).
c) The person receiving the dispute may decide that the dispute relates to a trivial matter or
one that should be resolved in a manner outside of this procedure in which case they shall provide the person making the dispute written notice of their decision to dismiss it. Such a decision is not further reviewable under any university dispute resolution process.
d) The person receiving the dispute shall, on deciding the matter requires resolution shall
convene all of the relevant parties to a meeting or meetings where they shall act as a mediator to attempt a resolution of the dispute.
e) If no resolution is possible after the mediation in subsection (d), an arbitration panel of
three persons shall be convened. The three persons shall be appointed by the President of the university from among any person who is part of the university community or interested in the university’s work. The President’s selection shall be approved by a resolution of the Senate of the university.
f) The arbitration panel may set its own rules of procedure provided that they take the rules
of natural justice into account. The arbitration panel shall also be subject to the Arbitration Act, 1991.
g) The arbitration panel shall make its decision relating to the dispute and their decision
shall be final.
5. Five Year Review of Policy This policy will be reviewed every five years.
6. Ownership of Policy This policy is a policy of the Board of Governors.
537
Co-authored by Marcel Mongeon, Lawyer and Intellectual Property Coach Mongeon Consulting Inc. References
• AU/AUFA full-time and part-time collective agreements Policies of the following institutions:
• Algoma University – Policy on Integrity in Research • UOIT • World Discoveries Intellectual Property Primer • UNBC • UBC • Queen’s • Lakehead University • Simon Fraser University • McMaster University • University of Waterloo • University of Calgary • University of Regina
538
11.4 Research involving humans and/or animals, and the management of research funds Policies pertaining to research involving humans and/or animals, and the management of research funds include:
• Research Involving Human Participants • Policy on Integrity in Research and Scholarship • Policy on the Ethical Principles of Animal Care and Use • Policy on Management of Research Grants, Contracts, and their Associated Funds
539
Algoma University Policy on Research Involving Human Participants Category: Academic Responsibility: Vice President Academic and Research Revised/Approval Date: May 2, 2014 Approval Body: Senate Background and Purposes: Algoma University is committed to promoting research as a fundamental human endeavour deriving from the wish to understand and improve the collective global condition. The University recognizes that the use of Human Participants is indispensable to progress in many areas of research. All research involving Human Participants must be conducted in accordance with the highest ethical standards in ways that protect, and respect the dignity and rights of all Human Participants involved. The trust of the Human Participants and the public in the research process is built upon the consistent application of these ethical standards.
The purpose of this Policy is to create a research environment in which the University’s responsibilities towards Human Participants involved in research are discharged in accordance with the highest ethical standards; to promote awareness and understanding of such standards among members or associated members of the University; to articulate clearly the Tri-Council Core Ethical Principles applicable to research in a manner consistent with the most current version of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans and with international best practices; and to establish an independent research ethics review process. Related Policy: Conflict of Interest Notes: Defined terms are capitalized in this Policy and can be found in Section 7 at the end of this Policy.
1. Scope
1.1 This Policy applies to: (a) Research Involving Human Participants; (b) Research involving human biological materials, as well as human embryos,
fetuses, fetal tissue, reproductive materials and stem cells. This applies to materials derived from living and deceased individuals.
2. Tri-Council Core Ethical Principles
2.1 Over and above the legal obligations to which all researchers and the University are bound to adhere, a fundamental imperative of Research Involving Human Participants is the respect for human dignity. The University adopts the Tri- Council Core Ethical Principles as principles that will not only guide the conduct of all Research Involving Human Participants but will also guide the Research Ethics
541
Board (REB) when they are reviewing the ethical acceptability of such research.
3. Mandate and Authority of the Research Ethics Board
3.1 The REB is mandated to review and maintain, on behalf of the University, ongoing oversight of the ethical acceptability of all proposed or ongoing Research Involving Human Participants by applying the Tri- Council Core Ethical Principles to such review and oversight.
3.2 The University shall authorize such number of REBs as is determined to be
appropriate from time to time by the Vice-President, Academic & Research (VPAR). Algoma University continues to increase its research output both in terms of the awarding of grant monies and increased peer-reviewed publications; however, the number of Faculty involved in human subjects research remains relatively small. As a result, Algoma University currently has one Research Ethics Board to carry out the duties listed in Section 3.1. Reference will be made to a single REB throughout the document.
3.3 The VPAR is responsible for determining the financial and administrative
resources that are necessary to enable the REB to fulfill its duties and shall ensure that such resources are provided.
3.4 The VPAR is responsible for:
3.4.1 keeping the REB Chair informed of all ethics requirements of the Tri-
Council granting agencies and of all other provincial, national and international laws, regulations, policies, standards (e.g. legal, professional, institutional), and guidelines that are relevant to research ethics review; and
3.4.2 communicating to the REB Chair any changes in such requirements,
laws, regulations, policies, standards and guidelines.
3.5 The REB is accountable to the VPAR for its research ethics review processes.
However, in conducting their research ethics reviews, the REB must operate in an impartial manner, without interference, and the decisions of the REB with respect to any given Research project are not subject to review by the VPAR or any other person except to the extent that such decisions may be appealed pursuant to the Procedures to this Policy.
4. Ethics Approval
4.1 As there is only one REB of record at Algoma University, every research project conducted by Algoma University staff, faculty and/or students that meets the criteria listed in the Scope (Section 1) of this policy must obtain
542
approval from this REB.
4.2 Any research project external to Algoma University (e.g., from another University) that concerns Algoma University staff, faculty, students and/or premises requires Algoma University REB approval in addition to the necessary REB approvals from that external organization.
4.3 Unless proposed Research Involving Human Participants has first been
granted Ethics Approval (with the exception of conducting literature reviews and/or the development (but NOT the distribution) of questionnaires), a researcher must not:
4.3.1 commence or continue to carry out such research;
4.3.2 use University services or facilities, including academic space at
affiliated teaching hospitals, for such research; or
4.3.3 accept or use any funds made available to such researcher for such research.
4.4 Unless Financial Services has received notification that Ethics Approval has
been granted to certain Research Involving Human Participants, Financial Services must not, with respect to such Research Involving Human Participants authorize spending on any research accounts.
4.5 If the REB rescinds or terminates an Ethics Approval, the REB may give notice and
direction to Financial Services. Upon receipt of such notice and direction from the REB, Financial Services must freeze or close the relevant research account as appropriate.
4.6 A Research project may require a number of different approvals from various
officials or committees of the University and other relevant agencies. Ethics Approval and all other required approvals with respect to such Research project must be obtained before the Research project is undertaken. The REB will offer a conditional approval to those organizations that require it; once the organization approves the project, the REB will remove the conditions (i.e., the REB Approval Certificate will be issued with a “P” for Pending which will be removed once approval from the organization has been granted).
5. Ethics Review Agreements with Other Institutions or Organizations
5.1 In order to facilitate collaborative research projects involving researchers, data or participants from more than one institution, and in order to avoid a duplication of efforts with respect to research ethics reviews, the University through its authorized signatories may enter into Ethics Review Agreements.
5.2 An Ethics Review Agreement may be limited to a specific type of Research.
543
5.3 Prior to entering into an Ethics Review Agreement with another institution, the
University shall:
5.3.1 take into account the manner in which the other institution’s research ethics board conducts research ethics reviews; and
5.3.2 consult with the Chairs of the REBs.
6. Institutional Conflicts of Interest in Relation to Research
6.1 The University has many diverse objectives. From time to time these objectives may appear to be, or may actually be in conflict with one another. For example, the University has an interest in enhancing its investment returns, fundraising activities and operational efficiencies in order to achieve its mission and to serve the people of northern Ontario, Canada and the world. However, regardless of any other interest it may have, the University has an overriding interest in ensuring that Research activities are undertaken with integrity and in a manner that is consistent with the Tri-Council Core Ethical Principles. To the extent that there is a conflict between this overriding interest and any other interest the University may have, any decisions made by the REB shall be consistent with this overriding interest.
6.2 In addition, academic freedom is one of the University’s core values. As a result, no
person at the University may interfere with Research unless the Research is contrary to applicable legal requirements or University policies. Furthermore, the University’s administrative structure is organized in such a manner as to create separation between Research activities and the financial and other operations of the University. Due to the University’s limited ability to interfere with Research and the University’s organizational separation, the risk of the University’s operational interests influencing or compromising the Tri-Council Core Ethical Principles is minimized.
6.3 In the event that a conflict arises between the Tri-Council Core Ethical Principles and
the University’s other objectives that cannot be adequately managed by the structural separation described in Section 6.2, the VPAR will be charged with the responsibility of reviewing the matter and reporting to the President of the University, the REB and any external agencies as may be appropriate. Any person who has a concern that such a conflict may exist is encouraged to bring it to the attention of the VPAR. All concerns submitted pursuant to this Section 6.3 will be taken seriously. The anonymity of the person raising a concern cannot be guaranteed given the small number of researchers using the REB. The University will protect personal information of all parties involved as required under the Freedom of Information and Protection of Privacy Act. The University will not tolerate any retaliation, directly or indirectly, against anyone who, in
544
good faith, raises a concern pursuant to this Section 6.3, gives evidence or otherwise participates in a process under this Policy.
7. Definitions 7.1 “Anonymous”, when used to describe information, data or materials, means
information, data or materials that has never had personal identifiers associated with it (e.g. anonymous surveys) where the nature of the information, data or materials is such that it would be extremely unlikely that the persons having access to the information, data or materials could determine the identities of individuals by combining such information, data or materials with information, data or materials that are publicly available or that would otherwise be expected to be in their possession. For the purposes of this Policy, genetic material shall not be considered Anonymous unless a REB determines otherwise.
7.2 “Tri-Council Core Ethical Principles” means the following principles:
7.2.1 Respect for Persons: This principle requires the recognition of the intrinsic value of human beings and the respect and consideration that they are due, whether they are involved in research directly as subjects, or whether they are involved solely by virtue of their data or Human Biological Materials being used in research. This principle also incorporates the requirement that all Human Participants give their free,
informed and ongoing consent as a prerequisite for participation in research.
7.2.2 Concern for Welfare: This principle requires that the welfare of Human
Participants in research be protected and promoted, and the recognition that the welfare of a person is the quality of that person’s total experience of life, which consists of the impact caused, among other things, by factors such as his or her physical, mental and spiritual health, as well as his or her physical, economic and social circumstances.
7.2.3 Justice: This principle requires that all Human Participants in research be
treated fairly and equitably so that individuals or groups are not inappropriately included in or excluded from participation in research on the basis of attributes such as culture, language, religion, race, disability, sexual orientation, ethnicity, linguistic proficiency, gender, age, developmental stage, reproductive capacity, capacity to consent, or presumed vulnerability. Instead, the question of participation should be based on inclusion and exclusion criteria that are required in order to carry out the research project. Also, the principle of justice requires that researchers consider ways to ensure the equitable distribution of any benefits of participation in research (e.g. amelioration of a health condition for an individual as a result of experimental therapy; the establishment of health care or beneficial services in a community which
545
has been involved in research).
For further information, reference may be made to the most current version of the Tri- Council Policy Statement: Ethical Conduct for Research Involving Humans.
7.3 “Ethics Approval” means the research ethics approval granted by a REB in
accordance with this Policy. 7.4 “Ethics Review Agreement” means an agreement between the University and
another research institution or organization that authorizes an alternative model or models for ethics review of Research Involving Human Participants. Such agreements may or may not be reciprocal in nature.
7.5 “Human Biological Materials” means human tissues, organs, blood, plasma, serum,
DNA, RNA, proteins, cells, skin, hair, nail clippings, urine, saliva and other body fluids, embryos, fetuses, fetal tissues, reproductive materials and stem cells.
7.6 “Human Participants” means individuals whose data, or responses to interventions,
stimuli or questions by a researcher are gathered or utilized for the purposes of a Research project.
7.7 “REB” means a research ethics board authorized by the University.
7.8 “Research” means any disciplined inquiry or systematic investigation (including pilot
studies) intended to extend knowledge or to establish facts or principles that is: 7.8.1 conducted by members or associated members of the University acting in
their University capacity, including but not limited to faculty, emeritus faculty, staff, sessional instructors, clinical professors, administrators, students, visiting or adjunct scholars, fellows, paid or unpaid associates and any other person associated with research at the University;
7.8.2 conducted with the authorization of the University using resources
(including but not limited to space that is under the administration of the University and academic space at affiliated teaching hospitals) that have been provided by the University but that are not generally available to the public; or
7.8.3 in need of research ethics review by the University pursuant to the
terms of an affiliation agreement with another agency;
but does not include:
7.8.4 quality assurance and quality improvement studies, program evaluation
activities and performance reviews, or testing within normal educational requirements when used exclusively for assessment, management or
546
improvement purposes. For greater certainty, where data is collected for purposes set out in the preceding sentence but later proposed to be used for research purposes, such use may be considered Secondary Use of information not originally intended for research, which would require research ethics review in accordance with this Policy.
7.9 “Research Ethics Appeal Committee” means the committee which the VPAR may
from time to time create for the purpose of hearing appeals of decisions made by the REB.
7.10 “Research Involving Human Participants” means Research involving 7.10.1 Human Participants; or
7.10.2 Human Biological Materials;
but does not include:
7.10.3 Research that relies exclusively on publicly available information when such information: (i) is made accessible to the public through legislation and regulation, and is therefore appropriately protected by law, or (ii) is disseminated in the public domain (e.g. through print or electronic publications), may contain identifiable information, and for which there is no reasonable expectation of privacy;
7.10.4 Research involving the observation of individuals or groups in public places so
long as: (i) the research does not involve any intervention staged by the researcher or any direct interaction between the researchers and the individuals or groups; (ii) the individuals or groups being observed have no reasonable expectation of privacy; and (iii) the dissemination of research results from such observation does not allow identification of specific individuals; and
7.10.5 Research that relies exclusively on Secondary Use of Anonymous
information or Anonymous materials, so long as the process of data linkage or recording or dissemination of the Research results does not generate information about an identifiable individual.
7.11 “VPAR” means Vice-President, Academic & Research assigned by the President to be
responsible for this Policy and any associated Procedures. 7.12 “Secondary Use” means the use in Research of information or Human Biological
Materials originally collected for a purpose other than the purpose of the current Research.
7.13 “University” means Algoma University.
547
PROCEDURES Revised/Approval Date: May 2, 2014
1. Researcher Responsibilities
1.1 A researcher who plans to conduct Research Involving Human Participants is required to:
1.1.1 be familiar with all University policies relating to research, including without limitation this Policy (Research Involving Human Participants), these Procedures, and the most current version of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans;
1.1.2 if the research project constitutes Research Involving Human Participants,
submit a proposal for such research project to the REB for review and approval of its ethical acceptability prior to the start of recruitment of Human Participants, access to data, or collection of Human Biological Materials, and include in such proposal such details as are reasonably required by the REB in order to enable the REB to discharge its duties as set out in Section 3.1, including certificates of module training for each individual listed as Principal Investigator(s), Co-investigator(s), Research Coordinator(s) and/or Supervisor(s);
1.1.3 if there is any doubt as to whether such research project constitutes
Research Involving Human Participants, consult the REB to obtain a determination as to whether such research project requires research ethics review;
1.1.4 conduct all REB-approved Research Involving Human Participants in
accordance with: 1.1.4.1 any determinations respecting such research made by the REB that
has continuing oversight of such research and comply with and maintain in good standing any Ethics Approval issued by such REB for as long as is required by such REB;
1.1.4.2 the Tri-Council Core Ethical Principles;
1.1.4.3 the most current version of the Tri-Council Policy Statement: Ethical
Conduct for Research Involving Humans;
1.1.4.4 the University’s policies and procedures governing security and privacy, and all other applicable policies and procedures of the University; and
1.1.4.5 other relevant legal obligations (including provincial, national and
international laws and regulations), policies, standards (including professional and institutional standards) and guidelines, where
548
applicable to a particular area of research or to the funding of such research;
1.1.5 promptly report to the REB the occurrence of any unanticipated issue or event during the course of the implementation of the approved research project that may result in an increased level of risk to Human Participants involved in the research project, or that has other ethical implications that may affect the welfare of such Human Participants;
1.1.6 promptly submit to the REB any proposed changes to the research
project and notify such REB when the research project concludes; and
1.1.7 ensure that any proposed changes to an approved research project are approved by the REB prior to implementation of the changes, except when such changes are required to be made in order to eliminate immediate hazards to Human Participants involved in such research project or to implement minor logistical changes.
1.1.8 Noncompliance which can include, but is not limited to, failure to obtain
prior REB approval before starting a research project, inadequate supervision of the research, failure to report adverse events or protocol changes to the REB, failure to provide ongoing reports, or significant deviation from the approved protocol. All instances of noncompliance with policies or procedures for research involving human subjects should be brought to the attention of the VPAR, in writing, for review and resolution.
1.1.9 Actions taken by the Chair or VPAR, as appropriate, may include but are not
limited to the following: education measures, terminating or suspending REB approval of the active studies, restrictions on the ability to serve as an investigator on research projects involving human subjects or freezing of research funds. Any action taken by the Chair or VPAR will be reported promptly, in writing, to the principal investigator.
2. Composition of REB
2.1 Appointments to the REB will be elected by Algoma University Senate at the Senate meeting in June. All members are required to complete the TCPS ethics training certificate and will be required to be familiar with all University policies relating to research, including without limitation this Policy (Research Involving Human Participants) , these Procedures, and the most current version of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans.
2.2 Any REB constituted by the Senate under Section 4 of this policy (Research
549
Involving Human Participants) will consist of at least 7 members, including both men and women, of whom:
a. at least 3 members shall have broad expertise in the methods or in the areas of research that are covered by the REB; one member being elected from each Division;
b. at least one member shall be knowledgeable in ethics; c. at least one member shall be knowledgeable in research in First Nations
Communities and fully cognizant of Chapter 9 requirements of the TCPSII; d. at least one member shall be knowledgeable in law; and e. at least one member shall have no affiliation with the University, but shall be
recruited from the community served by the University. This member will be recommended by the Committee and approved by Senate prior to serving on the REB.
f. that departments involved in human subjects research (including course
work and / or student theses projects), nominate delegated reviewers that would provide subject matter expertise to the REB.
2.3 Members of the REB shall normally serve in one capacity only for each of the
membership categories listed in Section 2.2.
2.4 Terms of appointment of individual members shall be established at the time such appointments are made and should be staggered to allow for continuity of the research ethics review process. Individual members are to serve two year terms (i.e., July 1 to following June 30 is considered a one year term).
2.5 An REB member shall disclose to the REB in question the nature of any real,
potential or perceived conflict of interest such member may have with respect to any Research project being reviewed by such REB. If the REB member chooses to recuse himself or herself from all discussion or decisions regarding such Research project or group of Research projects, such recusal shall be recorded in the minutes of the REB proceedings. If the REB member does not recuse himself or herself, the conflict of interest disclosure shall be recorded in the minutes of the REB proceedings and the REB Chair and remaining REB members shall reach agreement on an appropriate course of action by majority vote. If the REB Chair is the individual disclosing a real, potential or perceived conflict of interest, the Associate Chair shall perform the duties of REB Chair during all discussion or decisions regarding such conflict of interest, or if the Associate Chair is conflicted, unable to act, or not present, such non-conflicted REB member as may be selected by the majority of the non-conflicted REB members, shall perform the duties of REB Chair during all discussion or decisions regarding such conflict of interest.
550
2.6 When there is less than full attendance, decisions requiring full review will be
adopted only if the members attending the meeting possess the range of background and expertise stipulated in Section 2.2. Therefore, quorum will be at least 50 percent of the REB voting members, including the representation set out in article 2.2.
2.7 Through the office of the VPAR, secretarial and clerical support is provided to the
REB; this support is independent of senior administration and solely reflects the procedures of this policy and the decisions of the REB.
3. REB Chair
3.1 The REB members will elect a Chair for the REB and may also appoint one or more Associate Chair(s).
3.2 The Chair of the REB is responsible for ensuring that the research ethics review
process adhered to by their REB conforms to the requirements of the Tri-Council Core Ethical Principles and all other relevant requirements, laws, regulations, policies, standards and guidelines that are relevant to research ethics review.
3.3 The role of the REB Chair is to:
3.3.1 rovide leadership for the REB;
3.3.2 facilitate the research ethics review process, based on University policies and procedures and the most current version of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans;
3.3.3 versee decisions of the REB for consistency;
3.3.4 ensure that REB decisions are recorded accurately and communicated
clearly to researchers in writing as soon as possible by the Chair or his or her designate; and
3.3.5 ensure appropriate quorum requirements are met for each Research project
being reviewed.
4. Responsibilities of the REB
4.1 The REB is responsible to the VPAR and Senate. The REB shall conduct initial reviews of the ethical acceptability of all proposed Research Involving Human Participants (exempt, expedited and full) and continuing reviews of all previously approved Research Involving Human Participants of which they have ongoing oversight, and may, where applicable, approve, reject, propose modifications to, terminate or suspend such research.
551
4.2 In discharging their responsibilities described in Section 4.1 above, the REB shall: 4.2.1 have regular meetings and shall normally meet face to face;
4.2.2 function impartially, provide a fair hearing to the researchers
involved, and provide reasoned opinions and decisions;
4.2.3 make the final determination as to the nature and frequency of continuing research ethics review of approved research projects;
4.2.4 communicate to researchers in writing all approvals and refusals of, all proposed modifications to, and any requirements they may impose on proposed or ongoing Research Involving Human Participants; and
4.2.5 prepare and maintain comprehensive records, including all
documentation related to the research projects submitted to REB for review, attendance at all REB meetings, and accurate minutes reflecting REB decisions, as well as any dissents and the reasons for them. Where the REB denies approval for a Research project, the minutes shall clearly document the reasons for this decision. Providing reasons for REB decisions is optional when approval is granted.
5. Reconsideration of REB Decisions
5.1 A researcher may request reconsideration of a decision made by the REB. The REB will reconsider its decision upon receipt of a written request, and the researcher may submit additional information and/or attend the REB meeting in person to present information.
6. Appeal of REB Decisions
6.1 If, after the completion of the relevant REB’s reconsideration, a researcher is still not satisfied with the decision made by a REB, such researcher may make a written request to the VPAR to appeal such decision.
6.2 The VPAR shall appoint individuals to a Research Ethics Appeal Committee
which shall hear such appeal.
6.3 The composition of the Research Ethics Appeal Committee, as well as its terms of membership and quorum requirements, must satisfy the REB requirements in Section 2 of these Procedures.
6.4 No person can serve as a member of the Research Ethics Appeal Committee with
respect to a review of a decision made by a REB if such person was a member of the REB that made or reconsidered such decision.
6.5 The Research Ethics Appeal Committee shall function impartially, provide a fair
hearing to those involved, and provide reasoned and appropriately documented 552
decisions and reasons for such decisions.
6.6 Both the appealing researcher and a representative of the REB whose decision is being appealed shall be granted the opportunity to address the Research Ethics Appeal Committee, but neither shall be present when the Research Ethics Appeal Committee deliberates and makes a decision.
6.7 When reviewing decisions made by a REB with respect to a Research project, the
Research Ethics Appeal Committee may approve, reject or request modifications to such Research project.
6.8 The decision made by the Research Ethics Appeal Committee on behalf of the
University shall be final and should be communicated in writing to the relevant researcher and to the REB whose decision was appealed.
7. Research Involving Aboriginal Peoples
7.1 Where research is to be conducted within an Aboriginal community, or where the research involves a sample of persons who are members of an Aboriginal community (or communities), Chapter 9 of the TCPSII that deals with Aboriginal peoples must be adhered to in full. The researcher (investigator and supervisor) is responsible for being fully aware of the scope of that policy and must abide by the guidelines presented therein.
7.2 The REB of Algoma requires that researchers complete and submit the checklist
provided in Appendix A which pertains to engaging in research that involves Aboriginal Peoples. This checklist does not replace the Algoma University Application Form for Ethical Review Research Involving Human Subjects Research.
8. Complaints, Concerns and Recommendations
(This section is directly related to Appendix B and is under the jurisdiction of the Chief Research Officer of the University).
8.1 Research subjects, researchers, staff members, REB members and any other
individuals who have concerns, complaints or recommendations related to human subjects research are required to complete the form found in Appendix B (Reporting Form for Research Concerns or Complaints). The completed form must be submitted to the VPAR. All written inquiries will be taken seriously and dealt with in a confidential and timely manner.
8.2 If research misconduct is suspected, the VPAR shall initiate the necessary reporting
process. The REB will be notified of any investigation in process to allow the REB to take any safety measures that may be necessary to protect the welfare of the research subjects. All complaints and actions taken, with confidentiality maintained shall be reported in the REB Annual Report.
553
8.3 All founded complaints or cases of research misconduct, including the researcher’s nominative information, must be reported to the relevant authorities as required by the applicable regulations, policies, code or collective agreement to which the researcher is subject. This includes the Academic Dean, Divisional Chair of the Department, the REB, and where relevant, the board of Governors and to other persons who have a legitimate knowledge to know.
8.4 All REB records, including investigator proposals and nominative information, shall be
made available to authorized individuals for the purposes of auditing, monitoring and investigation of complaints or research misconduct.
Acknowledgement: Algoma University wishes to acknowledge that sections of this policy have been adapted from the documentation developed by the TCPSII other institutions and is grateful the materials have been made widely available.
554
APPENDIX A
Research Ethics Form for Projects That Involve Aboriginal Peoples (As
listed in Section 7.0 of the Algoma University Research Ethics Policy)
1. Will the research be conducted on territory that is under the authority of a First Nation, Métis or Inuit government (this includes mail or telephone surveys within such territories)?
Yes No
If yes, please provide contact information where consent of a formal leader might be verified.
Contact Name:
Contact Information:
2. Has the researcher engaged in consultations with the community concerning the
viability of the research? Yes No
If yes, please describe the nature and context of those consultations below:
3. What manner of research partnerships/community involvement will be formed in the process of collecting this data? Please describe these:
4. Does the research involve the appropriation and/or commercialization of Aboriginal cultural heritage?
Yes No
If so, please describe:
555
5. Has the researcher consulted with the community as to the nature of safeguards that
should be employed to protect Indigenous cultural knowledge that may be shared in the context of the data collection? Yes No
If yes, please include a description of those means.
6. Has the researcher sought community advice to guide them concerning the nature
of research ethics in the community of interest (e.g., does the community adhere to the guidelines outlined in OCAP: Ownership, Control, Access and Possession at http://cahr.uvic.ca/nearbc/documents/2009/FNC-OCAP.pdf)? Yes No
7. Have the researcher(s) and the community formulated a research agreement for
the purposes of this project? Yes No If yes, please attach that agreement to your submission.
8. What means will be put in place to allow access to the research by members of the
community of interest? Please describe (briefly) below:
9. What benefits will this research offer to the community of interest?
10. Please describe the mechanism the researcher will put in place to ensure that
information derived from the research data can be reviewed by community members, verified as to accuracy and applicability, and that will provide for consent to permit its usage to be reaffirmed (if desired by the community) before publication (or other usage) of the results?
556
Appendix B
RESEARCH ETHICS BOARD
REPORTING FORM FOR RESEARCH CONCERNS OR COMPLAINTS
DATE:
Instructions for submitting this form: You may choose to use this form to report a concern or complaint. You can send us this form in one of two ways:
By email:
By mail: Research Ethics Board c/o Vice President Academic and Research Algoma University 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4
There is an additional way you can choose to report a concern or complaint: ♦You can also send a letter to the above address to report your concern or complaint. If
you send a letter, you may find it helpful to use the questions in this form as a guide for the content of your letter.
Important Note: All research concerns and complaints are taken very seriously. Sections A and B must be completed for the complaint to be addressed. The information you provide on this form will be kept confidential. However, we may need to share this information with others in order to follow-up with your concern or complaint.
A. Your Name
Name(s):
May we reveal that you are the source of this concern or complaint to the study’s Principal Investigator and other study staff?
Yes No
B. Personal Contact Information Phone : Email Address:
Alternate Phone : Other Contact Info:
557
Unless you authorize us to do so, your personal contact information will not be released to anyone outside the REB.
Are you making this report for someone else?
Yes →
No
If yes, please explain:
2. Please tell us about the research concern or complaint you are reporting:
3. Please tell us how would like to see your concern or complaint resolved:
4. Have you discussed this concern or complaint with the Principal Investigator or other study staff?
Yes → No
If yes, please let us know who you contacted:
5. Are you or were you a participant in this study?
Yes → No
If yes, please answer questions a to d below:
a. When did you start participating in the study? (Please guess even if you can’t remember):
Date:
b. Are you still participating in the study? Yes
No
c. Do you have a consent form for this study? Yes → No
If yes, please attach a copy of the consent form or other written information that you have.
d. Do you have any other written information about this study?
Yes → No
If you have additional comments or need additional space, please attach additional sheets.
C. Study Information 1. Please tell us about the study for which you have a concern or complaint: Study Name or Description:
Name of Study Investigator(s):
Study Phone Number:
558
Office Use Only
Intake/Initial Processing
CASE # Received By: Date Received: Date Entered to Tracking Log: Date REB File Requested:
Resolution Date (Document Resolution in Tracking Log):
Referred to: Date of Referral:
Study Information Principal Investigator(s): PI Phone#:
Department Contact Contact Phone #:
Title of Study:
Date(s) of REB Approval #: Approval:
559
Policy on Integrity in Research and Scholarship Algoma University Policy approved by AU Senate – January 9th, 2009 PREAMBLE The implementation of basic ethical principles and responsibilities is essential to the effective functioning of a university. The document is based on the understanding that scholarly activity includes research, theory development, teaching and learning, and the production, performance, presentation or publication of scholarly papers, works of art, or other forms of expression. It assumes the development and maintenance of a culture of equity in the University, a culture where the standard operating procedures are rooted in principles of fairness and justice. It doesn’t replace other means of determining fairness, procedures such as student appeals, employee grievances, or any existing collective agreements. Instead, this Policy complements these and other Algoma University policies and procedures, including those governing the ethics or research with human subjects, animals, biohazard, radioactive substances, occupational health and safety, and student conduct. The general public has a legitimate interest in the maintenance of standards of scholarly conduct at the University. Therefore, Algoma University is responsible for maintaining such standards in a way that is open to scrutiny. This University is responsible for promoting a clear understanding of the issues involved in maintaining the highest standards in research, teaching, learning and other aspects of scholarship. The University is also responsible for providing an environment that encourages recognition of ethical standards. Algoma University must respond appropriately to allegation of misconduct involving its administrators, personnel or students. Finally, the University is accountable for assessing and reviewing policies and practices to ensure that the highest ethical standards are maintained over time. PRINCIPLES The pursuit of excellence in all forms of scholarship, teaching and research occurs in the context of the following principles. 1. Accountability
Individuals involved in research and scholarship at Algoma University are to familiarize themselves with the principles and responsibilities outlined in the document, and are held accountable for their behaviour in carrying out these activities. The University provides mechanisms to assist and support members of the University Community in their endeavours to exercise a high level of integrity in research and scholarship.
2. Social Responsibility
561
Individuals involved in research and scholarship at Algoma University are responsible to the community and the society in which they work and live. They are to consider, as much as possible, the broader effects of their scholarly activities, and take steps to minimize any negative social and environmental outcomes that may arise from their work.
3. Respect for Dignity of Persons
Individuals involved in research and scholarship at Algoma University are to accord appropriate respect to the fundamental rights, dignity and worth of all people. They are to respect the rights of individuals to privacy, self-determination and autonomy. They are to be sensitive to individual differences including those related to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socio-economic status.
MISCONDUCT Failure to adhere to the principles of this policy constitutes misconduct, as do other acts described specifically throughout this policy. Misconduct in scholarship and research is contrary to the goals of Algoma University. Whenever a person believes that misconduct has occurred, he or she is expected to report it promptly according to the procedures described in this policy. Algoma University’s response to alleged misconduct shall be characterized by impartiality of process and judgment, respect for due process and principles of natural justice, and the protection of both accused and accuser from undue privacy violation and from undeserved harm to reputation. When misconduct is shown to have occurred, however, Algoma University is committed to the imposition of appropriate sanctions, and when possible, to rehabilitation of the offender. Misconduct in this document means, but is not limited to, any or all of the dishonest behaviors identified below.
a. Falsifying or fabricating data; b. Plagiarism (i.e. copying large body of copyrighted material without acknowledging the
author and the source); c. Willfully misrepresenting and misinterpreting (for any reason) findings resulting from
conducting research and scholar activities; d. Failure to recognize relevant contributions (contribution of an idea that leads to a
concrete improvement of results, time spent in collecting and analyzing data, writing paper on a particular subject, etc.) of others in the authorship of the papers or invention disclosures;
e. Failure to honor the confidentiality that the researcher promised or was contracted to as a way to gain valuable information from a party internal or external to the institution;
f. Failure to adhere to terms and conditions of contracts with a third party (in most cases external to the institution) sponsoring research;
g. Failure to report an involvement in research dealing with human subjects, biohazardous materials or animals; and/or
562
h. Failure to disclose conflict of interest. Misconduct does not include honest errors, differences in opinion or different interpretations of scientific discoveries. STANDARDS The primary responsibility for high standards of conduct in research, teaching, learning, publishing and other areas of scholarship rests with the individuals carrying out these activities, including administrators, faculty, students, and support staff. Therefore, Algoma University holds them responsible for upholding the standards listed below. Permission and Acknowledgment when Using Information The work of other researchers and scholars, including their expression of ideas, whether obtained formally or informally shall be used only with due acknowledgment, and only with formal permission unless publicly available. Archival material shall be used only in accordance with the rules of the archival source. Also, information obtained as a result of the peer review process must be treated as confidential by the reviewer.
Quality Assurance Faculty, students and support staff are to exhibit honesty, accuracy and scholarly rigour that meets the standards of the discipline involved in obtaining, recording, and analyzing data, and in reporting and publishing results. They are to keep original data accessible for a reasonable period (usually five years) after study completion and publication. Intellectual Property and Authorship Administrators, faculty, students and support staff must understand and respect the guidelines for ownership and authorship of intellectual property. Authorship with regard to the publication of all scholarly work (including articles, oral presentations, and completed Bachelor’s, Master’s or Doctoral theses), is to be attributed to all those and only those, who have made a substantial scholarly contribution to, and share responsibility for, the contents of the publication. Authorship is not attributable to individuals who only provide encouragement, physical facilities, financial support, critiques, or editorial contributions. (See Appendix A).
Conflicts of Interest Researchers and scholars must reveal to potential or committed sponsors, including this or other universities, journals or funding agencies, any financial or other conflict of interest, that might influence the decision of sponsors about whether the individual should review manuscripts or applications, test products or undertake work available through those sponsors. (See Appendix B).
Financial and Research Accountability Research funds must be used for the purpose for which they were given, and in accordance with Algoma University policies and guidelines governing the use of and record-keeping for
563
such funds. University and other policies on research involving human subjects, animal care, biohazards, and radioactive substances, etc. must be followed. Protection of Third Parties Researchers must ensure that third parties (those who are affected by research but do not fall within the traditional definition of “research subjects”) are protected from undue exposure to physical or psychological risk (including loss of confidentiality or privacy), using the same standards for weighing risks and benefits as are used for human subjects of research. Researchers should identify potential third parties and should describe research procedures which will be implemented to ensure protection of those parties.
Power Imbalances Faculty, students and support staff must recognize and ensure the protection from coercion of individuals with less power (such as research subjects, third parties, students, junior or untenured faculty, staff and technicians) participating in research , teaching, learning, publication or other scholarly activity.
Teaching and Learning Recognizing the academic freedom of both teachers and students, we also recognize that whatever is taught or asserted in the teaching and learning environment as an established truth or fact, by either teacher or student, should be derived from scholarly investigation and appropriately analysed empirical information, including that from experimentation, reviews of scholarly literature, interviews, lived experience, or participant observation. In teaching and learning settings, faculty, staff and students have a mutual obligation for respectful recognition of individuals or groups, including those who have been historically marginalized. All those present share responsibility for acting with mutual respect, and for contributing to a climate of inclusion. Persons in authority should redress rather that perpetuate inequities.
RATIONALE FOR IMPLEMENTING THESE PRINCIPLES AND STANDARDS Algoma University actively encourages the application of these standards to teaching, research and other forms of scholarship, recognizing that:
• Individuals must understand clearly what constitutes ethically-based behaviour in a university environment
• Simply displaying ethical guidelines does not mean that the University Community will take them seriously;
• Individuals are not always aware that their behaviour is an infringement of guidelines, or cognisant of the potential ramifications of their actions;
• Individual interests and perspectives may influence how ethical guidelines are interpreted;
• An institutional culture which emphasizes the value of competition may encourage some members of the University Community to place productivity above issues of integrity. A university culture must be founded on ethical principles and responsibilities.
564
Given these underlying assumptions, Algoma University accepts its responsibility to establish mechanisms to:
1. Inform all individuals associated with research and other forms of scholarly activity about policy, standards and procedures available to address problems of integrity.
2. Establish a process to facilitate the resolution of queries or misunderstandings involving no apparent violation of the Integrity Policy.
3. Establish a process for identifying infractions when they occur. 4. Specify and implement sanctions where appropriate. 5. Ensure protection of students and others from reprisal. 6. Review and when necessary revise these policies and procedures.
DISSEMINATION OF THIS POLICY Information on this policy and its implementation procedures must be made available to the University Community, and also to those outside the University. Those who will be most heavily involved in providing information about the Policy, and in implementing it, (Academic Administrators, especially the Dean and the staff in their offices) must understand and be committed to its implementation. Material on Integrity in University Handbooks and Guides Appropriate information about the Policy on Integrity in Research and scholarship should be incorporated into the Undergraduate student handbook, the Laurentian University Graduate Studies Handbook, the University Calendar and the Laurentian University School of Graduate Studies Calendar. The Policy will also form part of the Guidelines for the Preparation and administration of Research Grants and Contracts, published by the School of Graduate Studies and Research at Laurentian University. Workshop to Members of the University Community The Faculties will develop and deliver workshops about issues and problem-solving involving integrity to new and existing members of the following groups, in conjunction with existing orientation sessions and with classes on research methods:
• Academic and other administrators who will be involved in the process of advising and performing the task related to implementation of the Policy:
• Faculty and support staff • Undergraduate students • Graduate students
565
Students Associations and Faculty, Staff and other Employee Associations The Student and Employee Associations, and Unions play a vital role in the dissemination of information about the Policy. They will in some cases serve as the first source of advice for those who are considering approaching a Dean or Academic Head. Should any staff member (other than the Dean) on campus receive a complaint, they are required to forward it to the Dean. As such, knowledge and commitment to the Policy on the part of associations and their representatives are very important. Information from these sources will complement the printed text available in their handbooks and elsewhere. Dissemination Outside the University Community Persons outside the University Community also need to have access to information about this Policy. They may have questions about the Policy, disputes with the University or persons from the University Community, or allegations about the conduct of persons from the University Community. For those who involved as subjects of research, the consent form they sign should inform them about how to contact the Office of the Dean. Personnel at the University Switchboard should also be informed about how to direct callers to sources of information of the Policy. Educational Material Development Written materials, slides or videos should be developed or collected, based on sources from ethics committees of various disciplines such as the Educational Psychological Association, Canadian Research Institute for the Advancement of Women, or the Canadian Nurses’ Association. Conferences on Integrity Issues Conferences in which papers and case studies about integrity issues are presented, from the perspective of community groups, agencies, business, industry, educational institutions, health institutions and the university should be promoted. Scholarly Publication Related to Integrity Issues Publication of papers in professional and scholarly journals about integrity should also be encouraged. PROCEDURES FOR RESPONDING TO INQUIRIES RELATED TO INTEGRITY The University will attempt to protect the reputation of all those involved, as well as the reputation of the University at all stages of any inquiry related to integrity. When an inquiry is
566
finished, if allegations of misconduct have been substantiated, appropriate officials or research funding sources will be notified. At that time, it may also be appropriate to publicize the findings. Introduction These procedures have been designed to encourage informal discussions and interventions in order to resolve problems efficiently, without confrontation or unwarranted penalty, and to maintain privacy of information as much as possible. Algoma University will promote compliance with this Policy, and will ensure that impartial and informal advice on this Policy can be accessed easily. Algoma University will also ensure that violations of the Policy will be dealt with fairly and expeditiously. Therefore, University officials will act appropriately whenever a violation of the Policy occurs. 1) Information/Advice
Anyone who wishes to obtain information or advice on the interpretation or application of the Policy should direct their inquiries to the Dean. Requests of this sort may arise from individuals within the University Community, individuals outside the University community, funding agencies, etc. They may also come from the University through its administrators. It is contemplated that from time to time individuals will require advice for their personal information, will seek dispute settlement between themselves and another member of the University community, or will have concerns with respect to the conduct of another member of the University community as it relates to this Policy. It is the responsibility of the Dean at this point to determine the basis of the query and to direct the individual accordingly.
• When the individual requests information about this Policy or its implementation, the
Dean should provide assistance to the individual directly or should refer the individual to another resource within the University.
• When the individual identifies a conflict or misunderstanding between themselves and another member of the University community, (e.g. another faculty member, administrator, student or researcher), and there is no serious infraction of the Policy, the Dean will direct the individual to an appropriate faculty member who is prepared to act as a mediator between the individuals involved.
• When, in the opinion of the Dean the matter could be resolved by communicating with the person who has allegedly violated the Policy, the Dean shall do so as quickly and as privately as possible. The individual making an inquiry may request anonymity and the Dean shall make every reasonable effort to provide privacy. The Dean will inform the individual making the inquiry that anonymity will be respected as much as possible.
567
Using an informal approach, the Dean shall bring the concern raised to the attention of the person who has allegedly contravened the Policy, clarify the nature of the issue and provide advice on how the Policy would be interpreted and applied. In many cases, it is hoped that such a meeting between the Dean and the individual will result in satisfactory resolution. The outcome of this informal meeting and the satisfactory resolution of the issue will be communicated to the individual who made the original inquiry. False Allegations. Mischievous or malicious allegations, however, are themselves a form of misconduct, are offenses under this policy, and will be subject to the same procedures and sanctions as other forms of misconduct. Anyone who believes that misconduct under this policy has been committed may lodge a complaint by submitting a written account of the alleged offense to the Dean. The complaint must identify the accused and must contain sufficient detail about the nature of the alleged misconduct, as well as the location and time of its occurrence, as to permit an evaluation of whether the alleged conduct plausibly constitutes an offense under this policy and to permit further information-gathering about the alleged conduct.
2) Formal Procedures
Notice of Formal Complaints. For formal complaints, complainants must identify themselves, sign the complaint, and include a means by which they can be contacted and by which materials can be delivered to them. Anonymous allegations will be considered and may become complaints under this policy, but only when justified by special circumstances and when sufficient information is provided to permit the collection of independent corroborative evidence. In particular, anonymous allegations will be considered when complainant identification would place the complainant in plausible jeopardy of retaliation or other harm that could not be averted through means other than anonymity. Complaints will be accepted with the identity of the complainant kept confidential under special circumstances, as when there is a plausible risk of harm that would accrue from the complainant's identity being public and such risk cannot be managed effectively through other means. Due process requirements, however, may require that a complainant whose identity initially is held in confidence eventually identify himself or herself if the complainant's personal knowledge or evidence constitutes the substance of the complaint. Occasionally, an alleged violation of the Policy will be serious or complex enough that a formal review is warranted. For example, some allegations may require a complex review of financial records or a detailed review of research methodology or result. In such case, the Dean/Director shall notify the individual alleged to have breached the Policy that an allegation exists, and shall designate one or more persons to review the situation. The reviewer(s) may be internal or external to the University, as appropriate to the case. The reviewer(s) shall be an independent fact-finder(s) who have expert knowledge, and who can approach the question without preconceived notions of the outcome. The reviewer(s) shall not act as an advocate or representative of any party.
Investigative Committee
568
(a) There shall be an Investigative Committee of three (3) persons, consisting of one (1) person designated by the AUFA, one (1) person designated by the AUSA and one (1) person designated by the Board of Governors. Members will be appointed as individuals on the basis of their individual expertise, and will not represent their organizations or associations directly. These persons shall elect a chairperson, like themselves a member of the Algoma University community, and the three (3) shall constitute the Investigative Committee and shall serve for a three-year period. Should a member of the Committee resign for reason, the party designating that person shall designate a replacement to serve for the remainder of the term. Should any member of the Committee have been involved in an effort to resolve the complaint at an earlier step or have any real or apparent conflict of interest, or should the complainant be a member of the Committee, the party designating that person shall designate a replacement to serve for the remainder of the complaint. Should the chairperson resign, the two (2) members nominated by the parties shall choose a replacement. Should a member lack the experience and expertise to evaluate a complaint, the party designating that person shall designate a replacement to serve for the remainder of the complaint.
(b) The chairperson selected by the Committee shall preside at all of its meetings, but shall not
participate in discussion during its formal hearings. A quorum shall be the entire membership of the Committee. It is expected that the Committee will normally reach decisions by consensus; however, if a vote is required, decisions shall be made by simple majority. The chairman shall vote only in the case of a tie.
(c) The Committee may hear and receive all relevant evidence and make decisions on matters
of substance and procedure. The committee may determine that additional expertise external to the University may be required on the review of material; hence, they may call upon a member external to the University to provide appropriate expertise to the specifics of the matter in question. The role of the external member shall be consultative rather than voting.
(d) To lodge a formal complaint, the Dean shall notify the Committee in writing setting forth
the complaint and, if a violation of the Policy is alleged, setting forth the principles alleged to have been violated; the Dean shall also outline the attempts that have been made to settle the dispute. The Committee shall hear the case within seven (7) calendar days of notification of the complaint, giving fair hearing to each party in the dispute. The Committee shall notify in writing the parties, the AUFA and the President of its recommendations within five (5) calendar days of the conclusion of the hearing; but, in any event, shall notify the parties of its recommendations within thirty (30) calendar days of the date of the lodging of the formal complaint unless both parties agree to an extension of these time limits.
During the first phase of the Investigation, the investigator(s) shall:
569
a. Issue a Notice of Investigation to accused and complainant within two (2) working days of Investigation authorization. The Notice shall include a reminder about maintaining materials of potential relevance to the Complaint, the proper cataloguing and identification of materials and documents, confidentiality of the proceedings and participants, privacy and reputation protections, and the proscription against improper acts of retaliation.
b. Invite the Respondent to submit a written reply to the Complaint and to offer suggestions regarding sources of exculpatory information (eg, persons to interview, documentary evidence to examine), such written reply to be received by the investigator within twenty (20) working days of receipt of the Notice.
c. Offer to meet with the Respondent within twenty (20) working days of receipt of the Notice.
d. Invite the Complainant to submit written suggestions regarding sources of misconduct evidence (eg, persons to interview, documentary evidence to examine), such written submission to be received by the investigator within twenty (20) working days of receipt of the Notice.
e. Offer to meet with the Complainant within twenty (20) working days of receipt of the Notice.
f. Where necessary arrange for the security and maintenance of relevant information not already identified and secured by the adjudicator.
g. Examine all sources of evidence that he/she deems relevant to the Complaint, such examination to be completed within twenty (20) working days of the final meeting with complainant and/or accused.
During the second phase of the Investigation, the investigator(s) shall:
a. Offer in writing to review the evidence with the accused within ten (10) working days.
b. Offer in writing to review the evidence with the complainant within ten (10) working days.
c. Write a report summarizing the Complaint, the investigation process followed, sources of evidence consulted, meetings held, and a conclusion as to whether or not the accused committed the act(s) of alleged misconduct. Where the report is written by a person other than the adjudicator, the report will be submitted to the adjudicator immediately upon its completion.
d. Upon completion of the report, and receipt by the adjudicator when he or she is not the report's author, the adjudicator shall distribute the report to the Respondent and the Complainant. Should misconduct be concluded, the Respondent will be given an opportunity for rebuttal.
Rebuttal Opportunity A respondent whom the committee has concluded is responsible for misconduct may appeal on grounds of incorrect evaluation of substantive material considered by the Investigative Committee. The person who chooses to appeal shall, within 14 calendar days of the receipt of the official notice of the decision, file an appeal with the Office of the Dean. An Appeals Tribunal shall be a tribunal consisting of one person chosen by the appellant, one person chosen by the University, and one person chosen by the AUFA. No person involved in the Investigative Committee in any way shall serve on the Appeals Tribunal. The Tribunal
570
shall be constituted and shall meet within fourteen (14) calendar days of the filling of an appeal. It must report the decision within an additional 28 days. The Appeals Tribunal may sustain an appeal on the grounds of incorrect evaluation of substantive material considered by the Investigative Committee. The Appeals Tribunal may decide to:
(a) Uphold the decision of the Investigative Committee on the grounds that any identifiable incorrect evaluation of substantive material is not of a gravity to materially affect the prior decision.
(b) Overturn the decision of the Investigative Committee on the grounds that an identifiable incorrect evaluation of substantive material is of a gravity to materially affect the prior decision.
e. After receiving any reports, the adjudicator shall offer to meet with the accused person to discuss the report. Both the adjudicator and the accused may have an adviser present at the meeting. When the adjudicator and/or accused choose(s) to have an adviser present at the meeting, notice will be given to the other party as to who the adviser will be at least one working day prior to the meeting.
f. The adjudicator shall then either dismiss the Complaint or initiate disciplinary procedures. The adjudicator’s/committee’s decision as to whether or not misconduct occurred is binding upon the institution.
g. In the case of dismissed Complaints, the adjudicator shall in writing so advise the accused person and the complainant. The adjudicator likewise shall so inform the Vice-President (Research), and shall provide the Vice-President (Research) with a copy of the Investigation
f the Complaint is dismissed or overturned at any time following commencement of the investigation phase, all copies of letters and other documents and items shall be delivered within five (5) working days to the adjudicator. The adjudicator shall maintain one copy of all materials in a secure place for one year, and will cause the others to be destroyed immediately. The secured copy of the materials shall be consulted only if a Complaint of mischievous or malicious allegation is lodged regarding the original Complaint. After one year, the archival copy of materials will be destroyed immediately. Written justification of the Tribunal’s decision shall be forwarded to the appellant and the Dean. The decision of the Appeals Tribunal shall be final and binding and shall be implemented by the Dean.
In all cases, the University shall take reasonable steps to protect persons providing information about violations of the Policy against acts of retribution. This is particularly important if a power differential exists between the person providing information and the person who has been alleged to have violated the Policy. The University shall take responsibility to provide legal defense in the event that anyone who has provided this information without malice or bad faith, becomes the object of litigation as a result.
Maintenance of Documentation. Documentation resulting from each level in the Formal Process (including witness statements, investigative notes, etc.) will be forwarded to, and maintained by, the Office of the Dean. Investigative records are not to be maintained or considered as part of a student or faculty record. Documentation regarding corrective action is considered part of the documentation.
571
Confidentiality of Complaint/Persons. Every effort will be made by the university to protect the confidentiality of the parties during the processing of complaints under this procedure.
Confidentiality of Proceedings. Records will be maintained in a confidential manner to the extent permitted by law and insofar as they do not interfere with the University’s legal obligation to investigate and resolve issues of the matter of complaint.
Records of Interviews. Records of interviews shall be maintained; as such, notes will be taken during interviews to reflect the testimony of complaint, respondent and any witnesses. The offer of an interview will be documented, and should the offer be declined, a note will be made of this fact. SANCTIONS AND ACCOUNTABILITY The Dean is responsible for reporting the appropriate sanctions to the President, based on the findings of the Investigative Committee. The Dean retains final authority concerning sanctions and will review any sanction involving suspension, dismissal, or termination before it is implemented. Listed below are some possible sanctions of varying degrees of severity. These or other sanctions should be chosen on the principle of appropriateness to the infraction(s);
1. monitoring of an individual’s research activities by the Dean for a specified time; and/or required completion of educational programs related to these guidelines;
2. monitoring of an individual’s teaching activities by the Dean for a specified time; and/or required completion of educational programs related to these guidelines;
3. an appropriate financial penalty for a specific purpose, e.g. to reimburse the University for the costs of an audit or for improper expenses, in compliance with Collective Agreements;
4. written record of the proceedings and findings in the personnel file of an employee or the student file of a student either permanently or for a limited period of time;
5. temporary suspension of responsibilities in the case of a university employee or of enrollment in the case of a student;
6. public disclosure of the infraction; 7. dismissal in the case of a university employee or expulsion in the case of as student;
If the University is found to be responsible for the infraction, the same type of sanctions may be applied to the administrative officers responsible for the said infraction. The University affirms the guidelines of the Granting Councils on Integrity, and will inform them and other appropriate organizations when a determination of misconduct has been made. If the respondent is funded directly or indirectly by one of the Tri-Council Agencies (CIHR, NSERC or SSHRC), a full copy of the report will be sent to the Agency within 30 days of its issuance, regardless of whether or not research misconduct is found to have occurred.
572
To protect agency funding, the Dean may authorize the withholding of research funds until such time as the Tri-Council Agency considers imposing its own sanction(s) in relation to grants made to the individual(s) implicated, in accordance with Council policies. These sanctions may include, but are not limited to:
• refusing to consider future applications for a defined time period; • withdrawing remaining installments of the grant or award; • seeking a refund of all or part of the funds already paid as a grant or award for the research
or scholarship involved. As with other types of cases, the procedure on reporting in specific cases where an investigation is requested by SSHRC or the other Tri-Council Agencies, is the same; that is, a full copy of the report shall be sent to the Agency within 30 days of the conclusion of the investigation, whether misconduct is deemed to have occurred or not. The University shall take all reasonable steps to repair any damage that may have resulted from misconduct on the part of its employees, students or administrators, and to repair any damage that the person alleged to have contravened the Policy’s reputation for scholarly integrity may have suffered by virtue of an unfounded allegation. The University will also undertake disciplinary action against persons proven to have made allegations of misconduct in malice or bad faith. REVIEW AND REVISION Experience with procedures and policies may indicate the need for revision and refinement. Therefore, administrative procedures should be established to facilitate review and revision. Annually, the Dean, or another authority appointed by the Senate to oversee Integrity in Research and Scholarship will report to Senate on the following:
1. number of queries/disputes/allegations handled at both informal and formal levels; 2. the nature and number of cases in which there has been a finding of misconduct; 3. types of sanctions employed 4. the educational activities carried out to promote integrity in research and
scholarship; 5. number of attendees at educational activities; 6. nature and number of requests for information regarding integrity issues from
within and outside the University; 7. whether assessors or negotiators are external or internal to the University.
This information will help the University to evaluate and revise the Policy and enhance integrity in research and scholarship activities. TABLE 1: Procedures for responding to inquiries related to integrity
Informal Procedures
573
Information or advice Dean • Provides information requested, or
• Directs individuals to appropriate faculty members who will serve as mediator, or
• Communicates with individual who has allegedly violated policy, clarifies issue and provides advice on interpretation of policy
Formal Procedures Initial step Dean • Notifies person that allegation exists
• Designates independent reviewer (individual or panel)
Review (Normally within six weeks)
Reviewer or Review Panel
• Delivers to person written allegations • Meets with person to identify matters
requiring response.* • Meets with others and reviews
documents or materials as required • Submits report of finding and
recommendation for/against further action to Dean
Report and action Dean • Summarizes report to protect privacy of individuals.
• Delivers summary to subject of review • Delivers summary to person initiating
inquiry • If necessary: Takes remedial/disciplinary action appropriate and authorized under collective agreement etc; If suspension or discharge is contemplated, convenes hearing at which partied are the University and the person alleged to have violated policy
Suspension/Discharge Procedure
External Review Dean Chooses person outside University community to hear allegations ( in consultation with bargaining units, student associations, employee associations as appropriate).
574
ExternalReview Process Person chosen to hear allegations
• Convenes hearing at which allegations heard (The parties are University and person alleged to have violated policy).
• Makes final decision as to culpability • Reports on decision to Dean
Final Decision Dean Final decision on sanctions
* at all meetings with the person alleged to have violated the policy, the person shall have the option to be accompanied by advisors, such as peers, student council or union representatives or even legal counsel.
575
Appendix A Guidelines for ownership and authorship of intellectual property 1. Definition
Intellectual Property is the expression of ideas and can exist in a multitude of forms, including poems, inventions, computer programs, books, articles, essays, reports, plays, music scores, videos, etc.
2. Ownership
Ownership of intellectual property is vested in the author/creator, unless that person has been specifically employed to create a work and ownership as defined by the terms of a contract. Ownership may be formalized through copyrighting, patenting or registry. Terms of publication may alter ownership.
3. Shared Benefits
Where institutional support (financial or other) has directly aided in the creation of intellectual property, material benefits will be shared between the creator and the institution. Although they may have received scholarships or other awards relating to their studies, students are nevertheless assumed to be the sole creators of the theses and dissertations which they have produced.
4. Authorship—acknowledgement of contributions
In accordance with the Intellectual Property and Authorship standard on page 3, faculty, students, staff, assistants, technicians, and administrators must acknowledge legitimate contributions to the creation of intellectual property. Technical support should be acknowledged as a courtesy.
5. Ownership of Intellectual property in team or collaborative work
When intellectual property is created collaboratively, difficulties may arise as to ownership. Attempts should be made early in the collaboration process to establish criteria for acknowledgment of contributions (issues of first author, order of names and type of acknowledgment).
6. Ownership of data in team or collaborative work
Just as authorship needs to be clarified in team or collaborative work, so too does ownership of, and access to, data. It is recommended that teams attempt to establish at the out set rules and procedures for the use of data, particularly, in the case where a member who has contributed has left the team or the University, or joins a project already in progress.
7. Resolution of misunderstandings and disputes To resolve disputes regarding intellectual property, an informal process will be attempted via the offices of the appropriate Dean or Director of the Library.
576
Appendix B Guidelines on Conflict of Interest A potential conflict of interest situation arises when an employee or student of Algoma University is in a position to use research, knowledge, authority or influence to which they have access as a function of their relationship with the university, for personal gain or benefit (financial or otherwise). It is also a conflict of interest when a family member of an employee or student of the university is in a position to obtain personal gain or benefits. The credibility of research and scholarship can be undermined by even the appearance of conflict of interest. Algoma University requires that employees and students acknowledge and disclose potential or real conflicts of interest in which they find themselves. Research granting councils, publishers and other interested parties must also be informed by employees or students when a conflict of interest might affect or might be perceived to affect the impartiality of a reviewing process. Procedures Researchers must reveal potential or real conflicts of interest to their immediate supervisors and also to co-researchers and to sponsors, as soon as they become aware of these conflicts, and discuss with these people ways in which the conflicts may be managed. Supervisors must consider whether a conflict of interest can be managed or whether it must be disallowed. They must also follow up on their assessment and periodically update their knowledge of the conflict situation. Examples of conflict situations Favouring of outside interests for personal gain:
• Entering into research contracts with companies employing a faculty member or a member of that faculty member’s immediate family
• Directing research toward developments of potential benefit to private firms in which the researcher has an interest
• Influencing the purchase of equipment or materials from a company in which the person has a personal interest
Inappropriate use of University personnel, resources, assets, or good name:
• Faculty/staff requiring students supervised by them to undertake work of personal benefit to them or a company in which they have an interest
• Unauthorized and unreimbursed use of University property or resources for the benefit of themselves or a company in which they have an interest
• Participating in the review or hiring process when the university employee has a marital, familial or intimate relationship with the person being hired
• Utilizing the name of the University when presenting ideas, implying that the ideas represent the University’s position, or identifying publicly with the University when carrying out private, non-University business
577
Inappropriate use of Information: • Use of privileged information acquired as a result of University-supported activities for private
gain (for instance, in obtaining a contract for a company in which one has a financial interest) • Unreasonable delay of publication of research results or premature announcement of research
results for personal gain Other Potential Conflicts
• Conflict between the goals of research funded by two different sources • Conflict between Codes of Ethics for Research and those for practice within a particular
profession
578
Policy on the Ethical Principles of Animal Care and Use Category: Research Number: RE4 Responsibility: Academic Dean & Associate Vice-President, Academic and Research Approval: February 2009 - Animal Care Committee March 6, 2009 - Senate Overview
Algoma University is committed to ensuring the ethical and humane use and responsible care of animals in research, teaching and testing in accordance with applicable laws, including the Animal for Research Act from the Ontario Ministry of Agriculture and Food (OMAF), the Canadian Council on Animal Care (CCAC) Guidelines, and Tri-Council requirements (Memorandum of Understanding (MOU) on the Roles and Responsibilities in the Management of Federal Grants and Awards). At Algoma University, animals are used only for valid scientific studies with a reasonable expectation of obtaining knowledge and for the potential benefit of people and animals. Algoma University is committed to ensuring the highest possible standards in the care, well-being, quality of life and use of its animals. Purpose of the Policy
The purpose of this policy is to:
a. State the guiding ethical principles for research, teaching and testing involving animals. b. Ensure researchers, scholars, and educators and all others using animals for teaching
and research purposes know the expectations of Algoma University. c. Identify non-compliance with this Policy.
Policy
1. Guiding Ethical Principles of Animal Care and Use
a. Animals used in research, teaching and testing by scientists and educators (researchers) must be cared for and maintained in accordance with the Animal for Research Act from the Ontario Ministry of Agriculture and Food (OMAF), the Canadian Council on Animal Care (CCAC) Guidelines, and Tri-Council MOU requirements.
b. Algoma University highly discourages studies resulting in end stage death as a direct result of the animal use procedures.
579
c. The Russell-Burch “3R” tenet of “Replacement, Reduction and Refinement” will be upheld in the design and review of animal use protocols.
2. Animal Care and Use Committees
a. Algoma University Animal Care Committee (AUACC) will oversee the ethical and responsible use and care of animals in research, teaching and testing.
b. AUACC has the authority, on behalf of the veterinarian and the President of the University, to
i. stop any objectionable procedure if it considers that unnecessary pain or distress is being experienced by the animal;
ii. terminate immediately any use of animals that deviates from the approved protocol;
iii. humanely euthanise an animal if pain and distress caused to the animal cannot be alleviated; and
iv. order the closure of facilities that do not meet CCAC standards and/or endanger the well-being of animals contained therein.
3. Ethics Review for Animal Use
a. No person shall use an animal for the purposes of research, teaching, or testing at Algoma University before receiving written approval from the AUACC.
b. If Algoma University is either the host or home institution for shared animal research protocols the CCAC Guideline for Animal-Based Projects Involving Two or More Institutions shall apply.
4. Accountability and Transparency
a. Every effort shall be made to cooperate with the Ontario Animals for Research Act, the news media, and the public regarding the use of animals in research, teaching and testing.
5. Procurement of Animals
a. Animals must be ordered from Algoma University approved animal facilities.
6. Maintenance of Animals
580
a. All animals maintained at Algoma University and the facilities in which they are housed are subject to periodic inspection by the University Veterinarian, the AUACC, and the University President.
b. Detailed triennial program assessments shall be carried out by CCAC assessment panels.
7. Non-Compliance
a. Conducting animal research that has not been reviewed and approved by the AUACC will constitute non-compliance.
b. Animal use that contravenes this policy constitutes non-compliance.
c. Non-compliance may represent research misconduct.
581
Policy on Management of Research Grants, Contracts and their Associated Funds Category: Research Number: RE2 Responsibility: Academic Dean & Associate Vice-President, Academic and Research Approval: Administration - February 24, 2009 Board of Governors – April 9, 2009 Purpose To ensure that grants, contracts and their funds are administered in accordance with the mission, procedures and policies of the University as well as the requirements of the funding agencies. Scope This policy is applicable to the entire university community. Policy 2.0 Definitions
2.1 Researcher: Individual who is primarily responsible for conducting the research funded by a grant or a contract.
2.2 Funding Agency: Organization that provides the funding for a research grant or contract
2.3 Grant: Refers to funds awarded to enable the performance of research where there is no contractual obligation on specific research outcomes. The following are normally characteristics of a grant:
• Objectives are general • No limitations or restrictions on publications • Research trainee involvement • Final report usually submitted to the funding agency
2.4 Contract: Refers to funds provided for research purposes through a legally binding agreement which often requires specific deliverables. The following are normally characteristics of a contract:
• Scope and nature of research is specifically defined • Set time period for the activity • Deliverables are strictly defined • Budget approvals and payment schedules • Limitations on publication
583
3.0 Responsibilities
3.1 The Researcher is responsible for: • Preparing the application and submitting to the Academic Dean &
Associate Vice-President, Academic and Research • Conducting the research in accordance with the relevant program
guidelines and with ethical and legal standards • Complying with the terms and conditions of the grant/contract
defined by the Funding Agency. • Complying with the University’s financial policies; Employee
Travel Policy, Employee Non-Travel Policy, Purchasing of Goods & Services and the terms of the Funding Agency
• Managing & supervising research personnel • Informing University officials of changes in eligibility status or in
the nature of the research that may have an impact on approvals for research involving humans, animals, biohazards, environmental assessments, financial reporting and other related polices
• Providing reports to the Funding Agency and University as determined in the grant/contract agreements.
• Acknowledging the Agency’s financial support for the research 3.2 The Academic Dean & Associate Vice-President, Academic and Research is
responsible for ensuring that applications for external funding conform with the requirements of the following University Policies:
• Research Ethics Policy for Algoma University • Policy on Integrity in Research and Scholarship • Policy on the Ethical Principles of Animal Care
Any materials submitted to the Academic Dean & Associate Vice-President, Academic and Research will be kept confidential and will not be released without prior written approval of the Researcher. The Academic Dean & Associate Vice-President, Academic and Research will provide the Accounting & Grants Officer with authorization to open an account when compliance with all conditions of regulatory certification requirements with respect to the above mentioned policies have been met.
3.3 The Accounting & Grants Officer is responsible for;
• Assigning account numbers within the Chart of Accounts
584
• Reviewing expenditure transactions such as; cheque requisitions, purchase orders, travel claims and travel advances
• Providing Researcher with budget updates on a monthly basis • Invoicing funding agencies and other external contributors • Liaising between the Researcher, Funding Agencies, the University
administration and external auditors. • Informing Funding Agency of changes in eligibility status or in the
nature of the research that may have an impact on approvals for research involving humans, animals, biohazards, environmental assessments, financial reporting and other related policies
• Maintaining appropriate financial documentation for auditing and agency monitoring
• Applying all relevant University and Funding Agency financial policies to research activity.
3.4 The University is responsible for:
• Providing an appropriate physical and organizational infrastructure for the conduct of funded research;
• Implementing appropriate and effective policies, administrative systems and controls to ensure that the research is conducted in compliance with all applicable legal, ethical, accountability and financial management standards;
• Providing Researchers with effective administrative support including knowledgeable advice on, interpretations of and assistance with University and Funding Agency policies;
• Providing Human Resources and Payroll Services such as; hiring processes, contracts, enrollment in benefits plans, issuing T4’s, T4A’s and Records of Employment;
4.0 Signing Authority For Research Grants & Contracts
4.1 All grants, contracts and their associated funds are held by the University and are
not the property of individual researchers. This includes any equipment purchased with these funds, unless otherwise stated in the terms and conditions of the grant or contract.
4.2 All applications and contracts must be authorized by the delegated signing
officers of the university in accordance with the Grant & Contract Policy. 4.3 Algoma University must be named as the contract holder in research contracts
that involve the University and any persons holding an academic appointment therein.
585
4.4 Personal contracts for research and other services between an individual and an external agency will not be accepted for administration by the University. University facilities may not be used to carry out research under such contracts without the establishment of a contract for such services or facilities between the individual and the University.
586
Section 12: Student Protection
The current academic calendar is included in this section and can be accessed at http://www.algomau.ca/academiccalendar/
The notice below is placed on the first page of the academic calendar to ensure that, prior to registration, students are provided with and confirm in writing their awareness of Algoma University’s policies and procedures.
Regulations and policies are also outlined in the policy section of the Algoma University website at www.algomau.ca/policies.
NOTICE Students have a responsibility to:
• Familiarize themselves with degree requirements; • Familiarize themselves with the regulations and policies of the university and its
departments; and • Ensure they register for the courses necessary to satisfy their degree requirements.
Students agree by the act of registration to be bound by the regulations, policies and bylaws of Algoma University that are in effect at the time of registration. Because this calendar is prepared several months before the beginning of the academic year, the Senate and the Board of Governors of Algoma University reserve the right to make necessary changes to the Academic Calendar in either print or electronic form without prior notice. Please refer to www.algomau.ca/programs for an electronic version of the 2015/16 Algoma University Academic Calendar.
This section also includes the following policies and procedures pertaining to the resolution of students’ academic appeals, complaints, grievances, and/or other disputes; and student dismissal.
• Academic Appeals Policy
• Student Code of Conduct (Non-Academic)
• Human Rights Policy
• Disciplinary Regulations on Academic Dishonesty
587
ALGOMA UNIVERSITY ACADEMIC APPEALS POLICY
The Appeals Committee is a Committee of Senate charged with considering student appeals with respect to grades, including examinations, term assignments and tests, academic dishonesty, and the general conduct of the course involved. The Committee shall exercise its authority in accordance with the following policies and procedures. Faculty shall not retaliate in any way against students who have initiated appeals of grades in current or previous courses. The fact that appeals of grades (successful or not) have been made by students shall not be used as a reason for any punitive measures against faculty. Students shall not use this appeals process frivolously or maliciously. All steps of the resolution process shall be kept confidential between the parties who participate in the process. Initiating an Appeal A student may initiate an appeal of a grade at any time before, or within 15 days after, the release of an official report of grades for the course involved. Resolution Procedures Strict adherence to the following stages is mandatory. Informal Resolution Stage One A student who wishes to appeal a grade (on a specific test or assignment, or the final grade for a course) must first contact the faculty member teaching the course in question. The student and the faculty member should meet to review the grading procedures and the student’s grades on individual assignments, essays and exams. If a student requests that the faculty member re-grade an assignment, essay, or exam, the faculty member should solicit a written statement from the student explaining why the student believes that a different grade is appropriate for the work in question. The student should be informed that re-grading the assignment can result in a grade that is lower, the same as, or higher than the grade initially assigned. It is recommended that both the student and the faculty member keep records of the informal contacts made. If such a meeting is not feasible, or is unacceptable to either party, the student may proceed directly to stage two.
589
Stage Two If the student and the faculty member cannot come to a satisfactory solution, the student may appeal to the Divisional Chair within ten days of the meeting between the student and the faculty member. In the event that such a meeting has been deemed not feasible or unacceptable, the student may appeal to the Divisional Chair within ten days of such determination. The Divisional Chair should try to resolve the dispute in any way that s/he feels is fair and appropriate to the satisfaction of both parties. This will normally involve a meeting with both the student and the faculty member, unless such a meeting is unacceptable to either of the parties. It is recommended that the student, the faculty member, and the Divisional Chair keep records of this informal meeting. The Divisional Chair may not direct that a different grade be assigned for the work in question. If a satisfactory solution is not reached, a formal appeal may be initiated within 30 days of the informal meeting/attempt. Formal Resolution Stage Three If satisfactory results are not achieved in either of the two previous stages, the student may initiate a formal appeal process. A formal appeal comprises a written statement by the student detailing the grounds for the appeal and what would constitute a satisfactory outcome from his/her point of view, and any supporting documentation or evidence that the student wishes to be considered. In the case of an appeal of a grade on an assignment, essay, or test that has been returned to the student, the student must provide the original work in question. Copies of these materials should be given both to the Divisional Chair and to the Dean. Upon request from the Dean, the faculty member will provide the student’s final exam, in cases where this is relevant to the appeal. At this point, the Dean (in consultation with the Divisional Chair) will normally attempt further mediation between the student and the faculty member. This will normally involve bringing all parties together face-to-face. If such a meeting is considered unacceptable or futile by either party, written reasons must be given to the Dean by the party in question. Stage Four If mediation does not produce a satisfactory result, or if either party refuses to attempt mediation, the appeal is sent to the Appeals Committee by the Dean, with a record of the mediation attempt, or the reason for the refusal of mediation. APPEALS COMMITTEE PROCEDURES
590
The Committee has the right to do whatever is reasonable and fair, including interpreting and applying this policy. The appeals process is an informal, internal mechanism that relies on the cooperation of all parties concerned. It is not, and is not meant to be, a juridical or quasi-juridical process. The Committee shall at all times be governed by the rules of natural justice. The standard of review shall be reasonableness. A Committee member who has a conflict of interest with, or bias for or against either the student or the faculty member in an appeal shall identify such conflict at the first reasonable opportunity and shall remove him/herself from further proceedings connected with the appeal. Both the student and the faculty member shall be made aware of the members of the Committee, and shall be given the opportunity to identify any real or perceived conflict of interest or bias on the part of any Committee member. In response to a formal appeal forwarded to the Chair of the Appeals Committee by the Dean, the Committee will meet and: 1. will ensure that stages one through three have been completed; if they have not, the appeal will be
suspended until they have been completed
2. will ensure that both parties have a copy of these procedures
3. will examine the formal statement of the student and satisfy itself that it falls within the guidelines and timeframe as indicated above and that it is not frivolous
4. will provide the faculty member with a copy of the written appeal statement of the student
5. will invite the faculty member to submit a written response to the student’s appeal statement, and any additional documentation or evidence that the faculty member wishes to be considered
6. may request that the faculty member provide a copy of the course outline for the class in question, and/or copies of the instructions for the assignment(s) or questions for the test(s) that are subject of the appeal
7. may request that the instructor provide comparative materials from other students in the same class, and/or utilize external examiners as required, at the discretion of the Committee
8. may request additional materials or information, as deemed necessary
9. in the case of academic dishonesty, the Appeals Committee will refer to the regulations provided in the Academic Calendar for guidance on making final recommendations
10. in the case of a disputed grade, the Appeals Committee will refer to the regulations provided in the
Academic Calendar and to the course requirements specified in the Course Outline for the class in question
11. if deemed necessary, may hold a meeting, or meetings, with both the student and the faculty member separately and/or present together, to afford them the opportunity to answer each other’s claims. If no prior meeting between faculty and student has been held, it is imperative to hold one at this point; if such is deemed unacceptable or futile by either or both parties, they must give
591
written reasons for this. Failure to meet this requirement cannot halt proceedings, but may affect the outcome.
12. will arrive at a final decision and report it to the Dean. The Dean will implement the decision, and may report to Senate concerning the case, keeping the names of the parties involved confidential.
13. may make general recommendations intended to prevent future appeals.
14. after completing an appeal, will return all original documents to their sources, keep one copy of all documents and a record of Committee proceedings to be placed in secure confidential storage with the Dean’s Office, and destroy all other copies. The records will be kept for as long as is required by applicable statutes of limitations.
15. The decision of the Appeals Committee is final and binding. 07-June-13
592
Code of Student Conduct (Non-Academic)
Category: Student Number: ST2 Responsibility: Director of University Services Approval: March 10, 2005 – Board of Governors PURPOSE: Algoma University is committed to establishing and maintaining an environment conducive to effective teaching and learning. Algoma University also encourages social activities and recognizes the freedom of expression and the rights of individuals. The Code of Student Conduct: Non-Academic deals with the general Non-Academic behavior of students, individually and collectively, as members of the University and/or its constituent parts, in non-academic, social, or recreational settings, whether on or off campus. SCOPE: The Purpose of this Student Code of Conduct is to outline the limits of conduct considered in line with the goals and the well-being of the University community, and to ensure established procedures are followed when students fail to meet the accepted standards. The Director of University Services is responsible for the Procedures to which this Policy refers. This code applies to unacceptable conduct by students while on campus or when acting as a delegate or designated representative of Algoma University and/or of a recognized student organization in events off-campus. Students have the responsibility to familiarize themselves with the Code of Student Conduct: Non-Academic and the conduct expected of them while studying at Algoma University. Students are both members of Canadian society in general and of the University community. Therefore, they must observe not only Federal, Provincial and Municipal laws but also Algoma University policies and regulations. Students should also recognize that membership in one community does not confer any form of immunity from the requirements or sanctions of the other. Regardless of the actions or
593
inaction of any authority outside the university, a student found responsible for misconduct under this Code is subject to its disciplinary sanctions within the university system. Definition of a Student: For the purposes of the Code, a student is any full-time, part-time, distance-education, audit-status, or non-credit student who, in her or his status as student, has access to University services, programs or activities. POLICY: Standards of Conduct: Behaviour must adhere to all policies and procedures established by Algoma University, including but not limited to:
• Residence • Health and safety • Campus Bar • Athletics and Recreation • All other Algoma University policies and protocols
Students are expected to be responsible for their actions whether acting individually or in a group. A student host is responsible for the conduct of his/her authorized guest including any violation(s) of this Code to the extent that s/he could have (i) reasonable foreseen the problem and/or, (ii) taken steps to prevent the violation and/or (iii) minimized the effect of the guest’s behaviour; Behaviour must not harm or threaten harm to any of the following:
a) the safety and well-being of members or guests of the University community; b) the rights of members or guests of the University community; c) the proper functioning of University programs or activities, both on or off campus; d) the property (physical and intellectual) of the University or members or guests of the
university community. PROCEDURES: Procedures are outlined in detail in Code of Student Conduct (Non-Academic) – Procedures.
594
ALGOMA UNIVERSITY Procedures for the Code of Student Conduct (Non-Academic) Policy When a student fails to meet the accepted standards of conduct, as outlined in the Code of Student Conduct (Non-Academic) Policy (Appendix A), policy procedures are in effect. This procedural guide includes examples of breaches and penalties as well as the institutional procedure for breaches to the Code of Student Conduct (Non-Academic). Breaches: Examples of breaches under this Code of Student Conduct (non-academic) include, but are not limited to, the following: • Gaining unauthorized access to or unauthorized use of University facilities, equipment or
services • Obstructing University officials in the legitimate exercise of their duties or authority; • Knowingly or willfully bringing a false charge against any member of the University
community under this Code; • Misrepresenting oneself or the University name; • Threat of bodily harm to another person, or knowingly causing another person to fear
bodily harm; • Acts which include the endangerment of the health and safety of other persons; • Damaging or threatening damage to a person’s property or knowingly causing a person to
fear damage to her or his property; • Harassment: as defined in the Algoma University Harassment Policy; • Behavior on University property (or off University property if behavior is related to
university functions or concerns), which cause a person or persons to fear for their own safety or the safety of persons known to them, and/or adversely affects the freedom to participate in the University’s academic or non-academic activities. Such conduct includes but is not limited to:
i. Engaging in physical altercations; ii. Possessing illegal substances or weapons on University property;
iii. Retaliating or attempting to retaliate against any person or persons for making a complaint under this Code;
iv. Theft, destruction or damage of any University or personal property, including intellectual property and information.
v. Misusing identification. Possible infractions include, but are not limited to, misusing any kind of identification card, credit card, meal card, password, or other form of prioritized access control.
vi. Unauthorized accommodation in an Algoma University building or on University property.
Penalties:
595
The DUS on behalf of the University may impose discipline as appropriate, including but not limited to: a formal written warning a monetary fine an order for restitution or compensation to the University or other aggrieved party a probationary period with or without conditions, during which any further misconduct will
result in a further penalty a restriction on a student's access to campus facilities or the hours during which access is
permitted including restrictions from attending academic courses with the following additional procedures: 1) recommendation to the Registrar that the student be withdrawn from one or more
courses 2) recommendation to the Registrar that the student be suspended from a course, courses,
or the University 3) recommendation to the Registrar that the student be expelled from a course, courses,
or the University: a) The Registrar, upon receiving a recommendation from the Director of University
Services, shall promptly review the recommended sanction and, as if applicable, inform the student in written form of the discipline imposed and details thereof.
b) Algoma University reserves the right to withhold the release of official grades and/or transcripts until disciplinary requirements have been fulfilled.
Reporting Complaints: Any member of the University community may file a complaint of misconduct against a student or students under this Code (APPENDIX B). (Students having complaints against any university staff member would exercise their rights according to other appropriate policies and protocols – see the University Policies section on the web site). Complaints of non-academic misconduct should be reported forthwith to the Director of University Services. In situations involving assault or other misconduct, the Director of University Services (DUS) or his/her designate will notify Security without delay. Upon consulting with the complainant, the DUS/designate shall make any necessary referrals to the University's Security Protocol, Equity Officer, or police, and/or initiate the appropriate intervention.
1. The complaint will be received on an official Conduct Complaint Form (a sample form will be attached), to the Director of University Services. The respondent must be notified in writing concerning the existence of the complaint. The signed complaint should contain the following information: the name or names of the alleged perpetrator(s) of the misconduct, the date and location of the incident(s), the name or names of witnesses to the incident(s) as well as the description of the alleged misconduct or incident.
2. The DUS will notify, in writing, the person (s) to whom the complaint has been filed. 3. A mutually convenient time, date and location to discuss the incident will also be
included in the letter to the student (s). The student (s) involved will meet with the 596
Director of University Services and Officer of Student Affairs where the student (s) will present their case. All parties involved will attempt to resolve the incident at this time.
4. If the incident is resolved and sanctions apply, the student and any other University office
5. deemed appropriate or necessary shall be informed of the sanctions in writing. CONDUCT REVIEW APPEAL COMMITTEE: If the incident is not resolved, the Director of University Services will form a Conduct Review Appeal Committee consisting of the DUS, Officer of Student Affairs, AUSU Ombudsperson, and when necessary can also include: the Registrar, the Indigenous Student Advisor, Housing Coordinator OR Equity Officer. Hearing Process: A) Confidentiality and Record Keeping: Any individual involved in a Code of Conduct complaint, hearing, and/or appeal shall keep all information heard, read, or otherwise acquired absolutely confidential and will not discuss or share such information with anyone outside of the procedural parameters outlined above. The Director of University Services will keep all documents related to a Code of Conduct case in strict confidentiality within his/her physical office. Records will be protected in keeping with Algoma University’s policy on disclosure of information and will follow the CSA Model Code for the Protection of Personal Information. B) Procedures:
i. Prior to the Hearing, the Conduct Review Appeal Committee may seek additional information or recommend further investigation. A hearing should be held within 15 working days of the first meeting with the Director of University Services.
ii. During the Hearing, the respondent shall be given a full and fair opportunity to address the alleged complaint and the evidence arising from it. This meeting shall be conducted in an informal and fair manner.
iii. The respondent has the right to be accompanied by a representative(s) or person(s) acting in an advisory or supportive capacity.
C) Responsibilities: The Conduct Review Appeal Committee will ensure that the respondent: • Is made aware of the nature of the allegations and the identity of the complainant(s) by
providing her or him with a copy of the complaint(s); • Has been given adequate notice of the hearing so that he or she has had sufficient time to
prepare her or his case. • Understands the types of penalties which may be levied for non-academic conduct, and
specifically any sanctions which would be applicable in this case if the allegation is upheld; • Is provided with the opportunity to respond orally and/or in writing to the allegation(s) or
to possible sanction(s). Should a respondent refuse or fail to appear before the Conduct Review Appeal Committee, without due notice or just cause, a decision will be rendered in the student’s absence, and such refusal or failure to appear shall be noted in the decision.
597
D) Decision: Having weighed the evidence in accordance with the accepted standard of “balance of probabilities" or the respondent’s admission of responsibility for the misconduct, the Director of University Services shall inform both the respondent and complainant in writing within 10 working days following the Hearing that: • The complaint is being dismissed; or • The complaint is being upheld; or in an uncontested finding of responsibility for misconduct,
one or more sanctions will be applied in accordance with the provisions of the Code. The Director of University Services must inform the complainant and respondent in writing of the possible delay and of the expected date of issuance of the decision. A copy of the Notice of Decision shall be forwarded to appropriate officials of Algoma University including those in the area the offence has occurred.
598
APPENDIX A
Policy on Code of Student Conduct (Non Academic) Algoma University is committed to establishing and maintaining an environment conducive to effective teaching and learning. The University also encourages social activities and recognizes the freedom of expression and the rights of individuals. The Code of Student Conduct: Non-Academic deals with the general Non-Academic behavior of students, individually and collectively, as members of the University and/or its constituent parts, in non-academic, social, or recreational settings, whether on or off campus. TO WHOM THIS CODE APPLIES: The Purpose of this Student Code of Conduct is to outline the limits of conduct considered inline with the goals and the well-being of the University community, and to ensure established procedures are followed when students fail to meet the accepted standards. The Director of University Services is responsible for the Procedures to which this Policy refers. This code applies to unacceptable conduct by students while on campus or when acting as a delegate or designated representative of Algoma University and/or of a recognized student organization in events off-campus. Students have the responsibility to familiarize themselves with the Code of Student Conduct: Non-Academic and the conduct expected of them while studying at Algoma University. Students are both members of Canadian society in general and of the University community. Therefore, they must observe not only Federal, Provincial and Municipal laws but also Algoma University policies and regulations. Students should also recognize that membership in one community does not confer any form of immunity from the requirements or sanctions of the other. Regardless of the actions or inaction of any authority outside the university, a student found responsible for misconduct under this Code is subject to its disciplinary sanctions within the university system. Definition of a Student: For the purposes of the Code, a student is any full-time, part-time, distance-education, audit-status, or non-credit student who, in her or his status as student, has access to Algoma University services, programs or activities. Standards of Conduct: Behaviour must adhere to all policies and procedures established by Algoma University, including but not limited to: • Residence • Health and safety • Campus Bar
599
• Athletics and Recreation • All other Algoma University policies and protocols Students are expected to be responsible for their actions whether acting individually or in a group. A student host is responsible for the conduct of his/her authorized guest including any violation(s) of this Code to the extent that s/he could have (i) reasonable foreseen the problem and/or, (ii) taken steps to prevent the violation and/or (iii) minimized the effect of the guest’s behaviour; Behaviour must not harm or threaten harm to any of the following:
a) the safety and well-being of members or guests of the Algoma University community; b) the rights of members or guests of the Algoma University community; c) the proper functioning of Algoma University programs or activities, both on or off
campus; d) the property (physical and intellectual) of Algoma University or members or guests of
the university community.
600
APPENDIX B
Conduct Complaint Form Date of Complaint: _________________________________________ Complainant: Name __________________________________________________ Address ________________________________________________ Phone # ________________________________________________ Email ___________________________________________________ Please Describe: What happened? _______________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ When did this occur? ___________________________________________________________________ Where did it occur? ____________________________________________________________________ How did it happen? ____________________________________________________________________ Who was involved? Please provide as much contact information as possible: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ What breaches of the Student Code of Conduct (Non-Academic) were violated? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________ Witness (s) name; phone #; email ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Signature of Complainant _______________________________________
For Office Use Only Date Complaint Received: ______________________________ Received by: ________________________
601
Human Rights Policy
Category: Human Resources Number: HU2 Responsibility: Director Human Resources Approval: April 9, 2009 Board of Governors Revised: January 11, 2009 PURPOSE Algoma University promotes teaching, scholarship and research, and the free and critical discussion of ideas. The University is committed to providing a working and learning environment that allows for the full and free participation of all members of the University community in an atmosphere where academic freedom is paramount. The Board of Governors of Algoma University believes that all members of the University community have the right to study, to work, and to live in an environment free from all forms of harassment and discrimination. This policy promotes a pro-active approach that includes education and prevention. This Policy responds to the University’s responsibility under the Human Rights Code to prevent discrimination, to provide procedures to handle complaints, to resolve problems, and to remedy situations when a violation of this policy occurs. This policy outlines the responsibility that all sectors of Algoma University have to co-operate in maintaining a work and educational environment based on mutual understanding and respect, to eliminate discrimination, and to work together to prevent it. SCOPE This policy applies to the entire Algoma U community, including faculty, employees, students, members of the Board of Governors and Foundation Board of Directors, volunteers, contractors, permit-holders and visitors to Algoma U locations. This policy applies at all Algoma U locations, including but not limited to:
• Algoma U educational sites and offices • Algoma U-related social functions • All buildings under the jurisdiction of Algoma U • In the course of work-related assignments off of University campus
603
• At work-related conferences or training sessions • During work-related travel, e.g. field trips • By telephone or other means of electronic (e-mail, voice mail, Internet or fax) or written
communication. This policy is applicable university-wide and includes discrimination, harassment and bullying under the Student Code of Conduct (Academic and Non-Academic). Academic freedom is a basic tenet of University life. It includes the right to examine, question, teach and learn freely. It is supported by the provisions of the Canadian Charter of Rights and Freedoms, which guarantees everyone freedom of thought, belief, opinion and expression. Algoma U acknowledges that situations arise in which there is a perceived conflict between academic freedom and human rights. It is the position of Algoma U that, notwithstanding the value of both academic freedom and protection of human rights, academic freedom does not include the right to deny equality to or harass individuals on grounds protected by the Human Rights Code and this policy. In compliance with the Human Rights Code, Algoma U acknowledges its responsibilities to strive for an environment free of discrimination and harassment and to take reasonable steps to ensure this. Administration, Departmental Chairs and Supervisors in positions of responsibility have a particular duty to take steps to prevent discrimination and harassment on the grounds covered by this policy and to support the implementation of its procedures. These individuals will receive appropriate training in this regard. The foregoing statement does not excuse personal respondents (individuals) from liability. Algoma U acknowledges its obligation to make reasonable accommodation, where appropriate, on grounds covered in this policy. POLICY Algoma University (“Algoma U”) (“the University”) values the uniqueness and diversity of its students, employees, and community. Algoma U is committed to providing a safe, positive, and respectful working and learning environment that upholds the principles of equality rights. All sectors of the University have a responsibility to co-operate in maintaining a work and educational environment based in mutual understanding and respect. Algoma U is committed to promoting and adhering to the province’s human rights statute (Human Rights Code). This policy is supported with a complaints process as well as Complainant and Respondent Guide to Discrimination and Harassment Complaints. It is Algoma U’s policy that all those involved with the University - the Board of Governors, all employees, students, volunteers, contractors, and visitors – must share responsibility for eliminating discrimination and must work together to prevent it.
604
This policy does not interfere with any person’s right to seek assistance from their union, or any enforcement bodies under the Human Rights Code, even when steps are being taken under this policy. Every student and staff member is expected to respond in a timely and cooperative manner to requests for information relating to a complaint of discrimination under this policy. The detailed procedures, outlined in Human Rights Procedures, will be adhered to when applying this policy.
605
ALGOMA UNIVERSITY (AU)
ADOPTED BY ALGOMA UNIVERSITY SENATE – FEBRUARY 4, 2005
Disciplinary Regulation on Academic Dishonesty Aim 1. (a) The aim of the “Disciplinary Regulation on Academic Dishonesty” is to preserve the credibility of conferred certificates, diplomas or degrees by ensuring that the grade reports demonstrate the true competence and training of students. (b) This regulation shall be interpreted and applied in a manner that is consistent with this aim. (c) This regulation shall apply to any work submitted by a student in part or complete performance of any course requirement. Definitions 2. For the purposes of this regulation, the following terms shall be defined as follows: “failing grade of X”: a grade of academic dishonesty for the course; “committee”: the Appeals Committee as provided by the regulations adopted by the AU-Senate Appeals Committee; “degree”: a certificate, diploma, degree or other attestation of academic accomplishment; “expulsion”:
i. the denial of the right to enrol for a minimum of three semesters and a maximum of three years with no right to request readmission during the minimum period of expulsion;
ii. the cancellation of all registrations and activities from the date set by the Committee; iii. the denial of any type of academic assessment leading to a diploma or degree including
any confirmation of previous studies or the completion of course equivalencies for his or her student record;
iv. the cancellation of academic assessments previously completed for courses which have not yet been completed;
v. the cancellation of enrollment in courses and activities which have not yet been completed;
vi. the denial of any degree; and vii. the denial of all student rights and privileges.
“probation”: a minimum of three semesters and a maximum of three years during which a student who has been found to have committed an act of academic dishonesty is subject to a further and greater penalty if he or she is found to have committed another act of academic dishonesty;
607
“professor”: the person or persons given responsibility by a Dean for the conduct of a
course with regard to offences under sections 5 to 10 of this regulation; “repeal of a degree or degrees”: the revocation of the degree by Senate upon
recommendation by the AU-Senate Appeals Committee; “semester”: the period of an academic session from September to December, January to
April, or May to August; “suspension”:
i. the interruption of the enrolment or of the right to enrol for a minimum of one semester and a maximum of three semesters;
ii. the cancellation of all registrations and activities from the date set by the Committee; iii. the denial of any type of academic assessment leading to a diploma or degree including
any confirmation of previous studies or the completion of course equivalencies for his or her student record;
iv. the cancellation of academic assessments previously completed for courses which have not yet been completed;
v. the cancellation of enrollment in courses and activities which have not yet been completed;
vi. the denial of any degree; and vii. the denial of all student rights and privileges;
and “work”: any activity, assignment, dissertation, document, essay, performance,
presentation, project, rendition, thesis or any other work accomplished, performed, prepared or submitted by a student for evaluation
Determination of academic dishonesty 3.
a) Upon determining that a student has committed an act of academic dishonesty, the professor:
i. shall assign a grade of “0” for the work in question; ii. may assign a grade of “0” for the course;
iii. shall inform the AU-Academic Dean on the prescribed form set out as “Appendix A” to this regulation.
b) If, in addition to the penalties set out in the above paragraph section 3 (a), the professor seeks to have imposed further penalties as set out in section 4 (a) iii to vi of this regulation, the professor shall make a recommendation for the application of a sanction of academic dishonesty to the AU-Academic Dean on the prescribed form set out as “Appendix A” to this regulation.
c) The AU-Academic Dean shall forward the prescribed form to the Secretary of the AU-Senate Appeals Committee and shall send a copy to the AU-Registrar. The Secretary of the AU-Senate Appeals Committee shall send a copy to the student.
d) When a hearing is held, the AU-Senate Appeals Committee shall not impose a penalty which is more severe than the one recommended by the professor.
608
e) The AU-Senate Appeals Committee may impose a combination of penalties for any
single determination of academic dishonesty. f) Where it is alleged that a student has committed an offence set out in sections 11, 12 or
13 of this regulation, the AU-Academic Dean or the AU-Registrar shall make a recommendation for the application of a sanction of academic dishonesty to the Chair of the AU-Senate Appeals Committee on the prescribed form set out as “Appendix A” to this regulation. The Chair shall send a copy to the student. The AU-Senate Appeals Committee shall not impose a penalty which is more severe than the one recommended by the AU- Academic Dean or the AU- Registrar.
Penalties 4. (a) For the purposes of this regulation, the following penalties, in order of severity from least to greatest, shall apply when it has been determined by the Committee that the student is found to have committed an act of academic dishonesty:
i. a grade of “0” for the work in question; ii. a grade of “0” for the course;
iii. a failing grade of X for the course in which the offence was committed; iv. probation; v. suspension;
vi. expulsion; and vii. repeal of the degree.
b) The Committee or the Senate Committee on Student Appeals may impose a combination of penalties for any single determination of academic dishonesty.
c) Suspension may be retroactive to the date of the infraction, may be immediate from the date of the decision, or may take effect at the end of the session from which the final decision is rendered.
d) Repeal of the degree shall only be allowed when the act of academic dishonesty allowed the student to obtain the degree.
e) Readmission after suspension shall be according to normal procedures to complete studies or to obtain the degree which may have been withheld during this period.
f) Readmission after expulsion shall be subject to the absolute discretion of the Senate Committee on Academic Regulations and Petitions and, if granted, shall be subject to a period of probation as the Senate Committee on Academic Regulations and Petitions may determine in its absolute discretion.
g) The mention of academic dishonesty shall be struck from the file of the student when the first of either of the following occurs:
ii. the student successfully completes all the requirements for graduation; or iii. a period of five years has elapsed since the determination of academic dishonesty.
Infractions
609
5. (a) A student shall not:
i. falsify a work submitted for evaluation; ii. use in whole or in part the work or significant passages drawn from the work of another
person, in a work submitted to evaluation, without having expressly identified these as quotations;
iii. submit the same work or several similar documents to two or more professors responsible for a university activity for evaluation, without their knowledge of it;
iv. submit for evaluation a work which contains data that the student has falsified; v. modify, without approval of the professor, a work already submitted for evaluation, in
order to make corrections or additions; or vi. submit, without the approval of the professor, projects, essays, dissertations or theses
for evaluation which have essentially been previously submitted for evaluation to the university or to another post-secondary institution with the intention of obtaining a different degree on the strength of the same work.
Penalties
a) A student who is found to have committed any of the acts of academic dishonesty in subparagraphs section 5 (a) i to vi shall be:
i. assigned a grade of “0” for the work in question; ii. subject to the grade of “0”in the course;
iii. subject to the failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension;
vi. subject to expulsion; and vii. subject to the repeal of his or her degree.
Infractions 6. (a) During the evaluation or exam period, a student shall not:
i. obtain, whether individually or collectively, any kind of unauthorized help;
610
ii. use, view or refer to the copy of another student, even if its contents are proven to be erroneous or useless; or
iii. have or use any unauthorized document or apparatus. Penalties
a) A student who is found to have committed any of the acts of academic dishonesty in paragraphs section 6 (a) i to iii shall be:
i. assigned a grade of “0” for the work in question; ii. subject to the grade of “0”in the course;
iii. subject to a failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension;
vi. subject to expulsion; and vii. subject to the repeal of his or her degree.
Infraction and penalties 7. Where the work in question constitutes the method of final evaluation in the course, the student who is found to have committed any of the acts of academic dishonesty in paragraphs 5 (a) or 6 (a) shall be:
i. assigned a failing grade of X for the course in which the offence was committed; ii. subject to probation;
iii. subject to suspension; iv. subject to expulsion; and v. subject to the repeal of his or her degree.
Infraction and penalty 8. Where the work in question is a dissertation or a thesis for attaining a Master’s or Doctoral degree, the student who is found to have committed any of the acts of academic dishonesty in paragraphs 5 (a) or 6 (a) shall be:
i. assigned a failing grade of X for the course in which the offence was committed; ii. suspended;
iii. subject to expulsion; and iv. subject to the repeal of his or her degree.
Infraction 9. (a) A student shall not obtain or accept from any source whatsoever, or distribute, the questions or answers to a test, an exam or laboratory experiments, without previous authorization from the professor. Penalty
611
A student who is found to have committed any of the above acts of academic dishonesty in section 9 (a) shall be
i. assigned a failing grade of X for the course in which the offence was committed; ii. suspended;
iii. subject to expulsion; and iv. subject to the repeal of his or her degree.
Infraction 10.
a) A student shall not conspire to substitute oneself, attempt to substitute oneself or substitute oneself for another student in order to accomplish work in that other student’s name.
b) A student shall not conspire to allow another student to attempt to substitute oneself, allow a student to attempt to substitute oneself or allow a student to substitute oneself for herself or himself in order to accomplish work in her or his name.
Penalty
c) A student who is found to have committed any of the above acts of academic dishonesty in section 10 (a) or (b) shall be:
i. assigned a failing grade of X for the course in which the offence was committed; ii. placed on probation;
iii. subject to expulsion; and iv. subject to the repeal of his or her degree.
Infraction 11.a) A student shall not attempt to obtain or obtain an advantage with respect to the requirements or the applicable regulations of the programme of study or with respect to the course in which she or he is attempting to enrol, is enrolled or has been enrolled, by means of a threat or any other illicit means. Penalty
b) A student who is found to have committed any of the above acts of academic dishonesty in section 11(a) shall be subject to:
i. suspension and a further period of probation; ii. expulsion;
iii. the repeal of his or her degree. Infraction 12. (a) A student shall not:
i. fail to disclose or submit all information or documentation needed for admission to the University which has been requested by the University;
612
ii. alter, fabricate, falsify, forge, or tamper with a document in any way whatsoever which is destined for the University, or to use or submit such a document to the University;
iii. alter, fabricate, falsify, forge, or tamper with University documents stating acquired privileges or rights conferred by the University.
Penalty b) A student who is found to have committed any of the above acts of academic
dishonesty in section 12 (a) shall be subject to: i. suspension for three semesters and a further period of probation;
ii. expulsion; and iii. the repeal of his or her degree.
Infraction 13. (a) No student shall produce a document which may lead another person to believe that she or he is a faculty or administrative member of the University. Penalty
b) A student who is found to have committed any of the above acts of academic dishonesty in section 13 (a) shall be subject to:
iv. suspension for three semesters and a further period of probation; and v. expulsion.
Second offence: penalty 14.
a) On finding that a student has committed a second act of academic dishonesty or two acts of academic dishonesty, the AU-Senate Appeals Committee may impose a penalty which is more severe than the one recommended by the Professor.
b) A student who is found to have committed a second act of academic dishonesty or two acts of academic dishonesty shall be subject to further penalties including a failing grade of X for the course in which the offence was committed, suspension, expulsion and repeal of his or her degree.
c) When the AU-Registrar receives the prescribed form set out as “Appendix A” to this regulation and the AU-Registrar is in possession of a previous form with regard to the same student, the AU-Registrar may initiate a recommendation for further and more severe penalties according to section 11(a) and (b) by using the prescribed form set out as “Appendix A” to this regulation.
613
Section 13: Optional Material
13.1 Other Relevant Information The following documents are included in Section 13 as other relevant information: 13.1
ECO Canada Accreditation Standards 13.2
Collective agreement between the Algoma University Board of Governors and the Algoma University Faculty Association
13.3 Algoma University Strategic Mandate Agreement (SMA)
13.4 Pathways from Sault College Diploma Programs in Natural Environment and Outdoor Studies to a Bachelor of Science at Algoma University ONCAT Final Report
615
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
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 2
CONTENTS
INTRODUCTION ................................................................................................................... 3
1 SCOPE .......................................................................................................................... 3
2 NORMATIVE REFERENCES ........................................................................................... 3
3 TERMS AND DEFINITIONS ........................................................................................... 4
4 PRINCIPLES .................................................................................................................. 6 4.1 General ................................................................................................................... 6 4.2 Protect the Public Interest ..................................................................................... 6 4.3 Quality Assurance .................................................................................................. 7 4.4 Quality Enhancement ............................................................................................ 7 4.5 Accountability ........................................................................................................ 7
5 GENERAL REQUIREMENTS .......................................................................................... 7 5.1 Institutional Requirements .................................................................................... 7 5.2 Program Requirements .......................................................................................... 7
6 ENVIRONMENTAL PROGRAM DEVELOPMENT AND MAINTENANCE.......................... 8 6.1 Program Goals and Outcomes ............................................................................... 8 6.2 Curriculum Development ....................................................................................... 8
7 ENVIRONMENTAL PROGRAM CURRICULUM .............................................................. 9 7.1 Environmental Competency Outcomes ................................................................. 9 7.2 Transferable Competency Outcomes .................................................................. 10
8 FACULTY COMPLEMENT ........................................................................................... 10 8.1 General ................................................................................................................. 10 8.2 Competencies ...................................................................................................... 11 8.3 Program Leadership and Support ........................................................................ 11 8.4 Faculty Engagement ............................................................................................. 11 8.5 Performance Management .................................................................................. 11
9 ADMISSIONS ............................................................................................................. 12 9.1 General ................................................................................................................. 12 9.2 Publications and Finances .................................................................................... 12 9.3 Selection ............................................................................................................... 12
10 STUDENT SERVICES ................................................................................................... 12 10.1 General ................................................................................................................. 12 10.2 Student Engagement ........................................................................................... 13
11 INSTITUTION FACILITIES AND LEARNING RESOURCES .............................................. 13 11.1 General Facilities .................................................................................................. 13 11.2 Library Services and Information Resources ....................................................... 13
12 PROGRAM FINANCIAL RESOURCES ........................................................................... 14 12.1 Sufficiency of Resources ...................................................................................... 14 12.2 Financial Management ........................................................................................ 14
13 SCHOLARLY ACTIVITY ................................................................................................ 14 13.1 General ................................................................................................................. 1413.2 Scholarly Activity Support .................................................................................... 14
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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: www.eco.ca.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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. 6.1.1 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. 6.1.2 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 6.2.1 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.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
6.2.2 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.
6.2.3 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)
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
10.2 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.
11.2 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.
National Standard for Environmental Programs
Canadian Environmental Accreditation Commission Page | 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.
12.2 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.
13.2 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.
Environmental Competency Outcomes Requirement for post-secondary institutions, for use in curriculum assessment in accreditation programs or other forms of recognition Version 1.1 February 2011
Environmental Competency Outcomes
Canadian Environmental Accreditation Commission Page | 2
INTERPRETIVE GUIDANCE NOTE: the bold statements are the competency outcomes, while the bullets provide details regarding the cognitive, affective and psychomotor “ability to do” of the graduate. The bullets are for reference only.
ENVIRIONMENTAL COMPETENCY OUTCOMES
Environmental Impact Assessment
1 Ability to Conduct Environmental Impact Assessments
Describe the components of an environment impact assessment and identify the applicable regulatory requirements and scope of legislation, outline the challenges that a particular project could pose for the environment, and analyze the impact of each challenge for the organization.
Ask questions to clarify the parameters of the assessment, work cooperatively with team members to conduct the impact assessment, and demonstrate the ability to solve problems as they arise.
Utilize simulations to determine the level of impact for each identified element in the assessment and collect field data utilizing the appropriate equipment and approved technologies, as required.
Site Assessment (Remediation, Restoration, Reclamation)
2 Ability to Conduct Environmental Site Assessments (e.g., ESA—Phase 1 and Phase 2)
Describe the components of an environmental site assessment according to the applicable regulatory requirements, construct a detailed plan to conduct the assessment at an assigned location, and prepare the required materials to conduct the assessment.
Ask questions to clarify the parameters of the assessment, propose solutions to problems that arise, and show self-reliance when working independently.
Use approved methodologies to collect field data as required using appropriate equipment for the terrain under consideration.
3 Ability to Develop/Implement Site Remediation (e.g., Phase 3) Plans
Translate the site assessment data into a plan for remediation according to appropriate regulatory requirements. Explain reasons for remediating the site and outline a site remediation plan.
Participate in discussions related to the plan development and answer questions related to the translation of the data.
Collect, analyze, and interpret field data accurately, and clearly display the results and track the elements of the site remediation plan by interfacing with appropriate computer programs.
4 Ability to Develop/Implement Site Restoration/Reclamation (e.g., Phase 3) Plans
List a number of options for the restoration/reclamation of a particular site, predict the anticipated outcome of each option, and outline the components of a site.
Question the concepts and ideas offered by team members to fully understand their viewpoints. Inform senior staff of the plan, include all areas.
Utilize computer simulations and/or create sketches and models to illustrate the outcome of the proposed restoration/reclamation plans.
Environmental Competency Outcomes
Canadian Environmental Accreditation Commission Page | 3
Regulator and Enforcement
5 Ability to Interpret/Enforce/Comply with Environmental Regulations and Standards
Identify the applicable environmental regulations and standards for the project under consideration, interpret them in relation to the current assignment, demonstrate how they apply, and identify policy and/or regulatory gaps.
Comply with the regulations and standards independently, enforce the regulations and standards with others if violations are observed, and show a professional commitment to environmental regulation and standards.
Recognize one’s abilities and limitations and act upon and modify activities to enforce or comply with environmental regulations and standards.
Pollution Prevention, Abatement, and Control
6 Ability to Implement Pollution Prevention, Abatement, and Control (PAC) Methods
Describe a number of plausible pollution prevention, abatement, and control methods. Ensure methods are complaint with regulatory requirements for the assigned case. Clearly and succinctly explain the differences and demonstrate their applicability.
Participate in discussions related to the selection of the methods and the process to be used for implementation. Propose potential options for consideration.
Track the elements of the implementation process and visit the site to collect data, as required.
Climate Change
7 Ability to Identifying and Mitigating Climate Change Impacts
Recognize climate change concerns, describe the potential climate change impacts on a particular assignment, and prepare a case on how best to mitigate the impacts with respect to this assignment. Include a prediction of the economic viability of the mitigation option.
Work with other team members to determine options for mitigation, value the input of others, and use an objective approach in problem solving.
Gather background information for case preparation from a number of applicable sources and present the case utilizing a variety of media formats.
Waste Management
8 Ability to Develop/Implement Waste Management Plans and Programs
Describe the components of a waste management plan. Outline the challenges faced within a specific site and prepare a management plan that includes programs designed to safely secure and process waste over a sustainable period of time.
Participate in discussions related to the development and implementation of the plan and independently propose solutions to identified problems.
Illustrate in a diagram a conceptual framework displaying the movement of waste through the waste management system.
Environmental Competency Outcomes
Canadian Environmental Accreditation Commission Page | 4
9 Ability to Monitor Waste Application/Disposal/Reduction Programs and Activities
Outline the methodology used to successfully monitor waste application/disposal/reduction programs. List a number of acceptable programs currently in operation and apply the appropriate statistics to evaluate the most efficient and effective process.
Respond to questions regarding the statistical application, willingly make adjustments to the process as new information becomes available, and work cooperatively with others to monitor the program.
Calibrate and manipulate the appropriate equipment and utilize appropriate methodologies to facilitate the monitoring of the program and routinely visit the waste management site to observe the process.
Water Quality Management
10 Ability to Develop/Implement Water Supply and Water Efficiency Plans and Programs
Identify the major considerations in the development of a water supply and water efficiency plan, outline a program that maximizes the efficiency of water use, and apply statistics to determine the sustainability of the plan.
Recognize the need for balance between industry’s need for water and responsible behaviour, and show the ability to use an objective approach in making decisions.
Illustrate in a diagram the pathway for the water from its source to the completion of its flow. Track the quantity of water used and routinely report the results to senior staff.
Sampling and Analytical Work Related to Environmental Activities
11 Ability to Develop Environmental Sampling, Testing, and Monitoring Programs
Outline the components of an environmental sampling, testing, and monitoring program that is appropriate to the assigned case and demonstrate how this plan will achieve the designated goals.
Present the plan clearly and succinctly. Illustrate the systematic process used to create the program.
Test the plan by utilizing the appropriate laboratory equipment to simulate the collection of field data. Adapt the plan to meet stated goals, as required.
12 Ability to Collect Samples and Data for Environmental Purposes
Translate the written plan into action in a field situation. Explain changes that are required to improve the outcome.
Ask questions to understand fully the assignment during the collection process and problem solve on the spot when conditions differ than those expected.
Use approved technology and methodologies to collect samples and field data, as required. Utilize the appropriate equipment in various locations, and construct apparatus and calibrate equipment.
13 Ability to Analyze and Interpret Environmental Samples and Data
Explain the methodology required to analyze and interpret environmental samples and data. Apply the appropriate statistical analysis and translate the results into a written summary for presentations.
Respond willingly to questions regarding the statistical treatment of the data and give a presentation illustrating the outcomes of the analysis.
Analyze and interpret field data accurately and clearly display the results.
Environmental Competency Outcomes
Canadian Environmental Accreditation Commission Page | 5
Policy Development and Planning
14 Ability to Develop Environmental Policies, Measures, and Standards
Identify several existing environmental policies, measures, and standards applicable to the situation under consideration. Analyze the documents and identify policy and/or regulatory gaps, and summarize the sections most applicable to the specific assignment.
Ask questions to fully understand how policy translates into action for employees. Recognize own limitations as a new graduate and show acceptance of professional ethical standards.
Conduct the appropriate searches; include government documents, regulatory information, and standardized methods; to obtain the required information and make contact with other organizations to gather documentation, as required.
15 Ability to Liaise and Partner with Stakeholders
Compile a list of stakeholders for a specific project, describe the relationship of each stakeholder to the project, and develop a systematic liaison plan, including initial stakeholder contact and continuing and sustainable communication.
Create a positive first impression with stakeholders that sets the stage for subsequent successful interactions and displays sensitivity toward individual and cultural differences.
Meet stakeholders at the field location, or at other agreed upon site, using various means of transportation. Keep accurate records of all meetings.
Planning, Monitoring and Reporting for Sustainability
16 Ability to Develop Sustainable Development Indicators, Plans, and Strategies
Identify several options for implementing development indicators for a particular project. Incorporate resource economics, ecological services methodology, and outline a plan of action for implementation, include a series of strategies to ensure sustainability.
Participate in discussions relating to the development and implementation of the plan and respond to questions regarding different options and strategies.
Research appropriate options using various sources to facilitate the development of the sustainability plan.
17 Ability to Implement/Monitor Sustainable Development Strategies and Programs
Implement the action plan for the project, determine which monitoring processes will be the most successful under the given circumstances, and monitor the selected strategies to determine the success of each strategy in fulfilling the sustainability objectives.
Report the positive and negative outcomes of the monitoring process and explain deviations from the plan.
Collect field data using appropriate equipment and methodologies, analyze and interpret the monitoring data accurately, and display the results clearly.
Environmental Competency Outcomes
Canadian Environmental Accreditation Commission Page | 6
Corporate Environmental Program Planning and Implementation
18 Ability to Develop Corporate Environmental Plans, Policies, and Procedures
Identify existing environmental plans from several comparable organizations, determine which sections are applicable to the current assignment, and prepare an outline of the components required for the plan. Include a list of policies that must be developed to support the plan and the accompanying procedural elements for implementation of the plan. Compliance with pertinent regulations and attention to ecological concerns are required.
Participate in discussions related to the development and of the plan and respond to questions regarding the developed framework for the policy.
Locate the required information utilizing a variety of sources and contact other organizations to request access to their plans, as required.
19 Ability to Conduct Environmental Risk Assessments
Describe the components of an environmental risk assessment, outline the risks that should be considered for a particular project, and analyze the impact of each risk for the organization. Compliance with pertinent regulations and attention to ecological concerns are required.
Work with other team members to conduct the assessment, value the input of others, and show the ability to solve problems that arise.
Collect field data as required, determine the level of risk for each identified element in the assessment, and clearly present results to peers and senior staff.
20 Ability to Implement Environmental Management Systems
Implement the procedures outlined in the environmental plan as assigned by senior staff recognizing that the procedures must be compliant with regulations and identified ecological concerns.
Follow the instructions of the senior staff, recognize their limitations as a new graduate, and propose solutions to challenges encountered during the implementation process.
Track the elements of the implementation process.
21 Ability to Manage Environmental Management Systems and Practices
Implement the action plan for the project. Routinely review and adapt the plan as required, determine which monitoring processes will be the most successful under the given circumstances, and monitor the selected strategies to determine the success of each strategy in fulfilling the sustainability objectives.
Work cooperatively with others to manage the ongoing system, show self-reliance when working independently, and demonstrate the ability to solve problems when they arise.
Collect monitoring data using appropriate equipment and approved methodologies, continually analyze and interpret the data, and present the results to senior staff as directed.
Environmental Competency Outcomes
Canadian Environmental Accreditation Commission Page | 7
22 Ability to Coordinate Environmental Aspects of Facility Design and Operation
Describe acceptable facility designs and their accompanying operations that are in compliance with regulatory requirements, distinguish between the strongest and weakest designs and operations, and predict which would have the most success in a particular case.
Participate in discussions related to the design and operation of the facility, answer questions related to the selected design, and display a willingness to revise judgment in light of new evidence.
Illustrate the differences in design and operation of various facilities using a variety of media presentation formats and the appropriate software programs. Comply with the specific skills required by regulatory inspections.
Environmental Health and Safety
23 Ability to Monitor/Address Occupational and Public Health and Safety
Describe the safety standards required for the project for both employees and the public. Include pertinent regulatory requirements and analyze the policies and procedures of the corporate environmental plan to ensure that appropriate safety standards have been built into the plan. Report deviations to senior staff.
Accept and abide by the required health and safety standards and change behaviours as required to comply.
Ensure health and safety requirements are built into the implementation process, along with appropriate tracking methods to ensure the requirements are adopted and enforced.
Natural Resources Planning and Management
24 Ability to Conduct Studies Related to Ecosystem and Habitat Preservation and/or Management of Natural Resources
Determine which elements of the ecosystem that were referenced in the management plan require further study. Design a series of targeted field studies and collect the data required to construct solutions for the identified concerns.
Ask questions to fully understand the assignment during the design and collection process, and problem solve on the spot when conditions differ from those expected.
Use approved methodologies to collect field data using appropriate equipment, as required. In various terrains, construct apparatus and calibrate equipment when needed.
Environmental Competency Outcomes
Canadian Environmental Accreditation Commission Page | 8
25 Ability to Develop and Implement Plans, Programs and Practices for Ecosystem and Habitat Preservation and/or Management of Natural Resources
Describe the components of the plan for ecosystem and habitat preservation, apply classroom knowledge to a specific field case outlining the areas of concern, and prepare a management plan that includes practices designed to preserve the habitat and ecosystem under consideration within specified economic parameters.
Implement the procedures outlined in the management plan for ecosystem and habitat preservation as assigned by senior staff.
Participate in discussions related to the development of the plan and question concepts presented by other team members to fully understand the plan.
Follow the instructions of senior staff, recognize own limitations as a new graduate, and propose solutions to challenges encountered during the implementation process.
Visit the field site under consideration. Collect samples and data for analysis and research appropriate options to facilitate the development of the management plan.
Visit the sites under consideration to observe the progress of the implementation plan and track the elements of the implementation process.
26 Ability to Monitor/Evaluate Effectiveness of Programs and Practices Related to Ecosystem and Habitat Preservation and/or Management of Natural Resources
Outline the methodology used to successfully monitor the effectiveness of programs and practices related to ecosystem and habitat preservation. List a number of acceptable programs that are currently in operation and apply the appropriate statistics to evaluate the most efficient and effective process, include economic viability in the evaluation.
Report the positive and negative outcomes of the monitoring process, explain suspected deviations from the plan, and select the most effective solution to the problems encountered.
Use computer programs to accurately analyze and interpret the monitoring data and display the results clearly to evaluate the effectiveness of programs and practices.
Environmental Education and Training
27 Ability to Develop Environmental Curricula and Programs
Outline the components of an environmental education and training program for a specific task or case and prepare a detailed presentation for one class of a specific training program.
Participate in discussions related to the development of curricula and programs with senior staff and ask questions to fully understand how classroom knowledge and field experience translate into a training environment.
Become familiar with environmental training programs used by other organizations.
28 Ability to Implement Environmental Curricula and Programs
Conduct a training session in one area of a designated program and assist senior staff with the implementation of additional environmental curricula and programs, as required.
Follow the instructions of the senior staff, recognize own limitations as a new graduate, and voluntarily request assistance.
Use laboratory equipment and materials and/or computer simulations in the development and presentation of a designated training session.
Environmental Competency Outcomes
Canadian Environmental Accreditation Commission Page | 9
29 Ability to Evaluate/Mentor/Supervise Students/Practitioners
Assist senior staff with the supervision, mentoring, and evaluation of students and/or interns assigned to the project, and provide peer tutoring services as required.
Follow the instructions of the senior staff, recognize own limitations as a new graduate, and respond to questions asked by students.
Continue working while being observed by students, track supervisory schedules and student assignments for senior staff, and assist students with the requirements of the job.
Environmental Research and Technology Development
30 Ability to Design/Develop Environmental Research and Development Proposals, Programs, and Projects
Develop a research or technical proposal for an assigned environmental project using a template approved by the organization.
Ask questions to fully understand the assignment, display an overt willingness to be involved in research or technical activities, and show an understanding of the contribution of research to the industry.
Find information related to the development of research or technical proposals and the availability of funding sources and present results to peers.
31 Ability to Conduct Environmental Research and Publish Results
Conduct environmental research or technical projects in consultation with senior staff and/or assist senior staff with current research and publishing activities.
Follow the instructions of senior staff, recognize your limitations as a new graduate, and voluntarily request assistance.
Collect field samples and field data in various geographic locations as required for research or technical projects, and use computer simulations and/or manipulate laboratory equipment to facilitate research or technical activities.
Environmental Business, Technology and Product Development
32 Ability to Develop/Coordinate/Implement Energy Efficiency Programs
Describe a number of potential energy efficiency programs currently in use in the industry. Differentiate the programs, including economic challenges, and demonstrate which programs would be most applicable to the site under consideration.
Explain the importance of systematic planning and establishing priorities when coordinating and implementing energy efficiency programs.
Track the elements of the implementation process, collect required field data, analyze the data, and provide ongoing statistical reports as to the success of the program.
Environmental Competency Outcomes
Canadian Environmental Accreditation Commission Page | 10
33 Ability to Identify/Implement Activities Pertinent to Commercialization of Environmental Technologies, Systems, and Equipment
Recognize the potential commercialization value of a specific technology. Apply statistics to evaluate the commercial viability of a specified system or piece of equipment and make a judgment about the value of the project.
Display his/her understanding of the importance of commercializing environmental technologies, systems, and equipment. Participate in discussions in identifying and implementing such activities, and offer solutions to predicted challenges.
Demonstrate the viability of commercialization of a specified system or piece of equipment using field simulations, computer simulations, and/or laboratory equipment.
Environmental Communications and Public Awareness
34 Ability to Develop/Implement Environmental Communications and Awareness Programs
Outline the elements of an environmental communications and awareness program. Include the role of the media, identify current and future stakeholder groups for an assigned project, and prepare an implementation plan for the program including content and time lines. All media contact must be performed under the strict supervision of senior staff.
Display a professional commitment to communicating information to stakeholders, show sensitivity to individual and cultural differences, and work cooperatively with other employees in the development and implementation of the communications and awareness program.
Create the plan, track its implementation, and integrate a variety of media formats into the communications and awareness plan.
35 Ability to Present Expert Information on Environmental Matters
Prepare information on environmental matters for dissemination in a controlled environment by integrating data from a number of sources into a single presentation format. Synthesize data into brief synopses and ensure the accuracy of material through information checks and the approval of senior staff. All media contact must be performed under the strict supervision of senior staff.
Recognize limitations as a new graduate. Follow the instructions of senior staff and voluntarily request instruction and assistance prior to disseminating expert information to any source.
Demonstrate the use of equipment in the field when requested by senior staff and accurately gather and clearly present the required information.
TRANSFERABLE COMPETENCIES
ID Number Transferable Competency
1 Professional Ethics and Work Style
2 Learning and Creativity
3 Communicating Effectively
4 Collaboration
5 Critical Thinking/Judgment
6 Planning and Organizing Work and Projects
7 Leading and Influencing Others
8 Business Acumen
Environmental Science Degree Curriculum Standard Requirement for environmental science degree programs at the undergraduate level, for use in accreditation and other forms of recognition Version 1.5 December 2011
Environmental Science Degree Curriculum Standard
Canadian Environmental Accreditation Commission Page | 2
DEFINITION
An environmental program shall be considered an Environmental Science Degree Program when it meets the following.
Environmental science is the interdisciplinary study of the environment, its functioning, and its relationship to human activity. It extends beyond the traditional science disciplines to terrestrial, aquatic, and atmospheric systems and their interactions. An environmental science graduate must receive a degree and have an in-depth knowledge of environmental systems, as well as understand the breadth and context where these systems operate. Students will develop a diversity of expertise necessary to address present, future, and unanticipated environmental problems.1
CURRICULUM
An environmental science degree program shall consist of the following courses or units of instruction.
a) Introductory/basic science courses (i.e. mathematics, physics, chemistry and biology) b) Foundation courses for environmental science (i.e. atmospheric, terrestrial and aquatic
systems) c) Courses relating socio-economic and political factors to environmental policy and decision
making2. d) An in-depth concentration in an environmentally-focused scientific discipline or
interdisciplinary field, to an upper level that emphasizes theoretical concepts and practical skills (field and laboratory). One (1) full year equivalent is required.
e) Exposure to another environmentally relevant discipline or field at an upper level (unless the focus under the previous requirement is interdisciplinary).
PROGRAM OUTCOMES
Consistent with ECO Canada’s National Standard for Post Secondary Environmental Programs, program curricula will be expected to:
a) provide learning opportunities to students that allow them to gain competencies relevant for employment or further studies within industry, government, or academia;
b) demonstrate that the program curriculum addresses the Environmental Competency Outcomes (see normative reference: Environmental Competency Outcomes); and
c) support the development of the following transferable competencies i. Professional Ethics and Work Style
ii. Communicating Effectively iii. Collaboration iv. Critical Thinking/Judgement
1 http://cuesn-rcuse.org/index.cfm?page=en_whatisES
2 Examples include: environmental economics, environmental law, environmental policy, compliance, environmental ethics,
management, risk assessment
Strategic Mandate Agreement
(2014-17)
Between:
The Ministry of Training, Colleges and Universities
&
Algoma University
ONTARIO’S VISION FOR POSTSECONDARY EDUCATION Ontario’s colleges and universities will drive creativity, innovation, knowledge, and community engagement through teaching and research. They will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality and globally competitive outcomes for students and Ontario’s creative economy.
ALGOMA UNIVERSITY VISION/MANDATE 1
1. We are an institution that has been granted a Charter in order to serve the needs of the Algoma region and, to some extent, Northern Ontario more broadly. We recognize that, in order to do so well, we must be an institution that welcomes students, staff, and faculty from all parts of the province and all parts of the planet.
2. Our Charter confers upon us a "special mission" to focus on teaching and learning, and to be especially dedicated to the pursuit of excellence in undergraduate education.
3. Because of our location on the site of a former Indian residential school, our Charter also confers upon us a special mission to engage in "cross-cultural learning" and to be a valuable resource for Anishinaabe people and peoples.
4. Our aspiration is to be an institution of approximately 3,000 students of whom a significant proportion will be Anishinaabe or international. Though focused primarily on excellence in undergraduate education, we aspire to offer a small selection of Master’s-level programs that are critical for the economic and social development of our region.
PREAMBLE This Strategic Mandate Agreement between the Ministry of Training, Colleges and Universities (the Ministry) and Algoma University outlines the role the University currently performs in the postsecondary education system and how it will build on its current strengths to achieve its vision and help drive system-wide objectives articulated by the Ministry’s Differentiation Policy Framework.
1 The Ministry recognizes some aspects of an institution’s vision statement as aspirational. The Ministry notes that the section of Algoma’s current legislation that would permit Algoma to offer graduate degrees has not been proclaimed. Algoma will work with the Ministry during the term of this SMA to explore offering a Master’s of Science (MSc) in Environmental Science under a future agreement.
2
The Strategic Mandate Agreement (SMA):
• Identifies the University’s existing institutional strengths; • Supports the vision, mission, and mandate of the University within the context of
the University’s governing legislation and outlines how the University’s priorities align with Ontario’s vision, and Differentiation Policy Framework; and
• Informs Ministry decision making through greater alignment of its policies and processes to further support and guide the University’s areas of strength.
The term of the SMA is from April 1, 2014, to March 31, 2017. The SMA proposal submitted by the University to the Ministry has been used to inform the SMA and is appended to the agreement.
The Ministry acknowledges the University’s autonomy with respect to its academic and internal resource allocation decisions, and the University acknowledges the role of the Ministry as the Province’s steward of Ontario’s postsecondary education system.
The agreement may be amended in the event of substantive policy or program changes that would significantly affect commitments made in the SMA. Any such amendment would be mutually agreed to, dated, and signed by both signatories.
ALGOMA UNIVERSITY KEY AREAS OF DIFFERENTIATION Algoma’s continued focus on teaching and learning for undergraduate students is helping to develop the talent, skills, and knowledge needed for the Sault Ste. Marie region’s transition to a knowledge-based economy. Algoma supports access to postsecondary education for all students, especially Anishinaabe students, first generation students, and students from small towns. To this end, Algoma has a strong impact on its community and plays a significant role in promoting local economic development.
ALIGNMENT WITH THE DIFFERENTIATION POLICY FRAMEWORK The following outlines areas of strength agreed upon by the University and the Ministry, and the alignment of these areas of strength with the Ministry’s Differentiation Policy Framework.
3
1. JOBS, INNOVATION, AND ECONOMIC DEVELOPMENT
This component highlights institutions’ collaborative work with employers, community partners, and regions, or at a global level, to establish their role in fostering social and economic development, and serving the needs of the economy and labour market.
1.1 Areas of Institutional Strength
Established to help transition its local region to a more diversified and sustainable economy, Algoma University continues to play a critical role in the region’s transition to a knowledge-based economy.
Examples include:
• Algoma is the 8th largest employer in the region, with a large proportion of its employees recognized as Highly-Qualified Professionals (HQPs).
• The presence of the University is helping to improve university education attainment rates in the region, and this is important for the transition of the local economy.
• Algoma works with employers to develop programming that they require. Algoma’s biosciences building hosts the Sault Ste. Marie Innovation Centre (SSMIC), a municipal agency tasked with developing the region’s knowledge-based economy. Algoma and the Centre collaborate to support initiatives to create jobs in alternative energy, information technology, eco-tourism, and other emerging sectors.
1.2 Additional Comments
Institutional Strategies
• Algoma has made an application to the Ontario Cooperative Education Association (OCEA), in collaboration with Sault College and the SSMIC, to establish a business incubator for college and university students.
1.3 Metrics
Institutional Metrics System-Wide Metrics2
• Graduate employment rates • Number of graduates employed
full-time in a related job
2 Additional system-wide metrics focused on applied research, commercialization, entrepreneurial activity, and community impact will be developed in consultation with the sector.
4
2. TEACHING AND LEARNING
This component will capture institutional strength in program delivery methods that expand learning options for students, and improve the learning experience and career preparedness. This may include, but is not limited to, experiential learning, online learning, entrepreneurial learning, work integrated learning, and international exchange opportunities.
2.1 Areas of Institutional Strength
As indicated through its Charter, Algoma is a primarily undergraduate institution with a special mission to focus on teaching and learning. Algoma is designed to be a student-centred institution that delivers programming in select areas that are critical to the region’s needs. Algoma’s distinctive student body leads to a distinctive approach to teaching and learning.
• Virtually all of Algoma’s instruction is face-to-face, with no large classes, and all evaluation is done by instructors. While this approach differs from other universities, it supports the needs of Algoma’s distinctive student population: Anishinaabe students, first generation students, and students from small towns who find larger institutions intimidating.
• Algoma places a focus on undergraduate education, enabling Algoma students to participate in research that would typically be reserved for graduate students at other institutions. These opportunities are important both for their academic development and for their preparation for employment after graduation.
2.2 Additional Comments
Institutional Strategies
• Algoma will leverage the Ontario Online Initiative to introduce more online learning opportunities for students, to support students with the skills they need to be comfortable in a knowledge-based economy.
• As a modern University in a former Indian Residential School, Algoma aspires to be a nationally-significant centre for education about Canadian residential schools, providing curriculum and instruction for K-12 students, students from other universities and colleges, and the general public.
5
2.3 Metrics
Institutional Metrics System-Wide Metrics
• Student Satisfaction Survey results • Graduation rates • Retention rates • Number of students enrolled in a
co-op program at institution • Number of online course registrants,
programs, and courses at institution
3. STUDENT POPULATION
This component recognizes the unique institutional missions that improve access, retention, and success for underrepresented groups (Aboriginal, first generation, students with disabilities) and francophones. This component also highlights other important student groups that institutions serve that link to their institutional strength. This may include, but is not limited to, international students, mature students, or indirect entrants.
3.1 Areas of Institutional Strength
Algoma’s student population profile is unique, with a particular focus on Anishinaabe (Indigenous people), first generation students, and students from small communities.
• Approximately 15% of the institution’s students are Anishinaabe. The proportion of first-generation students enrolled at Algoma increased from 16.3% in 2009-10 to 38.9% in 2012-13 (provincial average was 17.8).
As university attainment rates in the region have traditionally been low, Algoma quite consciously takes a relatively liberal approach to admission standards.
• The policy is that admission requirements should be set at a point that welcomes students who have a good chance of benefitting from the education we offer and excludes only those who are unlikely to pass.
• As a small University in a small city, Algoma finds its natural market for students is in small-town Ontario (whether in the North or in the South) and that the student body is likely the most "small-town" of any university in the province.
• International students comprise a large proportion of the institution’s student population and are concentrated in a small number of programs.
6
3.2 Additional Comments
Data from system-wide metrics confirm Algoma’s focus on first generation, Anishinaabe, and international students:
• As of 2012-13, international students made up 18.3% of Algoma’s student population (provincial average was 9.2%).
3.3 Metrics
Institutional Metrics System-Wide Metrics
• Number and proportion of Aboriginal, first generation, students with disabilities, and francophone students at an institution
• Number and proportion of international students enrolled in Ontario (as reported in annual institutional enrolment reporting)
• Proportion of an institution’s enrolment that receives OSAP
4. RESEARCH
This component identifies the breadth and depth of institutional research activity (both basic and applied), and will identify institutional research strengths from niche to comprehensive research intensity.
4.1 Areas of Institutional Strength
In the four years that Algoma has been Tri-Council certified, the University has made strides in the following areas of research:
• Environmental science; • Community-based research and Aboriginal issues; and • Health informatics.
Initiatives and outcomes include:
• External funding in these four areas has totalled almost $9M over the past five years.
• Algoma’s work in these niche areas has been driven by the creation of specialized research institutes and the appointment of research chairs (invasive species, natural products biochemistry, health informatics) or research directors (community development, Indian residential schools).
7
• In July 2011, Algoma opened the Essar Convergence Centre (ECC), which brings together teaching, research, and commercial activities to foster innovation and growth.
• In terms of research in the area of environmental science, Algoma's biologists supervise ten graduate students per year from other universities. The Ontario Forest Research Institute and federal Great Lakes Forestry Centre, both located nearby, have considerable research infrastructure, expertise, and the capacity to supervise graduate students (OFRI has sixteen PhD-level researchers and GLFC has about thirty).
4.2 Additional Comments
System-wide metrics reflect Algoma’s very focussed activity in this area.
4.3 Metrics
Institutional Metrics System-Wide Metrics
Research Capacity • Total sponsored research • Number of research chairs • Number of graduate degrees awarded • Number of graduate awards/scholarships
Research Focus • Graduate degrees awarded to undergraduate
degrees awarded • Graduate to undergraduate ratio • PhD degrees awarded to undergraduate degrees
awarded
Research Impact • Normalized Tri-Council funding (total and per full-
time faculty) • Number of publications (total and per full-time
faculty) • Number of citations (total and per full-time faculty) • Citation impact (normalized average citation per
paper)
International Competitiveness • Ratio of international to domestic graduates (used
by Times Higher Education Rankings) • Aggregate of international global rankings
8
5. PROGRAM OFFERINGS
This component articulates the breadth of programming, enrolment, and credentials offered, along with program areas of institutional strength/specialization, including any vocationally oriented mandates. This component also recognizes institutions that provide bilingual and/or French-language programming for students.
5.1 Areas of Institutional Strength
Current program areas of strength include:
1. Liberal Arts2. Biology3. Business Administration4. Computer Science5. Social Work
Proposed areas for growth include:
1. Undergraduate Arts and Science
5.2 Additional Comments
Algoma has an agreement with Carleton University to deliver the first two years of Carleton's engineering core. This is not a new engineering program; it is a 2 + 2 arrangement for the delivery of part of an existing program. This arrangement is the best hope for getting Aboriginal students into engineering because Algoma has a large Anishinaabe population and provides a welcoming environment for them that is close to home.
The Ministry notes that a large number of new engineering degree programs are proposed province-wide, which will have an impact on the Ministry's review of new engineering program proposals.
5.3 Metrics
Institutional Metrics System-Wide Metrics
• Institution-specific and provincial Keyperformance Indicators, includingemployment rate after two years,percentage of students completingthe degree, and OSAP default ratesfor each area of strength
• Program enrolment
9
6. INSTITUTIONAL COLLABORATION TO SUPPORT STUDENT MOBILITY
This component profiles partnerships between institutions that ensure students have access to a continuum of learning opportunities in a coordinated system. This may include, but is not limited to, credit transfer pathways and collaborative or joint programs between or within sectors.
6.1 Areas of Institutional Strength
Algoma has a strong record of institutional collaboration with several Ontario postsecondary education institutions, with an added focus on its relationship with Sault College. As Algoma was originally located on the campus of Sault College, that early connection has remained a source of strength for Algoma.
• Algoma has a set of articulation agreements with Sault College and, in some years, as many as 25% of the students graduating from Algoma came from Sault College.
• Algoma has also been working with Northern College in Timmins to deliver programming in Social Work and Community Development for graduates of Northern College's diploma programs in related fields, and delivers a degree-completion program in Business Administration for Greater Toronto Area students who possess a college diploma in a business program.
• Algoma has a block credit transfer policy for incoming transfer students with a B average, or higher, from any Ontario college, as well as special articulation agreements with a number of other colleges for specific programs, including Cambrian, Seneca, and George Brown.
6.2 Additional Comments
Institutional Strategies
• Algoma is developing new pathways and intends to develop joint programming with other institutions.
10
6.3 Metrics
Institutional Metrics System-Wide Metrics
• Number of college and university pathways and/or articulation agreements (college-college, college-university, university-college)
• Number of transfer applicants and registrants
• Number of college graduates enrolled in university programs
ASPIRATIONS The Ministry recognizes the importance of supporting institutions to evolve and acknowledges the strategic aspirations of its postsecondary education institutions; the SMA is not intended to capture all decisions and issues in the postsecondary education system, as many will be addressed through the Ministry’s policies and standard processes. The Ministry will not be approving any requests for capital funding or new program approvals, for example, through the SMA process.
Institutional Aspirations
• Algoma has developed a proposal for a degree pathway for engineering with another Ontario university. The Ministry notes that a large number of new engineering degree programs are proposed province-wide, which will have an impact on the Ministry’s review of new engineering program proposals.
• Algoma University does not currently offer graduate programs, but aspires to offer Master’s-level programming in areas that are important for the economic and social development of the region. The Ministry notes that we have not proclaimed the section of Algoma’s current legislation that would permit Algoma to offer Graduate degrees. Algoma will work with the Ministry during the term of this SMA to explore offering a Master’s of Science (MSc) in Environmental Science under a future agreement.
• To ensure the Anishinaabe students and staff feel at home on campus, Algoma plans to build a small Anishinaabe Student Centre. Algoma has already set aside a small capital reserve that would cover approximately 5-10% of the cost of the facility.
• Algoma has aspirations for additional offsite feeder sites.
11
ENROLMENT GROWTH
The strategic enrolment and planning exercise is in the context of a public commitment in the 2011 Budget to increase postsecondary education enrolment by an additional 60,000 students over 2010-11 levels. This government has demonstrated a longstanding commitment to ensuring access to postsecondary education for all qualified students.
Baseline Eligible Full-Time Headcount Projection to 2016-17
2014-15 2015-16 2016-17
Undergraduate 1,215 1,245 1,285
Algoma University’s planned enrolment forecast as expressed in this baseline eligible enrolment scenario is considered reasonable and in line with Ministry expectations, based on the current and projected demographic and fiscal environments.
GRADUATE ALLOCATION The Province committed to allocate an additional 6,000 graduate spaces in the 2011 Budget. The allocation of the balance of the 6,000 graduate spaces is informed by institutional graduate plans, metrics identified in the differentiation framework, and government priorities.
Algoma University is currently not offering graduate programming.
FINANCIAL SUSTAINABILITY The Ministry and the University recognize that financial sustainability and accountability are critical to achieving institutional mandates and realizing Ontario’s vision for the postsecondary education system. To this end, it is agreed that:
• It is the responsibility of the governing board and Senior Administrators of the University to identify, track, and address financial pressures and sustainability issues. At the same time, the Ministry has a financial stewardship role. The Ministry and the University agree to work collaboratively to achieve the common goal of financial sustainability and to ensure that Ontarians have access to a full range of affordable, high-quality postsecondary education options, now and in the future; and
• The University remains accountable to the Ministry with respect to effective and efficient use of government resources and student resources covered by policy directives of the Ministry, or decisions impacting upon these, to maximize the value and impact of investments made in the postsecondary education system.
The Ministry commits to engage with the sector in spring 2014 to finalize the financial sustainability metrics to be tracked through the course of the SMAs building on metrics already identified during discussions that took place in the fall of 2013.
12
MINISTRY/GOVERNMENT COMMITMENTS Over time, the Ministry commits to aligning many of its policy, process and funding levers with the Differentiation Policy Framework and SMAs to support the strengths of institutions and implement differentiation. To this end, the Ministry will commit to:
• Engage with both the college and university sectors around potential changes to the funding formula, beginning with the university sector in 2014-15;
• Update the college and university program funding approval process to improve transparency and align with institutional strengths as outlined in the SMAs;
• Streamline reporting requirements across Ministry business lines with the goals of (1) creating greater consistency of reporting requirements across separate initiatives, (2) increasing automation of reporting processes, and (3) reducing the amount of data required from institutions without compromising accountability. In the interim, the Multi-Year Accountability Report Backs will be adjusted and used as the annual reporting mechanism for metrics set out in the SMAs;
• Consult on the definition, development, and utilization of metrics; • Undertake a review of Ontario’s credential options; and • Continue the work of the Nursing Tripartite Committee.
The Ministry and the University are committed to continuing to work together to:
• Support student access, quality, and success; • Drive creativity, innovation, knowledge, and community engagement through
teaching and research; • Increase the competitiveness of Ontario’s postsecondary education system; • Focus the strengths of Ontario’s institutions; and • Maintain a financially sustainable postsecondary education system.
SIGNED for and on behalf of the Ministry of Training, Colleges and Universities by:
ORIGINAL SIGNED BY Deborah Newman Deputy Minister
April 15, 2014 Date
SIGNED for and on behalf of Algoma University by:
ORIGINAL SIGNED BYDr. Richard Myers Executive Head/President
May 2, 2014 Date
13
AGREEMENT
Between
ALGOMA UNIVERSITY BOARD OF GOVERNORS
and
ALGOMA UNIVERSITY FACULTY ASSOCIATION
July 1, 2012 to June 30, 2015
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
1
TABLE OF CONTENTS
ARTICLE 1: DEFINITIONS ....................................................................................................................... 3
ARTICLE 2: PREAMBLE .......................................................................................................................... 6
ARTICLE 3: NON-DISCRIMINATION ....................................................................................................... 8
ARTICLE 4: RECOGNITION ..................................................................................................................... 8
ARTICLE 5: DUES ................................................................................................................................... 9
ARTICLE 6: RIGHTS AND RESPONSIBILITIES ...................................................................................... 9
ARTICLE 7: CONTINUING EXISTING PRACTICES.............................................................................. 17
ARTICLE 8: MANAGEMENT RIGHTS ................................................................................................... 17
ARTICLE 9: AMENDMENTS TO ARTICLES OF AFFILIATION WITH LAURENTIAN UNIVERSITY .... 18
ARTICLE 10: ACADEMIC FREEDOM ...................................................................................................... 18
ARTICLE 11: DEFINITION OF ACADEMIC APPOINTMENTS ................................................................ 18
ARTICLE 12: APPOINTMENTS: PRINCIPLES AND PROCEDURES .................................................... 22
ARTICLE 13: DIVISIONAL PEER REVIEW COMMITTEE ....................................................................... 27
ARTICLE 14: RENEWAL OF PROBATIONARY APPOINTMENTS ......................................................... 29
ARTICLE 15: TENURE AND PROMOTIONS COMMITTEE .................................................................... 34
ARTICLE 16: PROMOTION ...................................................................................................................... 40
ARTICLE 17: TERMS AND CONTITIONS OF EMPLOYMENT AND LEAVE .......................................... 45
ARTICLE 18: TERMS AND CONDITIONS OF LEAVE AND RETIREMENT ........................................... 51
ARTICLE 19: ANNUAL REPORT OF ACTIVITIES AND TEACHING EVALUATIONS ............................ 58
ARTICLE 20: PROFESSIONAL ALLOWANCE FUND AND AUC RESEARCH FUND ............................ 60
ARTICLE 21: RELEASE OF FACULTY TO FINANCIAL EXIGENCY OR TO CHANGE IN ACADEMIC PROGRAMMING ................................................................................................................ 62
ARTICLE 22: CONFIDENTIALITY AND ACCESS TO PERSONNEL FILES ........................................... 66
ARTICLE 23: RIGHTS AND PRIVILEGES OF THE ASSOCIATION AND ITS MEMBERS ..................... 67
ARTICLE 24: DISCIPLINE ........................................................................................................................ 68
ARTICLE 25: DISMISSAL FOR CAUSE ................................................................................................... 68
ARTICLE 26: AMALGAMATION, CONSIDERATION, MERGER OR EXPANSION ................................ 70
ARTICLE 27: COPYRIGHT ....................................................................................................................... 70
ARTICLE 28: COPIES OF THE AGREEMENT ........................................................................................ 72
ARTICLE 29: INFORMATION ................................................................................................................... 72
ARTICLE 30: CORRESPONDENCE ........................................................................................................ 73
ARTICLE 31: COMPLAINTS, GRIEVANCES AND ARBITRATION ......................................................... 73
ARTICLE 32: JOINT CONSULTATIVE COMMITTEE .............................................................................. 76
ARTICLE 33: STRIKE AND LOCKOUTS ................................................................................................. 77
ARTICLE 34: NEGOTIATION PROCEDURE ........................................................................................... 77
ARTICLE 35: SALARIES AND OTHER BENEFITS ................................................................................. 77
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
2
ARTICLE 36: DURATION AND CONTINUANCE OF AGREEMENT ....................................................... 83
ARTICLE 37: PARTIES TO THE AGREEMENT ...................................................................................... 85
APPENDIX A: STUDENT COURSE EVALUATION FORM
APPENDIX B: DEPARTMENTAL CHAIR CHECKLIST
APPENDIX C: FACT SHEET – NATURAL JUSTICE/PROCEDURAL FAIRNESS
APPENDIX D: ASSESSMENT BALLOT
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
3
ARTICLE 1: DEFINITIONS 1:01 Except as otherwise expressed in this agreement
Academic Staff Means faculty and professional librarian members of the bargaining unit
Academic Year Means the 12-month period commencing on the 1st day of July and ending on the 30th day of the following June
Agreement Means this Collective Agreement between the Association and the University
Algoma University Means Algoma University as named in Bill 80 (2008)
Algoma University Research Fund (AURF) Means monies from University related research funds
Association Means the Algoma University Faculty Association
Bargaining Unit Means the unit defined in the decision of the Ontario Labour Relations Board dated March 24, 1976, and any amendments thereto.
Board of Governors Means the Board of Governors of Algoma University as established by Bill 80 (2008)
Complaint Means a disagreement which may lead to a grievance
Conflict of Interest Means a conflict between an Algoma University employee’s personal or business interests and activities and his or her duties, obligations and responsibilities as an Algoma University employee and includes actual, perceived or potential conflicts where an individual stands to benefit from a decision being made with respect to a person who is a member of the individual’s immediate family.
Course Syllabus Means a document containing full information on grading policies, evaluation methods and applicable attendance requirements in accordance with the rules and regulations set out in the academic calendar, as well as learning outcomes and any other material required to assist students in meeting the course objectives.
University Means Algoma University
Days Means calendar days
Dean Means the Academic Administrator appointed by Senate
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
4
Distance Education / Course Includes but is not limited to courses which are taught by correspondence, teleconferencing, videoconferencing, and the Internet. Distance courses do not include courses that are taught in person, whether they are taught off campus or off site
Divisional Chair Means the Chair of one of the academic divisions of the University
Employer The Board of Governors of Algoma University
External Advisor Means a contracted professional required for specific services on a limited basis.
Faculty Grievance Officer Means a Member representing the Faculty Association on the Grievance Committee.
Full-Time Faculty Member Means academic employees appointed through tenured, probationary or limited-term appointments.
Grievance Means a claim, dispute or complaint involving the interpretation, application, administration or alleged violation of this collective agreement
Grievor Means the University or the Faculty Association which initiates a grievance on behalf of a member or group of members or itself
Individual Grievance Means a grievance initiated by the Faculty Association on behalf of an individual member
Group Grievance Means a grievance initiated by the Faculty Association on behalf of a group of members
Policy Grievance Means a grievance initiated by the Faculty Association which may involve a matter of general policy or of general application of the collective agreement
University Grievance Means a grievance initiated by the university which may involve a matter of general policy or of general application of the Collective Agreement.
Immediate Family Means a spouse, child, father, mother, brother, sister, father-in-law, mother-in-law, son, daughter, stepson, stepdaughter, son-in-law, daughter-in-law, sister-in-law, brother-in-law, grandparent, grandchild, ward or guardian
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
5
Members Ranks
Lecturer
Assistant Professor
Associate Professor
Full Professor
General Librarian
Assistant Librarian
Associate Librarian
Full Librarian
the faculty member ranks the librarian member ranks
Instructional Year Means the year commencing May 1 through to April 30 of the following year
Learning Outcomes Means what the student will have learned or achieved in the course.
Teaching Locations:
Primary Means teaching at the location to which the member usually reports for work and where the member’s faculty office is located.
Local Means teaching within a fifty (50) kilometre radius from the primary campus within the city limits where your Primary campus is located.
Off-Site Means teaching outside the radius of “local” teaching.
Medical File Means all medical records pertaining to members, which are to be stored in a separate and locked file in the Human Resources Office.
Member Means each member of the bargaining unit, including both teaching faculty and academic librarians
Normal Salary Means a member’s salary exclusive of overload, stipend(s) for administrative duties, and travel-time allowance(s)
Normally Means the reference to common practice of the University but considers exceptions in extenuating circumstances
Parties Means the parties to this Agreement, namely the Algoma University Faculty Association and the Board of Governors of Algoma University
6
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
Personnel File Means one official file for each faculty member hereinafter referred to as the personnel file. (See Article 22 for details) This official file shall be the only file used in decisions respecting any and all terms and conditions of employment of a member.
President Means the Chief Executive Officer of the University
Reading Course A reading course is individual instruction on a case-by-case basis
Research Chair Means a member of Academic Staff appointed through tenure, probationary or limited-term appointment whose teaching load is reduced to reflect an increased emphasis on research.
Sabbaticant Means a member on sabbatical leave Vice-President Academic Means the Chief Academic Officer of the University
Vice-President Administration and Finance Means the Chief Financial Officer of the University
Written or Writing Includes typewritten, printed, photocopied, or electronic documents.
ARTICLE 2: PREAMBLE 2:01 The parties recognize that the goal of the University is the attainment of the highest possible standards
of academic excellence in the pursuit and dissemination of knowledge, to be achieved principally through teaching, scholarship/research and community service. The parties agree to cooperate in the promotion and enhancement of the University and to encourage a climate of freedom, responsibility and mutual respect in the pursuit of these goals. It is the purpose of this Collective Agreement to foster harmonious relations within the University community and to provide an amicable means for settling differences which may arise from time to time between the employer and the employees in the bargaining unit. The Association and the Board of Governors shall ensure that all concerned are fully aware of the terms and conditions of this Agreement. The Association shall instruct its members that they are expected to abide by the terms of this Agreement and the policies of the University as provided in writing by Administration. The Board of Governors shall instruct its representatives that they must be familiar with the terms and policies and are expected to abide by them.
2:02 Algoma University is a teaching-oriented institution that sees research and scholarship as a
fundamental support for excellent teaching. All Algoma University degree granting programs and modifications of such programs delivered on or off campus shall fall under the authority of the Algoma University Senate.
2:03 Teaching, at all levels, is the primary activity of the University. For purposes of this article, “teaching”
includes activities performed by members of the bargaining unit either in a studio, classroom or laboratory, through correspondence, through distance education, directed reading, or through the use of technologically assisted instruction. Teaching is primarily a commitment to formal instruction, but includes every way in which a professor has influence upon students – by mentoring, advising,
7
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
encouraging, curriculum development. It also involves day-to-day participation in the intellectual, cultural, social and recreational environment of the campus.
It must be recognized that research and scholarship are a fundamental support for excellent teaching. It is somewhat artificial to separate research, scholarship and teaching totally one from the other.
2:04 Research and scholarship are mainly assessed by evidence of active ongoing engagement in the advancement of knowledge. Such ongoing engagement may be measured by the quality of published work and by achievement in the competitions of national granting agencies. Distinguished performance in the arts or in literature falls within this category, as does distinguished intellectual work in one’s professional field.
In what follows “scholarship” and “research” are illustratively but not exclusively defined. “Scholarship”
should be understood to include editorial and refereeing duties; papers delivered at professional meetings; the publication of texts and other such expository works in the preparation of substantial and innovative syllabi for new programs or courses not habitually taught in Canadian universities; the development of software, hardware or equipment as teaching aids; scholarly contributions to pedagogy including the scholarship of teaching; creative works such as writing, the production of artwork in other media, and performance, when that work is published or otherwise presented to the public (e.g. in performance); shows, exhibitions, commissioned works and curatorial activities; conducting studies and research for university institutes and for professional and community organizations; obtaining additional advanced degrees or professional designations.
“Research” includes work which creates new knowledge in a particular field or fields. Evidence of research may include the publication of books, case studies, monographs and contributions to edited books or papers in refereed journals.
2:05 Service includes a Faculty member’s degree of constructive participation in the academic affairs of the
university and in programs supporting the academic community. Service to the wider community takes into account scholarly or professional contributions and serving the wider community as experts or consultants.
2:06 Professional Librarians A Professional librarian holds an academic appointment within the University that encompasses the
academic and professional responsibilities of Librarians as defined in this Article. 2:07 The duties and responsibilities of a professional librarian shall be an appropriate combination of
Professional Practice of Academic Librarianship; scholarship: research, study, professional development, scholarly and creative activities; and, service: University service and academic or professional service. Professional librarians shall have a year-round involvement in the work of the University, exclusive of vacation, reduced workload agreements, and approved leaves.
2:08 Professional Practice of Academic Librarianship The Professional Practice of Academic Librarianship is normally defined as one or more of the following
activities: the development, management and evaluation of information resource collectives; provision of subject-specialized and general reference services; appraisal, acquisition, bibliographic control, storage, preservation and conservation of information resources and collections; management of human and material library resources, including administrative or managerial performance for those Librarian Members holding administrative appointments; development, implementation and management of information systems designed to enable access to library services and resources, build digital collections, and facilitate scholarly communication; provision of information literacy and curriculum support including programming, collaboration, instruction and teaching; Faculty outreach and liaison, including participation in research and support for scholarly communication; and evaluation, measurement and analysis of user needs and library services and resources; research services,
8
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
extension, and other activities related to programs under contract to the University; participation in consortial bodies; and any other function performed by professional librarians.
2:09 Librarian Scholarship A professional librarian member has responsibilities in the area of Library and Information Science or
subject specialization scholarship, research, study, professional development, scholarly and creative activities, hereinafter referred to as “Scholarship,” which may include the creation of new knowledge, understandings or concepts; the creative application of existing knowledge; the organization and synthesis of existing knowledge; the pursuit of knowledge through formal study and/or pursuit of further academic credentials related to the academic and professional responsibilities of Librarians; creative expression; and professional development through the planning, implementation, and/or participation in workshops, conferences, coursework, or professional exchange or other educational programs.
2:10 Librarian Service Professional librarians have the right and responsibility to undertake a fair and reasonable share of
administrative responsibilities, including participation in the work of the University through membership on appropriate bodies; for example, Library, Senate and University committees. Service also includes right to participate in the work of professional associations, learned societies, consortial bodies, and relevant community service. A professional librarian member’s service to such societies and associations shall be considered in the assessment of his/her Service responsibilities, and shall be treated in the same way as similar duties performed within the University.
ARTICLE 3: NON-DISCRIMINATION 3:01 There shall be no discrimination, harassment, interference, restriction, or coercion exercised or
practised with respect to any employee in any manner by reason of gender, age, race, creed, colour, ancestry, national origin, place of birth, language (except where competence in the language is a bona fide occupational or academic requirement), political or religious affiliation or belief, clerical or lay status, citizenship (except for new appointments as provided by legislation), sexual orientation, physical attributes, spousal status, family relationship, physical or mental ill-health or disability (provided that such condition does not interfere with the ability to carry out the essential duties of the position), place of residence (except where the place of residence would prevent the carrying out of any part of the required duties), or membership or participation in the Association.
3:02 No member of the bargaining unit and no officer of the University shall take part in formal procedures,
discussions, or vote with regard to the determination of the terms and conditions of employment, which apply specifically to a member of his/her immediate family.
ARTICLE 4: RECOGNITION
4:01 The Board of Governors recognizes the Association as the exclusive bargaining agent of all full time academic staff at Algoma University in the province of Ontario.
4:02 A member who is appointed to a position excluded by law from the Association shall cease membership
and discontinue paying dues for the duration of the appointment, provided the appointment is for more than thirty-one (31) calendar days. At the termination of the appointment to an excluded position, the member will automatically become eligible for Association membership, will commence paying dues, and will have all rights and privileges as if he/she had been a member continuously throughout the period of appointment to the excluded position.
9
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
4:03 Members of the bargaining unit elected to the Board of Governors shall remain members of the bargaining unit during their tenure on the Board.
4:04 Time spent as an academic administrator shall be deemed equivalent service for the purpose of
seniority, entitlement to sabbatical leave and pension accumulation.
ARTICLE 5: DUES Dues Check-off 5:01 The Board agrees to deduct monthly dues as assessed by the Association from the salaries of all
members covered by this Agreement on a continuing basis.
Dues Remittance 5:02 The amounts deducted under Article 5:01 shall be remitted monthly to the Association no later than the
10th day of the following month. At the commencement of this Agreement, the Association shall advise the Director of Administration in writing, one month in advance, of any changes in the amount of regular monthly dues. The Director of Administration shall inform the Association of the names and ranks of the members from whose salaries deductions have been made and the amount so deducted from every member’s salary.
5:03 The Association will indemnify and hold the University harmless for any and all claims that may be
made against the University for the amounts deducted on behalf of the Association. The University is responsible for remitting the full and correct amount of dues to the Association.
ARTICLE 6: RIGHTS AND RESPONSIBILITIES
6:01 Rights and Responsibilities
(a) The rights and responsibilities of the academic staff ensue from the nature of a university, the position of a member of the academic staff, the rightful expectation of the institution, the reasonable requirements of the students and the legitimate claims of the community. In addition to their civil rights and civic responsibilities, the primary rights and responsibilities of academic staff members relate to their performance of an appropriate combination, although not necessarily all, of the activities indicated in this Collective Agreement.
(b) The primary responsibilities of faculty members are teaching, research, and scholarship. In
addition, they have the right and responsibility to participate in the governance of the University through active membership in Department, Division and faculty bodies, and when called upon, to participate to a reasonable extent in other University bodies. It is understood, however, that the performance of the latter function shall be at a level consistent with their primary teaching and research or scholarly responsibilities.
(c) The primary responsibilities of librarian members lie in the provision of a high level of
professional service and the development of professional knowledge. In addition, they have the right and responsibility to participate in the governance of the University through active membership in library and academic staff bodies, and when called upon, to participate to a reasonable extent in other University bodies. It is understood, however, that the performance of the latter function shall be at a level consistent with their primary responsibilities.
10
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
6:02 Rights and Responsibilities of Faculty Members as Teachers
(a) As the prime role of faculty is the pursuit and dissemination of knowledge and understanding through teaching, research and scholarship, they must devote their energies conscientiously to the development of scholarly competence and effectiveness as teachers.
(b) It is the responsibility of faculty members to deal ethically and fairly with students, to foster a
free exchange of ideas, to avoid proselytizing and politicizing in the classroom, to avoid discrimination, to respect confidentiality in a manner consistent with the performance of their academic role, to encourage the development of the capacity for critical judgement and to acknowledge their indebtedness to students in relation to their own research.
(c) It is assumed that faculty will exercise responsibility in their relationship with student
publications, student groups and individual students, and will avoid situations which might generally be regarded as an abuse of the student-teacher relationship.
(d) Faculty members shall have the right and responsibility to organize and structure classroom
and laboratory activities and to adopt reasonable means to maintain a learning environment that is both productive and orderly. With the exception of Reading and Distance Ed courses, this includes a minimum of 36 hours of class instruction per three credits.
(e) Faculty members shall be conscientious in the preparation and organization of subject matter
and in the revision of that subject matter on a regular basis. Faculty members have a responsibility to participate on a timely basis on the Council of Ontario Universities (COU) mandated cyclical academic program review.
(f) Text book orders must be submitted to the Book Store (whenever possible) one month prior to
the start of classes. At this time, a concise course overview will be handed in to the Faculty Support Services Assistant for use by advisors and for distribution to prospective students.
(g) Faculty members shall have available by the start of the first day of class each term, a complete
draft course syllabus for student information and shall leave a final course syllabus with the Faculty Support Services Assistant for filing with the University’s records by the start of the second week of class. The syllabus must contain full information on grading policies, evaluation methods and applicable attendance requirements in accordance with the rules and regulations outlined in the Algoma University calendar. It must also contain learning outcomes, information on additional readings, and other material necessary to assist students in meeting the course objectives.
(h) Faculty members shall comply with established procedures and deadlines for establishing and
reporting the grades of their students and other such reasonable procedures and deadlines as may be necessary for the well-ordered operation of the University.
(i) Faculty shall accept responsibility for participation in the effective operation of the University.
Faculty has a responsibility to remain current with academic regulations and program changes. Faculty shall maintain office hours for student contact (a minimum of two office hours per week for each 3-credit course taught), shall supervise at examination times, and shall assume other responsibilities including student advising and inquiries, which have traditionally been accepted by faculty members.
6:03 Rights and Responsibilities as a Scholar/Researcher
(a) Scholarly/research activity conducted within the university shall be directed to the objectives of increasing knowledge and understanding, of improving the scholarly competence of the teacher and of initiating students into the academic disciplines, in so far as possible. In view of the first objective, it is essential that faculty members be free to disseminate the results of their research through publication, lectures and other appropriate means.
11
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(b) In order to fulfill the objectives of scholarly research activity within the University, faculty
members shall have the right and responsibility to devote a reasonable proportion of their time to meaningful scholarship and research activities and in so far as it is possible the University will provide adequate facilities for these purposes.
(c) Research Chairs will devote a significant portion of their time to research, with the expectation
that an exceptional degree of effectiveness in research /scholarship will be achieved. Their normal teaching load will be six (6) credits per year. An expectation of service to the University will be maintained.
(d) Members of the academic staff shall in their published work(s) indicate their affiliation with
Algoma University and any reliance on the work and assistance of others.
(e) Each faculty member shall submit an Annual Report to the Academic Dean by May 5th of each academic year, as outlined in Article 19.
(f) Each faculty member shall submit an updated curriculum vitae to the Academic Dean by May
5th of each academic year as outlined in Article 19. 6:04 Rights and Responsibilities of Self-Governance
(a) In the context of collegial decision making and the processes of academic peer judgement,
faculty members shall participate in the governance of Algoma University through active membership on departmental and faculty committees, and when called upon, shall participate to a reasonable extent in other university bodies.
(b) In the context of departmental decision making, faculty members shall actively participate in
departmental roster planning, personnel interviewing, evaluation and recommendation, program changes, new program development and program evaluation. In the context of divisional decision making, faculty members shall actively participate in personnel interviewing, evaluation and recommendation, and Senate Committee business.
(c) In all professional association and, more particularly, in the course of the collegial and peer-
judgement decision-making process, faculty members shall deal fairly and ethically with their colleagues, shall objectively assess the performance of their colleagues when this is required, shall avoid discrimination and shall not in any way infringe on, or restrict, their colleagues’ academic freedom. In addition, they shall observe the principles of confidentiality in a manner consistent with the performance of their collegial responsibilities.
(d) In the context of objectively assessing the performance of their colleagues, academic staff shall
participate as required in performance assessment for both full-and part-time contract academic staff, including those teaching by distance modes of delivery such as on-line courses.
(e) To foster a collegial and supportive climate, academic staff shall be available for formal
mentoring as requested by the Dean. No more than two formal mentorships of other full-time faculty (new hires or faculty preparing for reviews) or part-time faculty will be required in a three-year period. Formal mentoring responsibilities may be shared; recognition for formal mentoring will be accorded by the Peer Review Committee; the Academic Dean will provide advice and guidelines for formal mentoring and will meet with the faculty member and the mentor periodically to support the process. Individual faculty members may request a formal mentor from their Divisional Chair.
(f) In the context of collegial decision making and the processes of academic peer judgement,
librarian members of the academic staff shall participate in the governance of Algoma University through active membership on library and academic committees, and when called upon, to participate to a reasonable extent in other university bodies.
12
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(g) In all professional association and, more particularly, in the course of the collegial and peer-
judgment decision-making process, librarian members of the academic staff shall objectively assess the performance of their colleagues when this is required, shall avoid discrimination and shall not in any way infringe on, or restrict, their colleagues’ academic freedom. In addition, they shall observe the principles of confidentiality in a manner consistent with the performance of their responsibilities.
6:05 Rights and Responsibilities of Departmental Chairs and Divisional Chairs
(a) The Duties of a Departmental Chair
Departmental Chairs are responsible for providing academic leadership in their Departments. They serve as the official spokesperson for their department. Normally, appointments shall begin on July 1 of a calendar year.
Departmental groupings are defined by Senate and shall be reviewed every May by Senate. The goal is not to have any one-person departments.
Duties and responsibilities of a Department Chair shall include
(i) Working in co-operation with and assisting the Divisional Chair in the administration
of Departmental and Divisional business;
(ii) Managing the affairs of the Department after appropriate consultation with its members and convening regular meetings of the Department (at least 1 per semester);
(iii) Co-ordinating the full-time and part-time hiring, evaluation and mentoring procedures for the Department;
(iv) Facilitating communication with students in the Department and responding to student complaints and concerns;
(v) Providing leadership in the development of departmental curricula and programs
consistent with the mission of the University and forwarding the same for approval. This includes coordination and leadership of departmental academic plans for the purposes of Senate’s five-year academic plan.
(vi) Provide the Academic Dean and the Registrar with scheduling information including
course overloads taught by faculty;
(vii) Coordinating the use of space, equipment and budget allocations (statements of which shall be provided quarterly) assigned to the Department;
(viii) Providing the information necessary to update the departmental web page, advising
on external publication content relevant to the department, ensuring that department members participate in liaison initiatives concerning their department;
(ix) Coordinating the External Program Review process;
(x) When required by MTCU-related bodies, professional accreditation bodies or Senate
initiatives, organizing and administering an external program advisory committee;
(xi) A checklist (Appendix B) of Departmental Activities shall be submitted to the Divisional Chair by the end of June in each calendar year.
13
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(b) There will be annual remuneration associated with the role of Departmental Chair which could
be banked for a future course load reduction (see Article 35).
(c) The Duties of a Divisional Chair
Divisional Chairs are academic officers of the University, under the jurisdiction of the Academic Dean. They ensure the smooth operation of the academic programmes of their division. It is understood that the Divisional Chairs shall consult as much as possible with Divisional members prior to participation in decision-making processes.
The composition of the Divisions will be decided by Senate annually at its May meeting.
Duties and responsibilities of a Divisional Chair shall include
(i) working in co-operation with and assisting the Academic Dean in the administration
of Divisional business;
(ii) facilitating good communication between the Dean and the Division, between university committees and the Division, between the students in the Division and the Division, between part-time and full-time faculty in the Division;
(iii) convening regular monthly meetings of the Division and facilitating functioning of
Divisional business and process;
(iv) preparing and forwarding of Divisional initiatives to Senate, the Academic Dean, and other appropriate persons;
(v) providing leadership in the development of curricula and programs consistent with the mission of the University and in the University’s institutional planning process;
(vi) coordinating Divisional roster planning;
(vii) facilitating effective Departmental completion of the External Program Review process; overseeing effective departmental operations and receiving Annual Reports from Departmental Chairs in June of each year.
(viii) coordinating the full-time and part-time hiring procedures, evaluation and mentoring
for the Division;
(ix) responding to student complaints and concerns; acting as the first line of mediation in any student academic appeal and student complaints within the division;
(x) ensuring academic advising availability in summer, in absence of other divisional
faculty;
(xi) coordinating the use of space, equipment and financial resources (statements of which shall be provided quarterly) assigned to the Division;
(xii) ensuring effective Divisional representation on University committees and in external forums as required
(d) In recognition of their services, Divisional Chairs shall receive annual remuneration as per
Article 35.
14
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
6:06 Rights and Responsibilities as Member of the Learned Profession and of the Community-at-Large
(a) Subject to the provisions of Article 10, members of the academic staff shall be free from institutional censorship or discipline when addressing themselves to the community-at-large, but, at the same time, shall not enjoy any privileged position in non-academic pursuits.
(b) Members of the academic staff have the right to participate in the activities of their learned
professions and societies and recognition for such shall be accorded in any peer review process.
(c) Outside Professional Activity
A member of the academic staff may engage in outside professional activity or act in a consulting or advisory capacity to public or private clients, recognizing that suitable contact with the public and private sectors offers a desirable means whereby he/she may relate his/her professional activities and teaching to current practice, trends and developments, and thereby secure stimulation and experience valuable to his/her continued growth in his/her field of special interest and in enriching his/her educational services, subject to the following:
(i) Such professional activity shall neither conflict nor interfere with the fulfillment of
his/her duties and responsibilities as provided in this Agreement.
(ii) Such professional activity shall be carried out in a reasonable and responsible fashion and be of professional calibre and shall not reflect adversely on or be to the detriment of the University.
(iii) A member shall notify the Academic Dean or the Director of Library in writing in
advance of the nature, scope and extent of any proposed professional activity of a continual or non-trivial nature or of any subsequent changes (subject to rules of professional confidentiality). The Dean shall be responsible initially for assessing that such professional activity does not conflict or interfere with the fulfillment of the member’s duties and responsibilities to the University as provided for in this Agreement.
(iv) Such activities shall not require the commitment of a block of time on a regular basis that interferes with a faculty member’s normal timetable for teaching activities (or research activities during a sabbatical) or a librarian’s performance of his/her normal library service requirements, nor shall such activities require the member to devote more than an average of one work day per week on an annual basis.
(v) The name of the University or the University letterhead shall not be used in correspondence between a faculty member and his/her client, or in any report he/she may submit, and the name of the University shall not appear in any publicity or commercial presentation of the results of the consulting work nor shall the academic staff member represent himself/herself as an agent of the University.
(vi) The Dean shall have the right to monitor professional activities of an ongoing nature
existing at the date of signing of this Agreement or entered into subsequently to ensure compliance with clauses 6:01 (b), 6:01 (c) and this clause 6:06 (c).
(vii) Use of University facilities, equipment, supplies, services or other personnel shall require prior written authorization from the Academic Dean or the Director of Library. Financial arrangements for such use shall be made in advance. The University shall be reimbursed for supplies, equipment, facilities and space used in connection with the professional activity, and University activities shall have priority in such use.
15
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(viii) A member engaged in outside professional activities shall hold the University harmless against any damage that the University may suffer from such activities.
(ix) A statement listing all outside professional activities and services must be included within the Annual Report as specified in Article 19.
6:07 Rights and Responsibilities of Librarian Members as Providers of Professional Service in the Academic
Library
(a) The prime role of Librarian Members is to support the academic activities of the University through the Professional Practice of Academic Librarianship and to share with faculty the responsibility for the collection, dissemination, and structure of knowledge. Professional librarians must devote their energies conscientiously to the development of professional competence and effective provision of service.
(b) It is the responsibility of Professional librarians to provide a high level of professional service,
including the development, management and evaluation of information resource collections; provision of subject-specialized and general reference services; appraisal, acquisition, bibliographic control, storage, preservation and conservation of information resources and collections; management of human and material library resources, including administrative or managerial performance for those Professional librarians holding administrative appointments; development, implementation and management of information systems designed to enable access to library services and resources, build digital collections, and facilitate scholarly communication; provision of information literacy and curriculum support including programming, collaboration, instruction and teaching; Faculty outreach and liaison, including participation in research and support for scholarly communication; and evaluation, measurement and analysis of user needs and library services and resources; research services, extension, and other activities related to programs under contract to the University; and any other function performed by professional librarians.
(c) It is the right and responsibility of Professional librarians to develop professionally, continuing to
improve themselves in their profession by keeping current with developments in Library and Information Science and their areas of subject specialization where applicable.
6:08 Rights and Responsibilities of Librarian Members as Scholars
(a) It is the right and responsibility of Professional librarians to research, study, professionally
develop and engage in scholarly and creative activities in the field of Library and Information Science or areas of subject specialization.
These activities include:
(i) the creation of new knowledge, understandings or concepts; (ii) the creative application of existing knowledge; (iii) the organization and synthesis of existing knowledge; (iv) the pursuit of knowledge through formal study and/or pursuit of further academic
credentials related to the academic and professional responsibilities of Librarians; (v) creative expression; and (vi) professional development through the planning, implementation, and/or participation
in workshops, conferences, coursework, or professional exchange or other educational programs.
6:09 Rights and Responsibilities of Professional librarians to University and Community Service
(a) Professional librarians have the right and responsibility to undertake a fair and reasonable share of administrative responsibilities, including participation in the work of the University through membership on appropriate bodies; for example, Library, Senate and University
16
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
committees. Where participation in such bodies is by election or appointment, a Member shall be elected or appointed only with his/her consent, except where such service commitment is outlined within the Member’s position description.
(b) Professional librarians have the right and responsibility to participate in the work of professional associations, learned societies, and relevant community service. A Member’s service to such societies and associations shall be considered in the assessment of his/her Service responsibilities, and shall be treated in the same way as similar duties performed within the University.
6:10 Position Descriptions for Librarian Members
(a) Each Professional Librarian shall have a written position description that outlines the Professional Practice of Academic Librarianship responsibilities of his/her position. The position description shall be prepared by the University Librarian, in consultation with the incumbent member, if there is one. In the event there is no incumbent, either another professional Librarian at AU or an external, professional academic librarian shall be consulted, who either supervises a substantially similar Librarian position or who holds a Continuing Appointment in a substantially similar Librarian position.
(b) The provisions of such a position description shall constitute a reasonable workload and shall
be generally consistent with this Agreement.
(c) Once the description has been agreed to by the University Librarian and the incumbent member, copies shall be forwarded to the Vice-President, Academic and Research and to the Association.
(d) Any significant differences between the University Librarian and the incumbent member over
the provisions of the job description shall be referred to the Peer Review Committee in accordance with Article 13. Such reference will include the original written job description and the proposed job description. Such review shall take place within 90 days. Should unresolved differences remain after this review, they shall be noted by the University Librarian and forwarded to the Vice-President, Academic and Research for decision.
(e) Changes to a job description may be proposed by a Professional Librarian or by the University
Librarian under the following conditions:
(i) In response to increased demands on, or significant developments or changes in, Library services; or
(ii) To ensure that the provisions of a job description constitute a reasonable workload. Such changes shall be discussed by the member and the University Librarian. The modified position description shall be forwarded to the Vice-President, Academic and Research and to the Association.
6:11 Professional Librarian Hours of Work
(a) In recognition of the Professional librarians focus on the Professional Practice of Academic Librarianship in the Library in order to support effectively the University’s academic mission, Professional librarians normally are expected to be on duty in the University Library for twenty-eight (28) hours per week average over a year, in addition to their own scholarship service and committee duties. On occasion, however, it may be more appropriate for members to carry out some of their library responsibilities off campus and, with the prior approval of the University Librarian, they may do so.
17
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
For the purposes of this subsection, a “week” means seven (7) consecutive days from Monday to Sunday.
(b) Hours of work may include evenings, weekends and holidays because of the service
component and may vary from week to week according to the time of the year and the levels of service to be provided.
(c) Scheduling is the responsibility of the University Librarian who shall endeavour to
achieve an equitable distribution in accordance with the Collective Agreement.
(d) No member shall be required to work more than one evening per week.
(e) No member shall be required to work more than five weekend days per 4-month term.
(f) No member shall be required to work more than one day of any weekend.
ARTICLE 7: CONTINUING EXISTING PRACTICES 7:01 University Governance
The rights of both parties with respect to matters concerning university governance are reserved.
7:02 (a) No changes in existing practices in force as of the effective date of this Collective Agreement, affecting academic staff, other than those provided for in this Collective Agreement, shall be instituted without the agreement of the Association. The decision of the Board to alter such practices shall be subject to the grievance and arbitration procedures established by this Agreement. Existing practices mean practices with respect to terms and conditions of employment, which are reasonable, certain and known, in force at the date of the commencement of this Agreement or during the preceding academic year.
(b) The onus of establishing an existing practice within the meaning of Clause 7:02 (a) shall rest on
the party or person who alleges the existence of such existing practice.
(c) The Board acknowledges a continuing responsibility to maintain a climate in which the responsibilities of the academic staff may be carried out, and undertakes, therefore, to continue to provide a reasonable level of facilities and support services consistent with this responsibility. The University will endeavour to maintain reasonable levels of working space, secretarial services, laboratory facilities, instructional aids, library and technical expertise, and support services, including telephone, computing, printing and copying.
7:03 (a) The university shall indemnify and save harmless each association member against damages and shall maintain liability insurance coverage at the current or comparable level insuring members who are acting within the scope of their employment against liability claims.
(b) Access to the policies of insurance, as amended or as substituted from time to time, shall be
provided to the Association at any time for their review and copying as required.
ARTICLE 8: MANAGEMENT RIGHTS 8:01 The Association acknowledges the management responsibilities and functions of the Board and agrees
that such shall be continued, subject to the express provisions of this Collective Agreement.
18
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
ARTICLE 9: AMENDMENTS TO ARTICLES OF AFFILIATION WITH LAURENTIAN UNIVERSITY 9:01 To ensure that any future proposals to amend Bill 80 (2008) reflect the shared aspirations of the
University community, the parties agree that any proposal by the Board to amend the Articles of Affiliation or alter existing relationships with Laurentian University requires consultation with the Association, and, where such amendment or alteration has any impact on conditions of employment, job security as it may be affected by changes in academic programming, or on the integrity of any aspect of the Collective Agreement, the concurrence of the Association.
ARTICLE 10: ACADEMIC FREEDOM 10:01 The parties agree that the common good of society depends upon the search for truth and its free
exposition. The fundamental purpose of a university and its unique contribution is the search for new knowledge and the free dissemination of what is known. Academic freedom is essential to these endeavours, both in teaching and in research, development, scholarly, and creative work. The parties further agree to abide by the principles of academic freedom as expressed in this agreement and more particularly in the following clauses.
10:02 Each member shall be free in the choice and pursuit of research consistent with the objectives and
purposes of a university and in the publication of the results, subject only to the normally expected level of performance of his/her other duties and responsibilities.
10:03 Each member shall have freedom of discussion. However, in the exercise of this freedom in the
classroom, reasonable restraint shall be used in introducing matters unrelated to his/her subject. The Board shall not require conformity to any religious beliefs, doctrines or practices.
10:04 The Board shall not impose supervision or other restraints upon, nor will it assume responsibility for
what it said or written by a member acting as a private citizen. However, as a person of learning, he/she shall exercise good judgment and shall make it clear that he/she is not acting as a spokesperson for the University.
10:05 The Board shall expect and encourage each member to participate in, and contribute new ideas to, the
promotion of the objectives of the University. Furthermore, it shall respect the right of each member to disagree with academic or administrative decisions. However, criticism of or advocacy of changes in the policies, programmes or administrative practices of the University shall be in the proper academic tradition of reasonable discussion.
10:06 If a member believes that his/her Academic Freedom has been violated, he/she shall address the
concern to the Tenure and Promotions Committee (TPC). The TPC shall recommend a remedy, which can include, but is not limited to, filing a grievance, instituting a policy change, or recommending disciplinary action.
ARTICLE 11: DEFINITION OF ACADEMIC APPOINTMENTS 11:01 Academic appointments shall fall into six categories:
(a) Tenured (b) Probationary (c) Limited-term (d) Replacement Appointments (e) Research Chairs (f) Academic Administrators
19
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
11:02 Tenured Appointments Faculty Tenured/Permanent
(a) Tenured/permanent appointments are defined as appointments without term which may be
terminated only through resignation, retirement, dismissal for cause, or as specified in Article 18. Subject to Article 11:02 (b), initial appointments will not be tenured/permanent.
(b) Faculty members holding an appointment with tenure/permanence at another AUCC institution,
or comparable institution may be appointed with tenure subject to a positive recommendation from the University Tenure and Promotions Committee, which shall have full access to the candidate’s complete application package and be empowered to make further inquiries where it feels necessary.
(c) When evaluating whether to recommend a new faculty hire with tenure, the Tenure and
Promotions Committee (TPC) will follow the criteria used for awarding tenure internally, with equivalent or higher standards applied. TPC will consider
(i) demonstrated evidence of teaching effectiveness;
(ii) demonstrated evidence of research and scholarly achievement;
(iii) demonstrated evidence of service to one or more of the following: discipline,
community and University. Librarian Tenured/Permanent
(a) Tenured/permanent appointees are defined as appointments without term which may be terminated only through resignation, retirement, dismissal for cause, or as specified in Article 18. Subject to Article 11:02 (b), initial appointments will not be tenured/permanent.
(b) Librarian members holding an appointment with tenure/permanence at another AUCC institution, or comparable institution, may be appointed with tenure, subject to a positive recommendation from the University Tenure and Promotions Committee, which shall have full access to the candidate’s complete application package and be empowered to make further inquiries where it feels necessary.
(c) When evaluating whether to recommend a new faculty hire with tenure, the Library Tenure &
Promotions Committee (LTPC) will follow the criteria used for awarding tenure internally, with equivalent or higher standards applied. The LTPC will follow the criteria used for awarding tenure internally, with equivalent or higher standards applied. The LTPC will consider:
(i) Professional Practice of Academic Librarianship As Teaching is to Faculty, so the Professional Practice of Academic Librarianship is to Librarian Members. Professional Practice of Academic Librarianship is defined normally as one or more of the following activities: the development management and evaluation of information resource collections; provision of subject-specialized and general reference services; appraisal, acquisition, bibliographic control, storage, preservation and conservation of information resources and collections; management of human and material library resources, including administrative or managerial performance for those Librarian Members holding administrative appointments; development, implementation and management of information systems designed to enable access to library services and resources, build digital collections, and facilitate scholarly communication; provision of information literacy and curriculum support including programming, collaboration, instruction and teaching; Faculty outreach and liaison, including participation in research and support for scholarly communication; and evaluation, measurement and analysis of user needs and library services and
20
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
resources; research services, extension, and other activities related to programs under contract to the University; and any other function performed by professional librarians.
(ii) Librarian Scholarship A Librarian Member has responsibilities in the area of Library and Information Science or subject specialization scholarship, research, study, professional development, scholarly and creative activities, hereinafter referred to as “Scholarship,” which may include the creation of new knowledge, understandings or concepts; the creative application of existing knowledge; the organization and synthesis of existing knowledge; the pursuit of knowledge through formal study and/or pursuit of further academic credentials related to the academic and professional responsibilities of Librarians; creative expression; and professional development through the planning, implementation, and/or participation in workshops, conferences, coursework, or professional exchange or other educational programs.
(iii) Librarian Service Librarian Members have the right and responsibility to undertake a fair and reasonable share of administrative responsibilities, including participation in the work of the University through membership on appropriate bodies; for example, Library, Senate, and University committees and an appropriate Academic Division in the University. Services also includes right to participate in the work of professional associations, learned societies, and relevant community service. A Member’s service to such societies and associations shall be considered in the assessment of his/her Service responsibilities, and shall be treated in the same way as similar duties performed within the University.
11:03 Probationary Appointments for Members (Faculty and Librarian)
(a) Probationary appointments shall be the normal form of initial appointment made by the Board. The purpose of a probationary appointment is to provide a period of mutual appraisal for the University and the candidate. Except as provided in Article 15:02 (a), a probationary appointment will be of three years in length, subject to annual renewal, to a maximum of five years. A Member on a probationary appointment does not have a right to renewal, but has the right to a proper consideration for renewal. Such appointments end in a tenured appointment (for Librarians, in permanence), or in termination of the appointment.
(b) All probationary appointments will be subject to a preliminary review by the Divisional or
Librarian Peer Review Committee after the candidate’s first year of appointment. The preliminary review will follow the procedures of Article 14 but will result only in a letter of evaluation being placed in the member’s file.
(c) All probationary appointments will be subject to formal review by the Divisional or Librarian
Peer Review Committee after the candidate’s second year of appointment following the procedures outlined in Article 14:02 of the Collective Agreement.
11:04 Academic Appointments: Limited-Term Appointments
Appointment for Members (Faculty and Librarian)
(a) Limited-term appointments are defined as appointments with a contractually limited term, which carry no implications of renewal or continuation beyond the stated term and no implication that the holders of such appointments shall be considered for tenure. A contract may be of any duration up to three years, with a possibility of renewal for one-or two-year terms with a total full-time employment at Algoma University not to exceed a total of five years (consecutive or non-consecutive). Any renewal of a contract beyond a total of three years (consecutive or non- consecutive) must have the agreement of the Association. Appointments will be renewed only on the positive recommendation of the Department, the Divisional Chair, and the Dean (or for
21
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
Librarians, the University Librarian). Normally, the limited term appointment will commence one month prior to the start of any teaching duties. Years of service at the University accumulated on appointments may, at the member’s discretion, be counted in the same way as years on tenure- track appointment for purposes of consideration for tenure, in the event that an incumbent is successful in obtaining a tenure-track appointment. Members on limited-term appointments will receive the same benefits as full AUFA members, with the exception of life insurance and long-term disability insurance.
(b) Limited-term appointments are normally made to replace a faculty or librarian member who is on
leave. Such appointments may also be made
(i) to bring in distinguished visitors;
(ii) for faculty exchange;
(iii) to carry out a special report;
(iv) to add to the full-time faculty complement in response to temporary needs and funding;
(v) to respond to hiring needs for programs which Senate has declared are on a probationary basis (that is, subject to review).
11:05 Research Chairs
Notwithstanding Article 11:04, externally funded research chairs may be hired for a contract of up to five years.
11:06 Academic Administrators
(a) Academic administrators are persons who, in addition to holding probationary or tenured faculty appointments in departments or programmes, also hold an administrative office for a designated term, and are excluded pro tem from the bargaining unit because of their administrative office.
(b) Faculty members who are appointed as academic administrators shall retain their academic
rank within their departments or programmes. Time spent as an academic administrator shall be deemed equivalent service for the purposes of seniority, entitlement to administrative leave**, and pension accumulation, but not for the purposes of consideration for tenure or promotion. However, during their term of administrative service, academic administrators shall be deemed eligible for consideration of promotion and tenure by the Tenure & Promotions Committee on the basis of their academic achievements (teaching, scholarship, research, and/or creative work, committee and community service) acquired prior to and/or during their term of service as academic administrators. In cases of tenure consideration, the academic administrator must have attained the minimum equivalent of three years full-time teaching experience at Algoma University, with the award of tenure taking effect only upon his or her return to full-time teaching.
**The distinction between sabbatical leave and administrative leave is understood as follows: Sabbatical leave is acquired as a result of academic service as outlined in Article 18:01 of the Collective Agreement. Administrative leave is acquired as a result of administrative service accrued while serving as an Academic Administrator. The latter is granted by the Board upon the recommendation of the Administration and may be added to accumulated sabbatical leave. Administrative leave shall be taken at 100% of salary. Any combined sabbatical and administrative leave shall be processed by the Tenure & Promotions Committee; a negative decision by the Committee will not preclude the administrative portion of the leave.
22
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(c) Faculty who are appointed as academic administrators may carry, as part of their normal
duties, a course load appropriate to the demands of their administrative responsibilities.
(d) Remuneration for academic administrators shall be in accordance with the academic rank that they hold, as well as the salary increments for such ranks, as negotiated by the Faculty Association. Any additional remuneration shall be in the form of a stipend (Article 35.15), the amount of which shall be determined through negotiations between the Administration and the Executive Committee of the Faculty Association. For the position of Academic Dean, remuneration may be in accordance with the management salary structure, should this be agreed by contract with the incumbent at the commencement of the appointment. At the termination of appointment, normal academic salary is restored at the level which would have prevailed.
(e) Positions for academic administrators shall be made by the Board following consultation with
the Senate and the Faculty Association.
(f) Where a full-time replacement appointment [see Art. 11:06(b) of the Collective Agreement] for an academic administrator is necessary, such an appointment shall be for a specific term not exceeding the term of appointment of the academic administrator.
(g) Academic administrators appointed from the ranks of Algoma University full-time faculty shall
retain the right to re-enter, on a full-time basis, their departments or programmes, as well as the right to re-enter the bargaining unit at the completion of their term or at such earlier time as may be mutually agreed upon. No probationary or tenured faculty member shall be displaced from his or her post or have his or her rights, privileges or benefits reduced, or be displaced from the bargaining unit by the entry or premature re-entry of an academic administrator into the bargaining unit except under conditions of financial exigency and redundancy as specified in Article 21 of the Collective Agreement, in which case the position of the Academic Administrator will be considered equally with other members of his/her department or programme
ARTICLE 12: APPOINTMENTS: PRINCIPLES AND PROCEDURES PRINCIPLES: 12:01 All appointments are to be made on the basis of open competition. 12:02 Faculty Appointments In filling all faculty positions except research chairs and librarians, first consideration will be given to a
candidate’s teaching record and aptitude. All departments recruiting new faculty must make every reasonable effort to determine the candidate’s teaching abilities and potential and to evaluate the candidate’s research/scholarship record and potential.
Normally, faculty must have a terminal degree in their discipline.
See Articles 2:03 through 2:05 for a definition of teaching, research/scholarship and service.
12:03 Librarian Appointments In filling Librarian positions, first consideration will be given to the candidate’s education, Professional
Practice of Academic Librarianship, as well as his/her demonstrated experience and aptitude for the position under consideration.
23
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
Librarian members must have an initial undergraduate degree and an MLIS from an ALA-accredited library school, or an international library school which has been accredited by a national professional library association recognized by the Canadian Library Association (the Canadian Library Association may be applied to for an opinion in cases where there is doubt about whether the qualifications presented meeting existing Canadian Standards). The MLIS is considered the terminal degree for Librarian members.
12:04 Faculty Recruitment The following qualities, in decreasing order of importance, shall be sought for in judging candidates:
(a) An excellent teaching record and/or a prospect of teaching excellence.
(b) A research/scholarship record and/or a prospect of a sustainable research/scholarship record, with demonstrated academic currency, depth, and integrity within his/her field of interest.
(c) Demonstrated service in prior institutions or a prior workplace or in the community.
(d) A commitment to undergraduate education, including a focus on the student and a willingness
to participate actively in program development. 12:05 Notwithstanding the above, when hiring research chairs, priority will be given to research/scholarship
records with demonstrated academic currency, depth and integrity within his/her field of interest. The other qualities listed in 12:03 will be used when assessing candidates.
12:06 In the case of applicants for full-time positions, all other factors being equal, candidates who hold
Canadian citizenship, permanent residency or landed immigrant status will be given first consideration.
12:07 Librarian Recruitment
The following qualities, in decreasing order of importance, shall be sought for judging candidates: (a) A professional library qualification from an ALA accredited library school or an international
library school which has been accredited by a national professional library association recognized by the Canadian Library Association (the Canadian Library Association may be applied to for an opinion in cases where there is doubt about whether the qualifications presented meet existing Canadian Standards).
(b) An excellent record of the Professional Practice of Academic Librarianship in the functions and activities required by the advertised position. Professional Practice of Academic Librarianship is defined normally as one or more of the following activities: the development, management and evaluation of information resource collections; provision of subject-specialized and general reference services; appraisal, acquisition, bibliographic control, storage, preservation and conservation of information resources and collections; management of human and material library resources, including administrative or managerial performance for those Librarian Members holding administrative appointments; development, implementation and management of information systems designed to enable access to library services and resources, build digital collections, and facilitate scholarly communication; provision of information literacy and curriculum support including programming, collaboration, instruction and teaching; Faculty outreach and liaison, including participation in research and support for scholarly communication; and evaluation, measurement and analysis of user needs and library services and resources; research services, extension, and other activities related to programs under contract to the University; and any other function performed by professional librarians.
(c) Demonstrated graduate study or experience in the functions and activities required by the advertised position.
(d) Demonstrated services in previous institutions or workplaces, the profession, or in the community. Service includes right to participate in the work or professional associations,
24
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
learned societies, and relevant community service. A Member’s service to such societies and associations shall be considered in the assessment of his/her Service responsibilities, and shall be treated in the same way as similar duties performed within the University.
(e) Demonstrated scholarship in the area of Library and Information Science or subject specialization scholarship, research, study, professional development, scholarly and creative activities, hereinafter referred to as “Scholarship,” which may include the creation of new knowledge, understandings or concepts; the creative application of existing knowledge; the organization and synthesis of existing knowledge; the pursuit of knowledge through formal study and/or pursuit of further academic credentials related to the academic and professional responsibilities of Librarians; creative expression; and professional development through the planning, implementation, and/or participation in workshops, conferences, coursework, or professional exchange or other educational programs.
PROCEDURES: 12:08 Authority to Recruit Faculty
Recruitment of faculty, whether for new appointments or replacements, as well as the authority to hire, requires the authorization of the President. The recruitment process is managed by the Dean in accordance with the Faculty Hiring Policy, who shall meet with the chair of each appointment committee before the process begins to review procedures and who shall consult with the committee chair on a regular basis through the search. The recruitment process shall be in accordance with this Collective Agreement and the Faculty Hiring Policy, which shall be amended only through a formal MOA between the Parties hereto. Both parties commit to completing an updated hiring policy by January 31, 2013 to be agreed upon by the AUFA and the Dean.
12:09 Authority to Recruit Librarians
(a) Recruitment of librarians, whether for new appointments or replacements, requires the authorization of the President.
(b) The recruitment process is managed by the University Librarian in coordination with the Vice-President, Academic & Research. The University Librarian will review procedures and shall consult with the Vice-President, Academic and Research on a regular basis throughout the search. The process will be conducted in accordance with the Faculty Hiring Policy.
12:10 Procedures Governing the Appointment of the University Librarian
(a) When a committee is established to advise the President on the selection of the University Librarian, it shall include representation from professional librarian employees of whom one (1) shall be from public service and one (1) from technical services area of expertise.
(b) In the event that external applicants for the position of University Librarian are sought, the position shall be advertised in appropriate Canadian publications, including the CAUT Bulletin and Feliciter.
12:11 Advertising of Positions
(a) All full-time vacancies shall be advertised prior to the selection of appointees in University Affairs and CAUT Bulletin. Advertisements may also be placed in one or more publications with the greatest potential for reaching possible applicants within a given discipline. Departments may advertise elsewhere under departmental budgets, using the standard advertising format of the University.
The only exception will be appointments of a duration of 12 months or less. These must be advertised in the local daily newspaper, and on the University web site, and, as time allows, in further publications.
25
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(b) Advertisements will be coordinated with and placed through the Dean’s office and shall contain
requirements as outlined in 12:07 (d).
(c) All applications are to be addressed to the Dean’s office. Receipt of applications will be acknowledged from the Dean’s office.
(d) Candidates must furnish a curriculum vitae, sample publications or portfolio, the names of five
referees (one of whom must be the most recent immediate supervisor), and have forwarded to the university three letters from academic referees.
(e) When a candidate lists publications in his/her curriculum vitae, it is the responsibility of the
appropriate department to assess such publications. 12:12 Faculty Appointments
(a) The ranks of appointment shall be
Lecturer Assistant Professor Associate Professor Full Professor
(b) An Appointments Committee shall normally consist of four full-time members of the Division in
which the appointment is to be made, as selected by the Division. Normally, preference is given to members of the Division who are also members of the Department in which the appointment is to be made. All appointment committees are chaired by the Division Chair, who has no vote. Where deemed necessary by the Department and the Dean, one external advisor selected by the Division and the Dean shall sit on the Appointments Committee. In cases where the Department has two or fewer full-time faculty, the Appointment Committee shall be completed with Divisional representation. Costs incurred by external consultation will be borne by the University.
(c) An Appointments Committee for a research chair shall include non-voting external advisors as
follows:
(i) Three external advisors to be proposed either by faculty or by administration with the division making the final decision about who will serve as external advisors. These advisors will represent the Chair’s areas of expertise and external funders if appropriate.
(ii) The external advisors will provide objective counsel and recommendations to members of the Appointments Committee.
(iii) External advisors will participate in setting hiring criteria, short-listing and interviewing of candidates.
(iv) External advisors will participate in hiring only if available to attend all interviews.
(v) Costs incurred by the external members shall be borne by the University.
(vi) All other procedures outlined in the collective agreement will be followed.
(d) The initiative in making recommendations for short listing of candidates rests with the department. In the event a department has no full-time faculty, the initiative for short-listing lies with the appropriate Divisional Members. A candidate for short-listing will not be considered
26
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
without formal consultation with the Department. The Appointments Committee will rank candidates in order of preference and provide a shortlist of four candidates and a written rationale to justify the order of the ranking to the Dean, together with the full application of the candidates. The Dean may ask the Committee to reconsider its list, especially where s/he has concerns in relation to employment equity.
(e) Visits by prospective faculty should be of sufficient duration to allow the candidate to meet as
many of the faculty and of the student body as possible. The campus visit should include a scheduled formal presentation by the candidate to members of the student body and faculty. While more than one formal presentation may be required, at least one presentation must be a demonstration of teaching. The visiting candidate will meet formally with the Divisional Appointments Committee and with the AUFA.
(f) Subsequent to the candidate’s visit, the Divisional Appointments Committee will meet to assess
the candidate. A positive assessment will result in a recommendation that the candidate be appointed, and the Divisional Appointments Committee will provide an assessment of the candidate’s suitability in relation to other applicants. A negative assessment will result in further interviews until a satisfactory candidate is found.
(g) The Divisional Appointments Committee shall forward its written recommendation to the Dean.
The Dean shall have the right to request that the Division reconsider its recommendation, giving written reasons for his/her request. Following reconsideration, if any, the recommendation of the Divisional Appointments Committee shall be forwarded to the VPAR for approval and subsequently a recommendation is forwarded to the President for decision.
(h) If the recommendation from the Division is overturned by the President, it shall be only on bona fide academic grounds.
12:13 Professional Librarian Appointments
(a) The ranks of appointment shall be
General Librarian Assistant Librarian Associate Librarian Full Librarian
(b) The initiative in making recommendations for an appointment of a professional librarian rests
with the University Librarian.
A Library Appointments Committee (LAC) shall consist of the University Librarian, (Chair), tenured Librarian members (2 maximum), and two tenured faculty members from the Academic Division with which the position will liaise and in which it will sit for the purposes of exercising his or her rights and responsibilities as a member of the academic staff.
Where deemed necessary by the University Librarian and Librarian members, one external academic Librarian, who holds a permanent academic appointment in a substantially similar Librarian position, will be selected by the University Librarian to service on the LAC. Costs incurred by external consultation will be borne by the University.
(c) The LAC will review all applications; only applications with required terminal degree will be
considered. The committee will propose a short-list of four names in the rank order. A written rationale must be provided for the selection and ranking of applicants. The University Librarian may ask the committee to reconsider its list, especially where he or she has concerns in the relation to employment equity.
27
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(g) The LAC shall forward its written recommendation to the Dean. The Dean shall have the right to request that the LAC reconsider its recommendation, giving written reasons for his/her request. Following reconsideration, if any, the recommendation of the LAC shall be forwarded to the VPAR for approval and subsequently a recommendation is forwarded to the President for decision.
(d) If the recommendation from the Library Appointments Committee is overturned by the President, it shall only be on bona fide academic grounds.
12:14 Letter of Appointment
(a) After an appointment has been approved by the President, the President shall send a letter offering an appointment to the candidate and containing the following information:
(i) salary and rank (must include the calculation details of rank and steps at rank)
(ii) department or administrative unit to which the candidate is to be appointed
(iii) outline of duties of the appointment
(iv) type of appointment
(v) date of appointment
(vi) any other terms and conditions of employment pertaining to the appointment
(vii) a stapled copy of this Collective Agreement
(b) Copies of the letter of appointment shall be sent to the Chairman of the Division or University
Librarian as appropriate and to the President of the Faculty Association.
ARTICLE 13: DIVISIONAL PEER REVIEW COMMITTEE 13:01 Duties of the Committee
The Divisional Peer Review Committees (DPRCs) are Standing University Committees whose responsibility is to forward recommendations in relation to the following:
(i) preliminary review of probationary faculty candidates
(ii) formal review of probationary faculty appointments
(iii) recommendations on awarding of sabbatical leaves to the Promotions and Tenure Committee
(iv) such other areas as may mutually be agreed upon by Administration and the AU Faculty Association.
13:02 Role and Responsibility of the Administration
(a) It is the responsibility of the Vice-President Academic (VPAR) to arrange for the election of Committee members. Elections shall be conducted by April 15.
(b) The Vice-President Academic’s office will be responsible for calling and arranging the first
meeting of the Committee. This function and others listed below regarding the DPRC may be implemented through either the VPAR’s office or the office of the Dean. The VPAR will also
28
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
ensure archival, secretarial and clerical support are provided for and during the Divisional Peer Review Committee meetings. Also provided through this office:
(i) All materials pertaining to the applications that will be the responsibility of the
Committee.
(ii) A set of procedures and guidelines for Committee operation in accordance with this Collective Agreement.
(c) The Dean shall submit a written evaluation of all candidates to the Office of the VPAR for
inclusion in the material provided to the appropriate DPRC. 13:03 Role and Responsibility of the Divisional Peer Review Committee Members
(a) Each division shall establish its own Divisional Peer Review Committee annually. DPRC members shall be elected every year from and by the faculty members of Algoma University, exclusive of those academic staff on contracts, and exclusive to those faculty elected to serve on the Tenure & Promotions Committee. No members of the Committee may be untenured and the President of the Association is not eligible to serve on the Committee. After four consecutive years of service, a member shall be ineligible for the subsequent two years.
(b) Committee members will serve for two-year terms. The Committee shall conduct elections in a
way to ensure that no less than two-fifths of the membership represents continuity from the previous year.
(c) Each Divisional Peer Review Committee shall elect from among its faculty members a Chair.
The Chair shall be a voting member.
(d) Each Committee shall consist of three regular members in addition to the two alternate members who shall sit on the Committee as provided for in Article13:05. In the event that additional alternates beyond the two initially designated are needed, the full results of the vote shall be maintained, and new alternates shall be added to maintain three alternatives in descending order of vote, consistent with 13.05.
(e) Each Divisional Peer Review Committee will forward its recommendations to the VPAR in a
written report in accordance with Articles 14, 15, and 16, and such written report will be approved by all committee members as reflecting the recommendation of the committee.
(f) Subject to the provisions of 13:03 (a), members shall be elected in the following manner:
(i) Each full-time academic staff member shall be entitled to vote for up to six
members from his/her division. A member may not cast more than one vote for any individual member.
(ii) The three members receiving the highest number of votes in each division shall be declared elected as regular members of the respective Divisional PRCs.
(iii) The three faculty members receiving the highest number of votes exclusive of any of the members elected as in 13:03 (f) (ii) above shall be declared elected as alternate members in his/her respective Division.
(iv) No faculty member may refuse to serve on the Committee.
13:04 Operation of the Committee
(a) The quorum of the Committee shall be three (3) voting members.
29
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(b) In all cases involving formal review applications, three (3) affirmative votes are required for a
positive recommendation from the Committee. In the case of the preliminary review, a simple majority shall suffice.
(c) The Committee shall in all cases work diligently to reach a determination, whether positive or
negative.
(d) Candidates have the right to review their Divisional Peer Review Committee Summary Report on file in the Dean’s office after the Committee makes its recommendation. The documents and deliberations of the Divisional Peer Review Committee are confidential to that Committee. Materials submitted and official notes/records of proceedings are available to the Dean and VPAR.
(e) All files of the DPRC shall be kept in the Dean’s Office. See Article 22 for details regarding
access and duration. 13:05 Role of Alternate Members
(a) Alternate members shall serve in the place of regular members only in the event of a prolonged absence of a regular member through illness or professional commitments; when a regular member is herself/himself the subject of the Committee’s deliberations; when a regular member is herself/himself in a conflict of interest situation; when a regular member has resigned from the University or becomes an academic administrator prior to the expiration of his/her term of office; when alternates are needed to expand the Committee. In the event that an alternate member fills a vacancy on the Committee created by resignation of a regular member, he/she shall be considered a regular member.
13:06 Divisional Peer Review Committee – Professional Librarians (LPRC)
(a) When the candidate being reviewed is a Professional Librarian, the composition of the relevant Divisional Peer Review Committee (the DPRC which the candidate liaises and in which the Candidate sits for the purposes of exercising her or his rights and responsibilities as a Faculty Member) will be altered as follows: The faculty member receiving the least number of votes as outlined in Article 13:03 (f) shall be replaced by a tenured Professional Librarian (voting). The tenured Professional Librarian receiving the highest number of votes will replace the DPRC faculty member receiving the lowest number of votes. In this process, this committee will thus become the Library Peer Review Committee (LPRC). For cases involving Professional Librarians, reference to the DPRC in Articles 13-16 should be understood to be the LPRC. Tenured Professional Librarians cannot refuse to serve on the LPRC and the University Librarian will make reasonable efforts to ensure an equitable rotation of this service. In the event of multiple in scope tenured Professional Librarians, an election will be arranged. Due to the size and compliment of the LPRC for the cases of Professional Librarians, the quorum of the committee shall be three (3) voting members and for formal review applications three (3) affirmative votes are required for a positive recommendation of the committee. In the case of the preliminary review, a simple majority shall suffice.
ARTICLE 14: RENEWAL OF PROBATIONARY APPOINTMENTS 14:01 Procedures for Preliminary Review
(a) All probationary appointees will undergo a preliminary review by the DPRC during the candidate’s second year of appointment whereby the DPRC will evaluate the candidate’s accomplishments against the University’s expectations as outlined in the letter of appointment and the criteria document.
30
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(b) For those candidates that start on January 1st, the next academic year will be considered to
start the July 1st immediately following the January hire date OR the following July 1st, 18 months from the date of hire. The determination of this timeframe will be at the discretion of the candidate within six (6) months of their hire date and will be declared by letter to the VPAR copied to the Dean and the Division Chair.
(c) The VPAR will advise the probationary faculty of the preliminary review requirements in
writing by August 15th of the second year of hire.
(d) The Academic Dean will provide the DPRC with an outline of the expectations within the letter of appointment at the time of hire. The candidate is responsible for providing the following information to the Dean’s office by October 15th for consideration by the DPRC:
(i) A copy of the candidate’s current curriculum vitae using the stipulated format;
(ii) the member’s Annual Report(s);
(iii) the member’s teaching evaluations for the period under consideration;
(iv) the member’s teaching dossier (including a statement of teaching philosophy,
sample course outline(s), and a sample lesson plan);
(v) a research plan and evidence of scholarly work including publications;
(vi) other material the candidate wishes to submit. The materials will be available to the members of the candidate’s DPRC and will be located in
the office of the Dean for review.
(e) For cases regarding Professional Librarians, the Academic Dean will provide the DPRC with an outline of the expectations within the letter of appointment at the time of hire. The candidate is responsible for providing the following information to the Dean’s office by October 15th for consideration by the DPRC:
a. A copy of the candidate’s current curriculum vitae using the stipulated format;
b. the member’s Annual Report(s);
c. a research plan and evidence of scholarly work including publications;
d. other material the candidate wishes to submit. These materials will be available to the members of the candidate’s DPRC and will be located
in the office of the Dean for review.
(f) The DPRC shall meet by November 30th to review the candidate’s materials and provide observations based on the criteria document supported by each voting member completing a signed Appendix D evaluation tool as their vote. The DPRC may also seek clarification from the candidate either in writing or in person if needed.
(g) The signed evaluation tools shall be collected by the Committee Chair and submitted to the VPAR with an accompanying letter from the Committee addressed to the candidate. This letter, which is to be written by the Chair of the DPRC and approved by all members of the DPRC as accurately reflecting the findings of the committee, will provide a rationale regarding the
31
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
outcome of the review performed by the DPRC. This letter will serve as notification to the VPAR of the Committee’s observations regarding the candidate’s performance.
(h) The letter (14:01 g) and signed evaluation tools (Appendix D) will be placed in the probationary
member’s file on December 15th of the respective review year and copied to the Dean and VPAR. The observation letter will identify the candidate’s strengths and areas of concern, if any, that the candidate will need to address in preparation for the review, which will take place during the next academic year. The letter will offer the candidate an opportunity to meet with the DPRC Chair for clarification. The candidate has the opportunity to place a written letter of commentary to be attached to the DPRC’s letter in her/his file.
14:02 Procedures for Formal Reviews
(a) The VPAR will advise the probationary faculty in writing of the formal review requirements by August 15th of the academic year following the first preliminary review. All candidates wishing a formal probationary review will submit a letter of intent to the VPAR by September 30th with a copy to the Academic Dean and the Chair of their respective DPRC. Any candidate not submitting a letter of intent will be deemed not to be seeking renewal and will not be considered for renewal. Their probationary contract will terminate on June 30th of the successive year.
(b) The candidate is responsible for providing the following information to the office of the Dean by
November 1st for consideration by the DPRC:
(i) A copy of the candidate’s current curriculum vitae using the stipulated format;
(ii) the member’s Annual Reports;
(iii) the member’s teaching evaluations for the period under consideration;
(iv) the member’s teaching dossier (including a statement of teaching philosophy, sample course outline(s), and a sample lesson plan);
(v) a research plan and evidence of scholarly work including publications;
(vi) A copy of those materials the candidate wishes to use as evidence of fulfillment of
her/his research responsibilities and scholarly activities, including copies of publications if available;
(vii) evidence of service to the University and community;
(viii) Any other information which the candidate deems appropriate
(c) The Divisional PRC shall solicit all other relevant information which it deems necessary for its deliberations. This will include
(i) The candidate’s letter of appointment expectations;
(ii) The candidate’s letter of evaluation from the Preliminary Review conducted by the
previous year’s DPRC, with any letter of commentary from the candidate that might be attached;
(iii) Copies of her/his course evaluations, including statistical analysis for each course
taught during the probationary period;
(iv) Signed letters of reference from other faculty members as appropriate;
32
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(v) Written and signed testimony from all relevant parties, including faculty, students, administrative personnel, support staff and parties external to the University;
(vi) A written evaluation prepared by the Academic Dean;
(vii) Any material placed in the member’s personnel file relating to any matters of discipline arising out of the member’s teaching, service or other performance;
(viii) Any other information the Committee considers relevant.
(d) When a Professional Librarian, the candidate is responsible for providing the following
information to the Dean’s Office by November 1st for consideration by the DPRC:
(i) A copy of the candidate’s current curriculum vitae using the stipulated format;
(ii) The member’s Annual Reports;
(iii) A research plan and evidence of scholarly work including publications;
(iv) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her research responsibilities and scholarly activities, including copies of publications if available;
(v) Evidence of service to the University and community;
(vi) Any other information which the candidate deems appropriate.
(e) When the candidate is a Professional Librarian member, the LPRC shall solicit all other relevant information which it deems necessary for its deliberations. This may include:
(i) The candidate’s letter of appointment expectations;
(ii) The candidate’s letter of evaluation from the Preliminary Review conducted by the
previous year’s LPRC, with any letter of commentary from the candidate that might be attached;
(iii) Signed letters of reference from other faculty members as appropriate;
(iv) Written and signed testimony from all relevant parties, including faculty, students, administrative personnel and support staff and parties external to the University;
(v) A written evaluation prepared by the University Librarian;
(vi) Any material placed in the member’s personnel file relating to any matters of discipline arising out of the member’s performance;
(vii) Any other information the Committee considers relevant.
(f) The LPRC shall meet by November 30th to review the candidate’s materials and provide
observations based on the criteria document supported by each voting member completing a signed Appendix D evaluation tool (see 13:04 b). The LPRC may also seek clarification from the candidate either in writing or in person, if needed.
(g) The signed ballots shall be collected and counted by the Committee Chair and submitted to the
VPAR with an accompanying letter addressed to the candidate. The letter, which is to be written by the Chair of the LPRC and approved by all LPRC members as accurately reflecting the findings of the committee, will provide a rationale regarding the outcome of the review performed by the LPRC. This letter will serve as notification to the VPAR of the Committee’s
33
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
observations regarding the candidate’s performance and continuance. The letter will offer the candidate an opportunity to meet with the LPRC chair for clarification. The candidate has the opportunity to place a written letter of commentary to be attached to the LPRC’s letter in his/her file.
(h) The DPRC will recommend in its report one of the following:
(i) Renewal of probationary appointment for a period of two years;
(ii) Renewal of probationary appointment for a period of one year, subject to a second
review with a maximum of one further one-year renewal, subject to review by the DPRC;
(iii) Non-renewal of appointment.
(i) To receive recommendation for renewal, the member must show reasonable progress towards fulfilling the criteria for tenure/permanence as outlined in Article 15:08.
(j) Before the DPRC recommends non-renewal of appointment, the Committee shall provide the
candidate with detailed written information as to the negative evidence presented to it and invite the candidate’s written response to such evidence. The candidate’s response, if any, shall be given to the Committee within 14 calendar days unless a longer time is granted by the Committee (at request of the Candidate).
(k) The DPRC will forward to the VPAR, by December 15th, a written report from the Committee
including its recommendations. The full written file including official notes and minutes taken and considered/utilized by the Committee will be attached to the report, including the completed DPRC Assessment documents for Formal Review (Appendix D).
(l) The VPAR shall have the right to request that the Committee reconsider its decision, giving
written reasons for the request. (m) If the recommendation from the DPRC is overturned by the VPAR, it shall only be on bona fide
academic grounds. The VPAR shall give notice to the faculty member by registered mail no later than January 20th following the deliberations and recommendations of the DPRC to the faculty member of the decision. Failure to notify the candidate by January 20th shall result in a renewal of the appointment until December 31st of the same year.
(n) A decision may be appealed only on the grounds outlined in Article 14:03. A member who
chooses to appeal shall within 14 calendar days of the receipt of the official notice of the decision file an appeal with the President.
14:03 The Formal Review Appeals Tribunal
(a) The Formal Review Appeals Tribunal shall be a Tribunal consisting of one person chosen by the Faculty Association, one person chosen by the President, and one person chosen by the mutual agreement of the Faculty Association and the President. The Formal Review Appeals Tribunal shall be chosen from among the full-time faculty members at Algoma University. No person who has been involved in the Formal Review in any way shall serve on the Tribunal.
(b) The Formal Review Appeals Tribunal shall be constituted and shall meet within 14 calendar
days of an appeal being filed. It must report a decision within an additional 28 days.
(c) The Formal Review Appeals Tribunal may sustain an appeal on the grounds of:
(i) Procedural defects, including but not limited to bias;
34
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(ii) Incorrect evaluation of substantive material considered in the probation process.
(d) If an appeal is sustained, the Tribunal may decide to:
(i) Refer the application back to the LPRC for immediate reconsideration; or
(ii) Recommend renewal of probationary appointment for a period of one year, subject to a second review by the LPRC and with a maximum of one further one-year renewal; or
(iii) Uphold the decision of the LPRC, on the grounds that any identifiable procedural defect or incorrect evaluation of substantive material is not of a gravity to materially affect a decision.
(e) Written justification of the Tribunal’s decision shall be forwarded to the appellant, the AUFA and
the President. The decision of the Tribunal shall be final and binding on all parties and shall be implemented by the President.
ARTICLE 15: TENURE AND PROMOTIONS COMMITTEE 15:01 An appointment with tenure is considered the ultimate safeguard of academic freedom for full-time
academic staff appointees. It constitutes a mutual undertaking on the part of the individual that he/she will perform conscientiously the functions of a teacher and a scholar, and on the part of the University that each full-time member of the academic staff shall continue to enjoy academic freedom with an appointment that shall be terminated only in accordance with regulations relating to resignation, retirement, financial exigency or dismissal for cause. The Tenure and Promotions Committee (TPC) is established to monitor and insure fairness and equity across the University tenure and promotion process. The TPC, chaired by the VPAR, is comprised of members elected from across the University divisions. The primary function of the Committee is to review applications made with regard to tenure and promotions. The Committee in turn will make its recommendations to the President with regard to all tenure and promotion processes.
15:02 Duties of the Committee
The TPC is a Standing University Committee whose responsibility is to forward recommendations to the
President in relation to the following:
(i) awarding of tenure (ii) awarding of promotions (iii) awarding of sabbatical leave (iv) reviewing of sabbatical reports (v) academic freedom issues (vi) such other areas as may mutually be agreed upon by Administration and the AU
Faculty Association 15:03 Role and Responsibility of Administration
(a) It is the responsibility of the Office of the VPAR to arrange for the election of Committee members. Elections shall be conducted by March 31st.
(b) The VPAR shall act as a non-voting chair of the Committee.
35
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(c) The VPAR’s office will be responsible for calling and arranging the first meeting of the
Committee. The VPAR’s office will also be responsible for providing archival, secretarial and clerical support for and during the TPC meetings. The VPAR’s office will provide:
(i) All materials pertaining to the applications that will be the responsibility of the
Committee.
(ii) A set of procedures and guidelines for Committee operation in accordance with this Collective Agreement.
15:04 Role and Responsibility of the Committee Members
(a) Committee members shall be elected every year from and by the faculty members of Algoma University, exclusive of those academic staff on limited term contracts (CLTAs). No members of the Committee may be untenured and the President of the Association is not eligible to serve on the Committee. After four consecutive years of service, a member shall be ineligible for the subsequent two years.
(b) Committee members will serve for two-year terms. The Committee shall conduct elections in a way to ensure that no less than two-fifths of the membership represents continuity from the previous year.
(c) The TPC shall elect from among its elected faculty members a Deputy Chair. (d) The Committee shall consist of five regular members and the VPAR (non-voting), in addition to
the three alternate members who shall sit on the Committee as provided for in Article 15:06. In the event that additional alternates beyond the three are required, alternates shall be added to maintain three alternates in descending order of vote, consistent with 15:06 (b).
(e) The TPC will forward its recommendations to the President in a written report in accordance
with Articles 15 and 16, and such written report will be approved by all committee members. The President will notify candidates in writing of the results.
(f) Subject to the provisions of 15:03 (a), members shall be elected in the following manner:
(i) Each full-time academic staff member shall be entitled to vote for up to six members. A
member may not cast more than one vote for any individual member.
(ii) The member receiving the highest number of votes in each of the three divisions (one member each Humanities, Social Sciences and Sciences) shall be declared elected as regular members, paying due attention to having each Division represented on the TPC.
(iii) The two faculty members receiving the highest number of votes exclusive of any of the members elected as in 15:03 (f) (ii) above shall be declared elected as regular members.
(iv) The three faculty members receiving the highest number of votes exclusive of any of the members elected in 15:03 (f) (ii) or (iii) above shall be declared elected as alternate members.
(v) No faculty member may refuse to serve on the Committee.
(vi) Faculty members are not eligible to serve on both the TPC and DPRC simultaneously.
36
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(g) If there is no sitting Professional Librarian on the TPC during the year when a Professional Librarian is presenting for Tenure or Promotion; assuming no conflict, the Professional Librarian that has received the most number of votes (see Article 15:04 a-f) will replace the faculty member with the least number of votes on the TPC for the cases of the Professional Librarian candidates only. The Professional Librarian that has received the most number of votes will replace the faculty member receiving the lowest number of votes for the TPC. In this case with this exception, all other processes and procedures of Articles 14-16 shall remain in effect.
(h) Where deemed necessary by the University Librarian and the tenured Library Faculty members, one external academic Librarian, who holds a permanent academic appointment in a substantially similar Librarian position to the one being reviewed, will be selected by the University Librarian in consultation with the tenured professional librarians to serve on the LTPC as a non-voting consultant. Costs incurred by external consultation will be borne by the University.
15:05 Operation of the TPC
(a) The quorum of the Committee shall be five (5) voting members.
(b) In all cases involving tenure and promotion applications, four (4) affirmative votes are required for a positive recommendation from the Committee. In all other cases, a simple majority of those present shall suffice.
(c) All documents and files of the TPC shall be kept in the office of the VPAR. See Article 22 for
details regarding access and duration. 15:06 Role of Alternate Members
(a) Alternate members shall serve in the place of regular members only in the event of a prolonged absence of a regular member through illness or professional commitments; when a regular member is herself/himself the subject of the Committee’s deliberations; when a regular member is herself/himself in a conflict of interest situation; when a regular member has resigned from the University or becomes an academic administrator prior to the expiration of her/his term of office; when alternates are needed to expand the Committee. In the event that an alternate member fills a vacancy on the Committee created by resignation of a regular member, he/she shall be considered a regular member.
(b) Alternate members shall be chosen to serve in order of votes cast in the election establishing the committee. Three alternates shall initially be designated, but the election results shall be retained in the event that further alternate members are needed.
15:07 Eligibility for Tenure
(a) A faculty member holding a probationary appointment shall be considered for tenure during her/his fifth year of service in a tenure-track position, but may be considered after fewer than four entire years of service as follows: (i) Any faculty member holding the rank of associate or full professor, or who held a
tenured appointment at another institution immediately prior to her/his present appointment, shall become eligible to apply for tenure after one year of service.
(ii) Any faculty member holding the rank of assistant professor or lecturer shall become eligible to apply for tenure after three years of service.
37
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(iii) Notwithstanding the above, any faculty member having two years or more of full-time university teaching experience elsewhere shall become eligible to apply for tenure after two years of full-time teaching, or its equivalent, at Algoma University.
(b) In the above, full-time teaching shall not include periods of leave under Articles 18:02, 18:04
and 18:05, but will include service as Divisional Chair under Article 6:05 (c).
(c) A new appointment may be made with tenure in accordance with Article 11:02. (d) Unless otherwise outlined in a Librarian Faculty Member’s appointment letter, references to
teaching responsibilities in Articles 15-16 do not apply to Librarian Faculty Members presenting for review.
15:08 Criteria for Granting of Tenure/Permanence
(a) Tenure/permanence is in no sense the right of an academic staff member who has served his/her time of probation. The performance of the academic staff member shall be assessed in accordance with the following criteria listed in the order of priority:
(i) Teaching effectiveness, which shall include knowledge of the subjects taught and ability to communicate to students;
(ii) Research and scholarly work, including but not limited to, completion of advanced degrees;
(iii) Service, comprised of: • contributions to the University including but not limited to, committee work; • public service and contribution to academic and professional bodies, including
AUFA, OCUFA, and CAUT; • service to the wider community;
(iv) Professional conduct;
(v) In the case of Professional librarians, item (i) shall be modified to include emphasis on
professional competence in contributing to effective library functioning and ability to communicate with faculty/students.
(b) Failure to conform to conditions specified in the letter of appointment or conditions established
by the TPC through the Criteria document (see Appendix Q see 14:01a) will normally result in denial of tenure/permanence, but exceptional circumstances will be taken into consideration by the TPC.
15:09 Operation of the Tenure System
(a) By June 1st of each year, the VPAR will notify all faculty of the tenure application timeline. All candidates wishing to be reviewed for tenure will submit a letter of intent to the VPAR, copied to the Academic Dean by July 15th of the academic year in which they are eligible to make application. Any candidate not submitting a letter of intent will be deemed not to be seeking tenure.
(b) It is the candidate’s responsibility to provide the TPC with information for it to make a reasoned
evaluation with respect to the criteria document. By September 1st of his/her year of application, the candidate shall supply the TPC with:
(i) A copy of his/her current curriculum vitae in the standard format;
38
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(ii) Copies of his/her Annual Reports for each year of probation;
(iii) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her teaching responsibilities, including a teaching dossier;
(iv) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her research responsibilities and scholarly activities and service to the community, including copies of publications if available;
(v) Any other information which the candidate feels would aid her/his case. (c) The TPC shall solicit all other relevant information that it deems necessary for its deliberations.
This will include:
(i) Letters of reference from other faculty members as appropriate. Written testimony from all relevant parties, including faculty, students, administrative personnel and support staff;
(ii) A written evaluation prepared by the Dean, and in addition, the TPC may request an
oral submission, if deemed necessary; (iii) The candidate’s Letter of Appointment; (iv) The candidate’s previous assessments from the DPRC; (v) Copies of the candidate’s course evaluations for all courses taught during the
probationary period, provided by the Dean’s Office; (vi) Any material placed in the candidate’s file relating to any matters of discipline arising
out of the member’s teaching, service or other performance; (vii) Any other information the Committee considers relevant.
(d) As part of its deliberations, the TPC may also seek clarification from the candidate either in
writing or in person if needed.
(e) Before arriving at a negative recommendation, the Committee shall provide the candidate with detailed written information as to the negative evidence presented to it and invite the candidate’s written response to such evidence. The candidate’s written response, if any, shall be given to the Committee within 14 calendar days of having received the information unless a longer time is granted by the Committee. The Committee will reconsider the file based on the written response, if any.
(f) The TPC will forward to the President, by December 1st, a written report from the Committee including its recommendations. Each member will include for each candidate a completed Appendix D as the indication of their individual vote. The President will have access to the full written file considered by the Committee including official notes and minutes generated by the committee.
(g) The TPC will recommend in its report either to:
(i) Grant tenure;
(ii) Deny tenure; or,
(iii) For a candidate prior to his/her fifth year of service, defer consideration of tenure for an
39
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
additional year. (h) The President shall have the right to request that the Committee reconsider its decision, giving
written reasons for the request.
(i) If the recommendation of the TPC is overturned by the President, it shall only be on bona fide academic grounds. The President shall give notice to the faculty member by registered mail no later than January 20th
of the academic year in which the existing appointment is to terminate. Failure to notify the faculty member by January 20th will result in the renewal of the probationary appointment for one further semester, concluding December 31.
(j) A candidate who has been denied tenure by the TPC may appeal only on the grounds outlined
in Article 15:10. A member who chooses to appeal shall, within 14 calendar days of the receipt of the official notice of the decision, file an appeal with the President.
(k) Tenure shall officially take effect on the first day of July following affirmation by the President of
the tenure appointment. (l) Notwithstanding the above articles, it is normally expected that Candidates holding
appointments at the level of Assistant Professor, and applying for tenure, shall also be eligible to apply for Promotion to Associate Professor in the same year and as part of the same process. In such circumstances, the Candidate shall indicate his/her intent in his/her application, and one application and review process by the TPC shall ensue.
15:10 The Tenure Appeals Tribunal
(a) The Tenure and Promotions Appeals Tribunal shall be a tribunal consisting of one person
chosen by the Faculty Association, one person chosen by the President, and one person chosen by mutual agreement of the Faculty Association and the President. The Tenure and Promotions Appeals Tribunal shall be chosen from among the full-time faculty members of Algoma University. No person who has been involved in the tenure process in any way shall serve on the Tribunal.
(b) The Tenure Appeals Tribunal shall be constituted and shall meet within fourteen (14) calendar days of the filing of an appeal. It must report the decision within an additional 28 days.
(c) The Tenure Appeals Tribunal may sustain an appeal on the grounds of:
(i) Procedural defects, including but not limited to bias;
(ii) Incorrect evaluation of substantive material considered in the tenure process. (d) The Tenure Appeal Tribunal may decide to:
(i) Refer the application back for immediate reconsideration by the TPC; or
(ii) Recommend renewal of the appointment for a one-year limited-term, with application for
tenure to be considered again by the following year’s TPC; or
(iii) Uphold the decision of the TPC on the grounds that any identifiable procedural defect or incorrect evaluation of substantive material is not of a gravity to materially affect the decision.
(e) Written justification of the Tribunal’s decision shall be forwarded to the appellant, the AUFA and
the President. The decision of the Committee, which shall be final and binding on all parties, shall be implemented by the President.
40
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
15:11 If a faculty member has been denied tenure/ permanence, and if he/she desires to appeal, and if the
outcome of such appeal will not be known by March 1, the member will be offered a one year limited- term appointment for the next contract year.
ARTICLE 16: PROMOTION 16:01 Preamble
The work of an academic member of a modern university falls into a number of categories – teaching, scholarship and research, professional activities, work at the departmental, divisional and university levels, and activities related to the community. It is generally accepted that contributions to teaching, scholarship and research should receive paramount consideration in any promotion, but that recognition must also be given for valuable contributions to the university, for professional achievement, and for contributions to the community.
For a definition of teaching, scholarship/research and service, see Article 2:03, 2:04 and 2:05.
16:02 Promotion is in no sense automatic, that is depending only on length of service at this university or other
universities. A faculty member shall ordinarily spend a minimum number of years in each rank before becoming eligible for the next highest rank and must expect to demonstrate a standard of effectiveness appropriate to the rank sought. The criteria are suggested as general guidelines for the Peer Review Committee when considering minimum qualifications of faculty relative to the indicated ranks. These guidelines are not intended to be used as rigid formulae; each application will be considered on its own merits and special types of experience or achievement will be given their own weighting. The following points should be noted:
(a) It does not follow that faculty who have these qualifications may claim a right to promotion.
These criteria are minimal; they or their equivalent will normally be required before an application can be examined.
(b) Requests for accelerated promotion will be considered on their merits where exceptional
grounds exist.
(c) Any particular degree will be evaluated in relation to the standards of the best Canadian degree at the appropriate level.
(d) A decision to promote shall be based solely on professional merit.
16:03 Criteria for Promotion
(a) From Lecturer to Assistant Professor
The possession of a PhD or equivalent, such as the normal terminal degree in a specific discipline or area, and relevant experience at Algoma University may entitle a lecturer for consideration for promotion to the rank of assistant professor. Performance shall be evaluated primarily in terms of teaching effectiveness. Scholarship/research and service will also be recognized. Letters of reference from members of the University community may be solicited. Normally an individual will spend no fewer than two years and no more than six years at the lecturer’s rank.
(b) From Assistant Professor to Associate Professor
Normally for such promotions, five years experience at the rank of assistant professor, including a minimum of two years’ experience at Algoma University, and possession of the Ph.D. or its equivalent, are required. In the absence of the Ph.D., ten years of experience at the rank of
41
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
assistant professor are normally required, including a minimum of four years at Algoma University. In both cases a high degree of effectiveness in teaching and satisfactory performance in research/scholarship must be demonstrated. Service will be taken into consideration.
(c) From Associate Professor to Full Professor
A doctorate is normally required for promotion from Associate to Full Professor. Years of service alone do not qualify an individual for promotion to Full Professor. While valuable contributions may accelerate the process, normally eight years of service as Associate Professor are required for promotion, with five of these years being at Algoma University. A high degree of effectiveness in both teaching and research/scholarship is required for promotion beyond the rank of Associate Professor. Performance in service must be satisfactory. The Committee will seek at least two external referees to provide a written evaluation of the candidate’s dossier as forwarded by the Peer Review Committee. The candidate has the right to nominate one of the external referees. At least one of the external referees will be a Full Professor, in the same field and at another university. Achievements must be of sufficient significance to be recognized both within and beyond the Algoma University community.
16:04 General Criteria for Promotion: Professional Librarians In evaluating professional librarians for promotion, consideration shall be given to the applicant’s formal
qualifications and relevant experience, and performance and service in (any) assigned positions. In addition, recognition shall be given for salient professional contributions to the library, the University, the profession, and professional services to the community.
Assessment of performance in any position must take into account the nature of the specific job
requirement assigned and the experience of the professional librarian involved. Some of the characteristics of the Librarian, which may be relevant to performance, include:
(i) Accuracy and thoroughness of work, including quality and consistency of performance,
effective application of knowledge and skills;
(ii) Organizational skill, including ability to set priorities, to choose efficient means of accomplishing goals;
(iii) Quality and timeliness of work, including level of productivity and the ability to meet deadlines;
(iv) Judgement, including recognition of problems, decision-making, and the ability to see further implications of actions and events;
(v) Communication, including ability to communicate in speech and writing, flexibility and ability to gain confidence, cooperation and respect of others;
(vi) Initiative, including choosing objectives, resourcefulness and creative innovation.
For promotion through the various ranks, the following specific criteria shall also be applied: (a) From General Librarian to Assistant Librarian
The possession of the MLS degree, or its equivalent, and relevant experience at Algoma University may entitle a General Librarian to consideration for promotion to the rank of Assistant Librarian. Experience shall be evaluated in terms of professional effectiveness, scholarship, research and
42
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
service to the University community. Normally an individual will spend no fewer than two years and no more than six years at the General Librarian rank.
(b) From Assistant Librarian to Associate Librarian Normally for such promotions, five years experience at the rank of Assistant Librarian, including a minimum of two years experience at Algoma University, and possession of the MLS, or its equivalent and a second advanced degree are required. In the absence of a second advanced degree, ten years of experience at the rank of Assistant Librarian are normally required, including a minimum of four years at Algoma University. In both cases, a high degree of professional effectiveness and satisfactory performance in research/scholarship must be demonstrated.
(c) From Associate Librarian to Full Librarian A Masters in Library Science or its equivalent and a second advanced degree are required for promotion from Associate to Full Librarian. Years of service alone do not qualify an individual for promotion to Full Librarian. While valuable contributions may accelerate the process, normally eight years of service as Associate Librarian are required for promotion, with five of these years being at Algoma University. A high degree of effectiveness in professional activities and research/scholarship is required for promotion beyond the rank of Associate Librarian. The Committee will seek at least two external referees to provide a written evaluation of the candidate’s dossier as forwarded by the Library Peer Review Committee (LPRC). The candidate has the right to nominate one of the external referees. At least one of the external referees will be a Full Librarian at another university. Achievements must be of sufficient significance to be recognized both within and beyond the Algoma University community.
16:05 Operation of the Promotion System for Academic Faculty Members
(a) Applications for promotion will be considered by the TPC. In every case, the onus will be on the member to ensure that her/his application is complete.
(b) The candidate is responsible for providing the following information to the Office of the VPAR by September 1st for consideration by the TPC:
a. A copy of the current curriculum vitae using the stipulated format;
b. The member’s Annual Reports;
c. A copy of those materials the candidate wishes to use as evidence of fulfillment of
his/her teaching responsibilities, including a teaching dossier;
d. Copies of her/his course evaluations including statistical analysis for each course taught during the probationary period;
e. A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her research responsibilities and scholarly activities, including copies of publications if available;
f. Evidence of service to the University and community;
g. Any other information which the candidate deems appropriate.
(c) The TPC shall solicit the following information.
43
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
a. Letters of reference from other faculty members as appropriate. Written testimony from all relevant parties, including faculty, students, administrative personnel and support staff;
b. A written evaluation prepared by the Dean, and in addition, the TPC may request an
oral submission, if deemed necessary;
c. The candidate’s Letter of Appointment;
d. The candidate’s previous assessments from the DPRC and/or TPC;
e. Copies of the candidate’s course evaluations for all courses taught during the probationary period, provided by the Dean’s Office;
f. Any material placed in the candidate’s file relating to any matters of discipline arising
out of the member’s teaching, service or other performance;
g. Any other information the Committee considers relevant.
(d) Before the TPC recommends non-awarding of promotion, the Committee shall provide the candidate with detailed written information as to its reasons and invite the candidate’s response. The candidate’s response, if any, shall be given to the Committee within 14 calendar days unless a longer time is granted by the Committee.
(e) The TPC will forward to the President, a written report from the Committee including its
recommendations. Each member will include for each candidate a completed Appendix X as the indication of their individual vote. The President will have access to the full written file considered by the Committee including official notes and minutes generated by the committee.
(f) The President shall have the right to request that the Committee reconsider its written reasons
for the request.
(g) If the recommendation of the TPC is overturned by the President, it shall only be on bona fide academic grounds.
(h) A negative decision may be appealed only on the grounds outlined in Article 16:08 (c). A
member who chooses to appeal shall, within 14 calendar days of the receipt of the written notice decision, file an appeal with the President.
a. All promotions recommended by the Committee and approved by the President, or so ratified
following a successful appeal against an adverse recommendation, shall take effect on the July 1st immediately following the Committee’s term of office.
16:06 Operation of the Promotion System for Professional Librarians
(a) Librarian members desiring consideration for promotion should submit their applications to the Library Director by December 15. After receiving the request, the Library Director shall immediately forward all applications to the Committee. The Committee shall be augmented and include the following members:
− The regular TPC members
44
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
− One (1) professional librarian from the Wishart Library who will be selected by the Committee
− Two (2) external professional librarians who are knowledgeable to provide professional evaluation of the applicant. The Chair of the Library Peer Review Committee, in consultation with the professional librarians, will generate a list of external professional librarians from which the TPC will select two
(b) All other promotion procedures for professional librarians shall follow article 16:05 16:07 Operation of the Promotion System for Academic Administrators
(a) No internally selected academic administrator shall receive tenure or promotion as a condition of employment in administration.
Academic administrators are eligible for promotion and tenure consideration. Academic administrators will be considered taking into account her/his administrative contributions as per the current prevailing contract with the administrator. Evidence of competence in teaching and research must be demonstrated as per the criteria outlined in articles 16:03 and 16:05. Research, scholarship and teaching activities undertaken while an Academic Administrator shall be considered.
(b) An Academic Administrator’s application for tenure or promotion will be considered by the TPC.
In the event that any of the elected TPC members must be replaced, new committee members will be chosen jointly by the President and the Faculty Association executive. The new committee members will be selected from full-time tenured faculty and/or retired faculty.
(c) A negative decision may be appealed only on the grounds outlined in Article 16:06. A member
who chooses to appeal shall, within 14 calendar days of the receipt of the official notice of the decision, file an appeal with the President.
16:08 The Promotion Appeals Tribunal
(a) The Promotion Appeals Tribunal shall consist of one person chosen by the Faculty Association, one person chosen by the President, and one person chosen by mutual agreement of the Faculty Association and the President. The Promotion Appeals Tribunal shall be chosen from among the full-time faculty members at Algoma University. No person who has been involved in the promotion process in any way shall serve on the Promotion Appeals Tribunal.
(b) The Promotion Appeals Tribunal shall be constituted and shall meet within fourteen (14) calendar days of the lodging of an appeal. It must report a decision within an additional twenty-eight (28) days.
(c) The Promotion Appeals Tribunal may sustain an appeal on the grounds of:
(i) Procedural defects, including but not limited to bias;
(ii) Incorrect evaluation of substantive material considered in the promotion process.
(d) The Tribunal may decide to:
(i) refer the application back to the TPC for reconsideration;
(ii) award the promotion; or
(iii) uphold the decision of the TPC on the grounds that any identifiable procedural defect or incorrect evaluation of substantive material is not of a gravity to materially affect a decision.
45
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(e) Written justification of the Tribunal’s decision shall be forwarded to the appellant, AUFA and the President. The decision of the Tribunal, which shall be final and binding on all parties, shall be implemented by the President.
ARTICLE 17: TERMS AND CONTITIONS OF EMPLOYMENT AND LEAVE 17:01 Health and Safety
The employer recognizes the right of the bargaining unit members to a safe and healthy workplace as provided for under the Occupational Health and Safety Act of Ontario (the “Act”) and its related regulations. The employer recognizes its obligations under Sections 25 and 26 of the Act, in particular Section 25(2)(h) to take every precaution reasonable in the circumstances for the protection of the worker. The bargaining unit members also recognize their responsibilities as outlined under Section 28 of the Act. It is agreed that both parties will cooperate towards the prevention of accidents and the promotion of health and safety.
17:01 Vacation for Faculty
The academic year shall normally be from July 1st to the subsequent June 30th. Members are entitled to twenty-two (22) vacation days per academic year, payment for which is included in the annual salary. The Dean’s Office must be advised of all members’ holiday plans by May 1 of each year.
17:02 Faculty members shall arrange their vacation period(s) in consultation with their Divisional Chair, and
librarian members with the University Librarian. Every effort shall be made to comply with academic staff requests in scheduling vacations, with due regard to the continued effective functioning of the instructional programme and the needs of the students.
There shall be no additional remuneration to a member who chooses to work through all or part of his or her vacation. A member is required to take his or her vacation in the year that it is earned and during a non-teaching term. No vacation leave may be carried forward from year to year.
17:03 Academic staff shall be entitled to all statutory holidays as proclaimed under federal and provincial
authority and to any other such days as may be proclaimed under the authority of Algoma University.
17:04 Vacation for Librarians
(a) Full-time librarian members are entitled to twenty-two (22) consecutive working days of official vacation during each calendar year of service.
(b) It is the member’s responsibility to ensure that this vacation entitlement is taken each year.
Vacation shall be taken at times mutually agreeable to the member and the University Librarian. Agreement shall not be unreasonably sought or withheld. Pay will continue during the vacation at the member’s normal basic rate. A maximum of five (5) days vacation may be carried over for one year only, provided that the Director of Library has approved it in writing.
(c) Vacation entitlement for periods of service of less than one (1) year shall be on a pro-rated
basis.
(d) Professional librarian members shall be entitled to statutory holidays with pay on each of the following days: from noon on Christmas Eve through to and including January 1st, Good Friday, Easter Monday, Victoria Day, Canada Day, Civic Holiday, Labour Day, Thanksgiving Day.
46
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
17:05 Short-Term Absence from Campus for Professional Reasons
(a) When a faculty member is required to be absent during his or her teaching term, such absence shall be approved in writing, in advance, by the Department and Divisional Chair. Such written requests shall provide rationale as to how the integrity of the course syllabi shall be maintained.
(b) When a librarian member is required to be absent in pursuit of his/her research or other
professional activities, such absence shall not interfere with his/her scheduled duties and shall be approved in writing, in advance, by the University Librarian.
17:06 Workload
(a) (i) Faculty workload consists of three principal areas of endeavour: 1) Teaching, 2) Scholarly Activity (defined as research, scholarship or creative activity), and 3) Service to the University and broader communities.
(ii) Due to the small size of the University and the willingness of the members to offer a
sufficient range of courses to maintain viable programmes, the normal teaching load defined in Article 17.06 (a) (v) is somewhat high. As a consequence, it is recognized that less time may be devoted to other activities as specified in article 17:06 (a) (i) than is the practice at larger Canadian universities.
(iii) Teaching will normally take place during the fall/winter terms, but may be subject to
alternate scheduling as specified in Article 17:06 (a) and (b). Scholarly activity and service continue as year-round activities, with the exception of the annual twenty-two days vacation time.
(iv) In addition to the academic activities specified above, the University requires that faculty be
involved in the counselling and supervision of students.
(v) (a) The standard teaching load for all faculty, is fifteen credits per year. In addition, for courses with a scheduled weekly three-hour laboratory, the laboratory will be taught by laboratory instructors, except through prior special written arrangement with the Dean, in which case the faculty member instructing his or her own laboratory if approved will receive half an overload stipend or half an equivalent course credit reduction for so doing. In the case of team- taught courses, each Member shall receive credit for that portion of the course delivered by them, on a pro-rated basis.
(b) For sabbatical purposes, a twelve-month sabbatical ending June 30, 2011, will be followed by an academic year with a fifteen-credit teaching load. A six-month sabbatical ending in December 2011 or thereafter will be followed by a semester with a nine-credit teaching load, and the member will bank the extra 1.5 course credits.
(vi) The staffing numbers of non-lecture teaching sessions - defined as laboratories,
tutorials, seminars, thesis student supervision, field trips, experiential or other sessions that appear in the Calendar - shall be the responsibility of the Academic Dean. However, to ensure continuity with the lecture portions, all appointments shall be recommended by the Departments and Divisions concerned.
(vii) It is recognized by the parties that certain positions require unusually large amounts of
time to be performed effectively.
47
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
Remuneration for these positions are outlined in Article 35: • Departmental Chairs • Divisional Chairs • AUFA Executive • Director of Social Work • Director of NORDIK
(viii) Full-time Faculty members shall have the right of first consideration for all academic
credit courses, providing the course is within their area of expertise.
(b) Assignment and Distribution of Workload
(i) The teaching workload assignments of members shall be recommended by the Department and Division, by May 15th of each year to the Dean for approval. The Dean is responsible for ensuring that teaching assignments are fair and equitable. This also includes teaching overloads. Factors to be taken into account when assigning a member’s workload shall include, but not be limited to, a consideration of the following:
• The number of new course preparations (in particular for new faculty members)
• Programme needs • Preparation and/or design of new academic
programmes/certificates/degrees • Research commitments • Class size and assistance available • Teaching loads of the member in previous years
(ii) Faculty Members may apply in writing to the Academic Dean, with a copy to
the Divisional Chair, by April 15, requesting a three (3) credit reduction in assigned teaching duties for the following year. By May 15, following consultation with the Department and Division, the Dean shall reply in writing to this application indicating the member’s assigned teaching load for the forthcoming year, and giving reasons should the application be denied. Teaching load reductions must in all cases be justified by a corresponding increase in other duties, such as research, must be mutually beneficial to the University and the member, must be acceptable to the Department and shall not jeopardize the delivery of the academic programme. Teaching load reductions are in no way an automatic entitlement. In the case of dispute, the Divisional Peer Review Committee will review the matter, and provide a written recommendation to the Dean.
A member will reimburse the University for the cost of the teaching load reduction through monies received by the member from an external grant or through a salary reduction; such cost shall include cost of part-time faculty replacement at the time of the request, 12% mandatory employee related costs, plus 5% administrative fees on the estimated salary cost. Exact terms in each individual case will be negotiated between the University and the Association.
(iii) It is understood that maximal class size may be established for certain courses
based on the nature of the materials studied, the nature of the work requirements for students, size of facility available and issues of safety. Such decisions will be made by the Academic Dean following receipt of recommendations from Senate.
(iv) The University recognizes the benefit for faculty members to have marking
assistance in large-enrolment courses, and shall provide funds to enable
48
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
faculty members teaching in excess of 125 students to access marking/grading assistance appropriate to their needs.
The member should make this request to the Academic Dean on the last add/drop day of classes. Upon this request and confirmation of the enrolment in the class, the University shall provide a minimum of $250.00 for marking/grading assistance or as a stipend to the faculty member.
(v) The University reserves the right to cancel under-enrolled courses. Faculty
members who have an under-enrolled course cancelled may choose to make up that teaching load in any subsequent term within the following eighteen months, failing which the Dean will assign an additional course to the Faculty member in consultation with the Department and Division concerned. Any courses voluntarily taken up or imposed in accordance with this clause shall not be considered to be overloads.
(vi) A Faculty member is entitled to one non-teaching term in each academic year.
This term may be fall, winter or spring.
(vii) Each Department, in preparing its academic programme for each upcoming session, may – when it is academically advantageous – request that one of its full-time members distribute his or her workload so as to offer nine (9) credits during the fall-winter session and six (6) credits during either the spring or summer sessions, as of July 1, 2011. No Faculty member shall be compelled to redistribute course load more than once every three years.
(viii) In cases where no proposal for redistribution is forthcoming from a Department,
and where the Dean believes redistribution is academically necessary or advantageous, the Dean may request that the Department reconsider giving written reasons for this decision. The Dean, upon recommendation from the Senate, may demand such redistribution when it is deemed to be in the best interest of academic planning.
(ix) Faculty members may be excused from the obligations in Articles 17:06 (b) (vii)
and (viii) in cases where it cannot be demonstrated that a redistribution of course load will result in academic advantage, or where a Faculty member can demonstrate that severe professional or personal hardship will result.
(x) In consultation with the Department, the relevant Division and the Dean, and
with their consent, a Faculty member may elect to redistribute his or her workload over the spring and one of the fall or winter sessions. In the event of such redistribution, the Faculty member will be available during the non-teaching term for service, scholarly activities and student academic advising equivalent to those expected during a teaching term. Any vacation period will be scheduled for the non-teaching term.
Under the terms of this section, if the faculty member leaves the employ of Algoma University
within 12 months of taking a course load reduction, he/she will reimburse the University 100% of the cost of the sessional instruction for that course load reduction.
(c) Teaching Overload
(i) A Faculty member may choose, but shall not be compelled, to teach overloads in any
term. In no case will a Faculty member teach more than nine credits as overloads per twelve-month period. Faculty members may only teach two overloads in one term with
49
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
prior written approval by the Dean. All overloads must be communicated in writing to the Office of the Dean by the Department Chair.
b. A Faculty member accepting an overload teaching assignment may elect for one of two
possible methods of recompense. In accepting an overload assignment, faculty members may
• Elect to be paid at the current overload rate of pay (see Article 35:06 and
35:07). Overloads will be paid in one lump sum at the end of the contract; or
• Elect to bank three credits for teaching relief at a future date. Prior approval
must be arranged with the Divisional Chair and the Academic Dean. The maximum number of banked credits may not exceed 9 credits at any time.
(iii) When a Faculty member wishes to use banked teaching credits for a full research term
with no on-campus presence for service or other faculty responsibilities, then the Member must provide a full research proposal to the Dean by April 15th of the full calendar year before such a research term would take effect. By May 15th, and following consultation with the Department and Division, the Dean shall reply in writing to this application and shall give reasons should the application be denied. A full research term must in all cases be justified by a corresponding increase in research, must be mutually beneficial to the University and the member, must be acceptable to the Department and shall not jeopardize the delivery of the academic programme. A full research term is in no way an automatic entitlement. In the case of dispute, the Divisional Peer Review Committee will review the matter, and provide a written recommendation to the Dean.
17:07 Teaching Locations
Definitions:
For the purposes of this clause, three teaching locations shall be identified and defined:
• “Primary” campus teaching refers to the location to which the member usually reports for work and where the member’s faculty office is located.
• “Local” teaching is teaching within a fifty (50) kilometer radius of the primary campus and within the
city limits where a member’s Primary campus is located.
• “Off-site” teaching is teaching outside the radius of “local” teaching.
(a) All actual and reasonable transportation costs associated with “local” teaching (such as parking costs, bridge tickets, the standard university kilometre rate or local transportation, including taxis) will be borne by the University.
(b) No Faculty member shall be required to teach at the “primary campus” and in more than one
“local” site on a single day. Classes shall be scheduled in a way to permit ample transition time between locations.
(c) Faculty members shall not be required to teach “off-site” courses if they have reasonable
grounds for not so doing, but faculty members shall not unreasonably withhold consent. “Off-site” courses will only be scheduled following consultation with faculty.
(d) Faculty members teaching “off-site” Algoma University courses shall be reimbursed for all
actual and reasonable costs of travel to and from the place of teaching, meals and accommodation if necessary. This reimbursement shall take the form of either the standard
50
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
university kilometre rate, with rental vehicles used for extensive travel, or bus, train or plane ticket costs as appropriate.
(e) In addition to the expenses covered by the university for “off-site” teaching, members engaged
in “off- site teaching” will be allowed to charge the expenses of one extra day and night – to be used at either end of their teaching duties, as reasonable considering distance involved. Consideration will be given on an individual basis to coverage of extraordinary child-care or elder-care expenses to a maximum of $50/day.
(f) See Article 35:08 for stipends associated with “off-site” delivery.
17:08 Distance Education
Distance courses include, but are not limited to courses that are taught by correspondence, teleconferencing, videoconferencing and the Internet. Distance courses do not include courses that are taught in person, whether they are taught off campus or off-site. Distance courses may be included in a member’s normal teaching load only with the consent of both the Member and the Academic Dean. Such consent shall not be withheld unreasonably.
(a) A request to develop and/or offer a distance course must be submitted to the Curriculum
Committee by the Division.
(b) The University shall endeavour to provide appropriate resources and support to faculty members developing distance education courses to ensure that quality products are developed.
(c) The Curriculum Committee shall approve the delivery method of each course proposed for
distance delivery. Approval will take into consideration the match of content and delivery mechanism, and the quality of the learning experience available to distance students. The Curriculum Committee will use the services of Internal and/or External Academic Experts in their deliberations. This prior approval of the Curriculum Committee is obligatory before any course is offered by distance delivery.
(d) Distance course delivery shall be assessed by the Department to ensure the delivery method
achieves the learning objectives.
(e) There will be a distance education stipend; see article 35:07. This does not apply to courses taught off-campus.
17:09 Reading Course
Reading courses are offered as individual instruction on a case-by-case basis as needed to enable a student to complete his/her academic programme in a reasonable time frame. It is understood that reading courses do not constitute a primary means of delivery of an academic programme.
(a) The Dean and the Registrar shall approve all requests to offer reading courses.
(b) Faculty must submit a course outline with each request for a reading course, outlining the
delivery mechanism, the main content, and the evaluation scheme.
(c) Faculty members shall not be required to teach reading courses if they have reasonable ground for not so doing, but faculty members shall not unreasonably withhold consent. No faculty member shall be expected to teach more than one reading course per two years.
(d) See Article 35:05 for the stipend for instructing reading courses.
17:10 Extension Programming
51
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
Extension programming is any university programming delivered to students away from the main campus in Sault Ste Marie either through traditional face-to-face instructional methods or through distance education or any combination of the two. Extension Program courses may be included in the member’s normal teaching load only with the consent of the Member, the Department, and the Academic Dean. When either the University or a particular academic department wishes to develop a proposal for extension programming leading to a specific credential, it shall consult with the other party from the outset. No proposal for the offering of a credential shall be advanced with external partners until the University and the department have an agreement on the terms under which the programming will be delivered.
ARTICLE 18: TERMS AND CONDITIONS OF LEAVE AND RETIREMENT 18:01 Professional Absence From Campus
When a member is required to be absent in pursuit of his or her research or other professional activities, such absence shall not interfere with his or her scheduled duties and shall be approved in advance and in writing by the Divisional Chair. Student contact time must be rearranged in a manner that maintains the integrity of the course syllabus and learning outcomes.
18:02 Sabbatical Leave
(a) The purpose of sabbatical leave is to foster the pursuit of knowledge and serve the academic and scholarly objectives of the University by affording faculty members the opportunity to maintain and enhance their academic and professional competence free from normal on-campus teaching, research and service obligations. Sabbatical leave is intended to promote intensive scholarly and professional activity through sustained periods of concentrated research and study, contemplation and creative work and through the extension of the range of contacts of employees to other places, experiences and ideas. The parties to this Agreement acknowledge a joint responsibility to encourage the effective use of sabbatical leaves so as to strengthen the University in the achievement of its objectives.
(b) Conditions
(i) Tenured academic staff members shall be eligible for a sabbatical leave after
completing a minimum of three years of full-time service at the University. A member’s service for purposes of sabbatical leave shall be calculated from the date of his/her initial tenure track appointment by the University or from the date of expiry of his/her last sabbatical leave, whichever is later. Time spent on sabbatical leave, study leave, leave without pay, long-term disability or the member’s last year of employment does not count towards sabbatical eligibility. Years of full time service at Algoma University immediately prior to a tenure-track appointment may be counted towards early sabbatical entitlement, providing tenure has been awarded.
(ii) The taking of sabbatical leave is subject only to the following conditions:
(a) Arrangements satisfactory to the Department and the Dean can be made
to cover the member’s absence. In the case of Research Chairs who run Institutes, arrangement satisfactory to the institute/centre and its operation can be made to cover the member’s absence.
(b) The academic activities proposed by the member are approved on the
basis of their academic or research merit.
52
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(c) The accomplishments of the member on previous sabbatical leaves
taken under the terms of this Article reasonably fulfilled the member's sabbatical responsibilities.
(iii) A sabbatical leave is for a period of twelve months, commencing on the 1st day of July,
or for a period of six months, commencing on either the 1st day of July or the 1st day of January. A sabbatical leave includes the appropriate vacation entitlement proportional to the length of leave.
(iv) A member on sabbatical leave shall receive 85% of the member’s nominal salary had
he/she been pursuing his/her regular duties at the University during the period of leave. Notwithstanding, the first 12 month sabbatical will be remunerated at 90%.
(v) A member on sabbatical leave shall continue to receive all fringe benefits and shall
suffer no loss in rank or position because of such leave. The University agrees to provide a portion of the sabbatical leave stipend as a research grant up to the limit provided for and under the conditions allowed by the Income Tax Act.
(vi) While on sabbatical leave a member may accept paid employment outside the
University, provided the paid employment does not prevent the sabbaticant from fulfilling the obligations undertaken in the sabbatical application. Faculty who do so, are obliged to report such activity when applying for a sabbatical leave, its contract length (including hours and weeks) and what effect it will have on the objectives specified in their sabbatical application. In the event that the paid employment starts after approval of a sabbatical leave, it is the responsibility of the member to inform the Tenure and Promotions Committee (TPC).
(vii) When a member takes a sabbatical leave of twelve months’ duration, all accumulated
years of eligibility entitlement are exhausted. When the sabbatical leave is of six months’ duration, all accumulated years of eligibility entitlement except three are exhausted. Requests to defer sabbatical for academic reasons and/or departmental need will supersede this article as per Article 18.02 (c) (v).
(viii) A member who takes sabbatical leave will return to Algoma University for at least the
year following the sabbatical, unless this obligation is waived by mutual agreement between the University and member. A member not returning will be liable for 1/6 of the nominal salary during sabbatical.
(ix) Notwithstanding Article 18:01 (b) (viii), any member taking a final sabbatical within
seven years of normal retirement will not be obligated to return to the University following the completion of their sabbatical leave, at which time their employment ceases.
(x) On his/her return from sabbatical leave, a member is obligated to file with the Academic
Dean a Sabbatical Leave Report on his/her activities during the sabbatical year as noted in 18:01 (c) (i) within sixty (60) days of the expiry of the member’s sabbatical leave. Failure to provide this sabbatical activity report will jeopardize a member’s subsequent sabbatical application.
(xi) The TPC will meet in a timely fashion to review the Sabbatical Leave Reports. The
Committee will meet with the sabbaticant and will provide a written evaluation for the TPC’s files of the sabbatical accomplishments.
53
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(c) Procedures
(i) Faculty members shall submit a declaration of intent to apply for sabbatical leave to the TPC no later than July 15th of the academic year prior to the academic year in which they are eligible to take sabbatical leave. Complete, fully documented sabbatical leave proposals must be submitted to the TPC no later than August 31 of the same year. A sabbatical leave proposal shall contain the report of the previous sabbatical (if applicable); an outline of the proposed plans which explains why these should contribute to the member’s scholarly, pedagogical or professional development; an updated curriculum vitae; an explanation of the locale chosen; a summary of the member’s preparation for that project; and a statement of scholarly and/or professional achievements since the previous sabbatical, which may take the form of the Annual Reports submitted since the previous sabbatical. Late applications will not be considered by the committee and requests will be postponed until the following year.
(ii) The TPC will meet by September 15 to review sabbatical submissions for the
forthcoming year. Denial of a sabbatical application shall be based only on one or more of the following grounds: the candidate did not sufficiently fulfill previous sabbatical commitments; there is insufficient evidence of research/scholarly/creative activity since any previous academic leave; the proposed leave is unlikely to contribute to the member’s scholarly, professional or pedagogical development; and/or in the case of professional leaves that the leave is not sufficiently in the interests of the University.
Where a candidate’s application appears problematic to the Committee, the candidate shall be invited to appear before the Committee. The candidate must be made aware of all factors that make the application problematic, and must have an opportunity to address those issues.
(iv) The TPC will make its recommendations on awarding/denying sabbatical leaves to the
President by November 1st of the same year. The President, after consultation with the Board and departments concerned regarding the fiscal and academic implications respectively of leave applications, will make the final recommendation on specific sabbaticals. The President will communicate such decisions to the individuals and Departments concerned.
(iv) When a sabbatical leave is denied, the President shall forward to the faculty member,
on or before December 1st, a detailed written statement containing the reasons for the denial and the specific evidence on which the denial is based. A member so affected shall have full access to the grievance and arbitration procedures established under Article 31 of the Agreement. When a sabbatical leave is denied on any of the grounds in 18:01 (c) (ii), faculty members must wait a full 12 month period before reapplying and until the member is successful in securing a sabbatical leave approval, no further sabbatical entitlement shall be earned.
(v) In the event that it is necessary on financial and/or program grounds for the Academic
Dean to require a postponement of a sabbatical leave, the member shall be informed no later than November 15 immediately after the deadline for application specified in 18:01 (c) (i) above. In such a case, a member has the option to receive either two (2) years credit towards his/her next sabbatical or an additional 5% of his salary for the postponed sabbatical year. In no case may such a postponement be for more than one year.
54
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(vi) In the event that a member wishes to postpone to the following year application for
leave, he/she shall do so only for academic reasons, and permission to do so shall be sought from the Dean no later than May 1 immediately preceding the deadline for application specified in 18:01 (c) (i) above. Should a member with a sabbatical leave confirmed by the Board wish to postpone the leave, he/she shall do so only for valid academic reasons, and permission to do so shall be sought from the Dean at least two months prior to the planned commencement of the leave. If postponement of application for leave or of approved leave is approved, the member does not have the right of precedence over colleagues in the University’s sabbatical leave plan, but he/she accumulates the year’s credit for the year of postponement. In no case may such a postponement be for more than one year. Where a member postpones a sabbatical leave without formal approval, he/she loses credit towards sabbatical leave for the period of postponement and he/she loses the right of precedence over colleagues in the University’s sabbatical leave plan.
(vii) Sabbatical leaves are granted only for the purpose(s) specified in the member’s
application. Any changes that are contemplated after approval of the application must receive the approval of the Dean.
(d) Faculty members who are 60 years of age or older and who have accumulated a minimum of
three years since their last sabbatical will be entitled to apply for and receive, if granted by the TPC, a six-month terminal sabbatical leave (at 85% of their salary). For pension purposes, their salary will be calculated at the member’s nominal salary. Each year accumulated beyond three years will increase the amount of salary during the leave by five (5) percent per year, but not to exceed 100% salary. The member will be required to follow the same application procedure as for a normal sabbatical, with a letter of intent to be submitted no later than July 15th of the academic year proceeding the year in which he/she is eligible. The member must make an irrevocable commitment to retirement when submitting the letter of intent. The Peer Review Committee will judge the merits of the application on the same basis as for all other sabbatical leaves, but the leave shall not be denied on financial grounds.
18:03 Political Leave
The Board may, upon written request from an academic staff member, grant leave of absence as follows to academic staff members who are candidates for office in the Parliament of Canada or a Provincial Legislature. Such consent shall not be unreasonably withheld.
(a) The member shall make every attempt to give the greatest possible notice of intention to run for
political office and shall actively cooperate in arranging substitutions necessary to ensure the uninterrupted continuance of the academic activities of Algoma University.
(b) If elected to any of the above offices, the member shall be entitled to full-time leave of absence
without pay during his term of office. Such leave of absence and the member’s employment will be automatically terminated after five years.
(c) No member elected to public office shall be required to take full-time leave of absence without
pay if he demonstrates that the responsibilities of the office will not interfere with his performance of full or partial academic duties.
18:04 Court Leave
Paid leave shall be granted to any member required to be a witness or juror by anybody in Canada with powers of subpoena. The Board agrees to pay the member the difference between his salary and any remuneration received by the member for jury or witness duty. The member shall notify the Board
55
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
immediately upon his notification that he will be required to attend court and present proof of service requiring his attendance.
18:05 Leave of Absence Without Pay
A member may apply to the President for a leave of absence without salary for a mutually agreed period not to exceed two years. The parties recognize that such leave should be mutually beneficial to the member and the University and recognize further the responsibility of the University to ensure the uninterrupted continuation and quality of the academic activities of the University in which members are involved. Permission shall not be unreasonably withheld. A member on leave under this Article 18:05 shall be entitled at his/her sole expense to participate in any or all of the benefit plans from time to time in force, provided the plans so permit. A faculty member must provide to the President written notice of his/her intention to return at the conclusion of leave, one hundred and fifty (150) days prior to the date of such conclusion.
18:06 Self-funded Leave
Members may request a one over two, two over three, three over four or four over five payment structure. For pension purposes, the member and the institution will make contributions based on the nominal salary, not the reduced salary. Full benefits will continue. There is no obligation to return to AU after the year of paid leave if the member fully declares his/her intentions when applying for the self-funded leave. For pension reasons, a terminal sabbatical cannot immediately follow a four over five leave.
Permission to enter a self-funded leave payment structure must be obtained from the Academic Dean twelve months prior to commencing the arrangement. The parties recognize that such leave should be mutually beneficial to the member and the University and recognize further the responsibility of the University to ensure the uninterrupted continuation and quality of the academic activities of the University in which members are involved. The Dean will take into account departmental scheduling in making his/her decision. Permission will not unreasonably be withheld.
18:07 Medical Leave
(a) The University shall maintain a medical leave plan for every member.
(b) Faculty/Librarian members are eligible for sick leave up to a maximum of six months from the date of disability due to accident or illness, for each separate disability cause, excluding maternity which shall be covered by the provisions of Article 18:07. Illness of duration of more than six months will be dealt with according to the provisions of the University’s Long-Term Disability Plan.
The member shall be entitled to medical leave at 100% of his/her annual salary subject to a sub plan agreement with the Employment Insurance Commission. Illness exceeding a period of ten consecutive working days will require faculty to apply for employment insurance sick benefits. The University will provide the top-up to 100% of their salary.
(c) In order to have a sick leave benefits period reinstated up to the maximum, faculty/librarian
members who have been absent and in receipt of sick leave benefits must return to work for at least one full working day in the case of a completely unrelated and different disability cause, and for thirty calendar days in the case of the same disability cause.
(d) On the first and any subsequent day of absence due to injury or illness, the member shall notify
the Dean or the University Librarian as early as possible, and include its expected duration. This information will be forwarded to the Director of Human Resources.
56
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(e) A physician’s report shall be submitted to the Director of Human Resources after five consecutive days of medical leave. In the event of frequent or habitual absence due to sickness for periods of less than five (5) days, the Director of Human Resources may request a physician’s certificate within a reasonable length of time upon returning to work. When an absence is prolonged, monthly medical certificates may be required in order to ensure continuation of salary.
(f) Prior to a return to work after a medical leave of more than ten (10) working days, the employee
will provide a written statement from their treating medical physician to the Director of Human Resources that outlines that
(i) The employee is able to return to work on a full-time basis without restrictions;
or
(ii) The employee is able to return to work, with the nature and duration of any work restriction described.
(g) When a Member’s behaviour raises substantial doubt as to his/her physical or mental health,
the University may request a medical examination. AUFA shall be notified when such action is taken.
(h) Normally, contractual decisions on reappointment or tenure/permanence for an employee on
medical leave will be extended by an equivalent period of time. If an employee elects to proceed with such decisions during a medical leave, he or she shall provide the Director of Human Resources with written notice of his or her intention to do so, accompanied by supporting medical clearance.
(i) Sick leave benefits for any period of absence following notice of termination of employment will
not be payable without substantiating medical evidence.
(i) Sick leave benefits will be reduced by the amount of any Workers’ Safety Insurance Board (WSIB) benefits or similar disability income benefits, which the faculty/librarian member is eligible to receive by reason of accident or illness benefits from a government plan, except Employment Insurance.
18:08 Pregnancy Leave
A pregnant employee who has been employed for at least thirteen (13) weeks before the expected date of delivery shall be entitled to seventeen (17) weeks pregnancy leave of absence as defined in the Employment Standards Act (Ontario) and Employment Insurance legislation.
A full-time female member of the academic/library staff upon application to the Academic Dean shall be granted pregnancy leave of absence subject to the following conditions:
(a) The leave may commence at any time during the seventeen (17) weeks preceding the expected
date of delivery. The member shall not return to work prior to the expiration of six (6) weeks following the actual date of delivery except with the approval of the University on the advice of a legally qualified medical practitioner.
(b) Any leave of absence immediately preceding or following such a pregnancy leave will be considered without pay.
(c) The member shall make written application to the Academic Dean at least eight (8) weeks prior
to the start of the academic semester or the date she intends to commence her leave, whichever is sooner, and at that time will provide the University with a certificate from a legally qualified medical practitioner stating the expected date of delivery.
57
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(d) The member shall give notice to the Academic Dean of her intention to return to work at least eight (8) weeks prior to the scheduled completion of her leave.
(e) During pregnancy leave of absence, a member shall continue to participate in the pension plan
and other benefit plans she is currently enrolled in as set out in this Collective Agreement. The employee and employer shall each continue to pay their applicable share of contributions and/or premiums, unless the employee elects not to do so in writing.
(f) In cases of exceptional circumstance, the father may apply for the above benefits.
(g) An employee on pregnancy leave of absence may elect to defer contractual decisions on
reappointment or tenure/permanence by an equivalent period of time. When an employee elects to defer such decisions, she shall provide the Academic Dean written notice of her intention to do so.
18:09 Parental and Adoption Leave
An employee on pregnancy leave of absence may take a further thirty-five (35) weeks parental leave of absence as defined in the Employment Standards Act (Ontario).
A leave of absence of up to thirty-seven (37) weeks is available to any new parent who has been employed for at least thirteen (13) weeks. Such leave shall be pursuant to the provisions of the Employment Standards Act (Ontario). Parent includes a person with whom a child is placed for adoption and a person who is in a relationship of some permanence with a child. Such leave shall be subject to the following conditions:
(a) During parental leave, members shall continue to participate in the pension plan and the other
benefit plans they are currently enrolled in as set out in this Collective Agreement. The employee and the employer shall each continue to pay their applicable share of contributions and/or premiums, unless the employee elects not to do so in writing.
(b) If not already on pregnancy leave of absence, the member shall make written application to the
Academic Dean at least eight (8) weeks prior to the start of the academic semester or the date she/he intends to commence her leave, whichever is sooner.
(c) The employee shall give notice to the Academic Dean of her/his intention to return to work at
least eight (8) weeks prior to the scheduled completion of her/his leave.
(d) An employee on parental leave may elect to defer contractual decisions on reappointment or tenure/permanence by an equivalent period of time. When an employee elects to defer such decisions, she/he shall provide the Academic Dean written notice of her/his intention to do so by the appropriate date as stipulated in Article 14 or 15.
(e) The parties agree that the provisions of this Article shall be no less than those in the provincial
Employment Standards Act (Ontario) and Employment Insurance legislation as may be further amended. Differences in the interpretation of this Article shall be resolved based on consistency with the Acts.
(g) The above conditions also will apply in the case of adoption.
18:10 Supplementary Employment Benefit Plan
During a period of Pregnancy/Parental Leave of absence, the member will be eligible upon application to the Academic Dean for payments made according to a Supplementary Employment Benefit Plan which provides for the following: for the first two (2) weeks, payments equivalent to ninety-five percent (95%) of the salary and allowances that would have been received had the member not been on leave; and up to fifteen (15) additional weeks’ payments equivalent to the difference between the Employment
58
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
Insurance benefits, the member is eligible to receive and ninety-five percent (95%) of the salary that would have been received had the member not been on leave.
18:11 Compassionate Leave
(a) Personal Emergency Leave
It is recognized that certain emergencies may arise in a member’s personal or family life that may require his/her absence from the campus for a limited period of time. Notification of such absence shall be made before departure, whenever possible, to the Dean or University Librarian, as applicable, who may authorize leave with pay for up to one week. Such authorization shall not be unreasonably withheld. Personal emergency leave may be taken in the case of death, illness, injury, medical emergency of, or urgent matter relating to certain family members, including dependent relatives, in accordance with the provision of the current Employment Standards Act (Ontario).
(b) Family Medical Leave
Family medical leave may be taken in accordance with the provision of the current Employment Standards Act (Ontario).
18:12 Partial Leave Arrangements
It is mutually agreed that the employer may make such partial load arrangements with members of the Association as may be mutually agreed upon by the member and the Dean and President. In such cases, a member who is on partial load exceeding or equal to 50% of normal salary and duties will continue to enjoy the full benefits package, will make pension contributions based on an unreduced salary, and will remain a member of Senate and the Association. Replacements for members on reduced load will be at the discretion of the Dean and President having regard to institutional needs and the advice of the Academic Planning and Priorities Committee.
18:13 Resignation
(a) Normally an academic staff member may resign effective June 30th or December 31st, with at least one month’s written notice to the President or University Librarian, as applicable.
(b) Employment may be terminated at any time by written mutual agreement between an academic
staff member and the President or University Librarian, as applicable.
ARTICLE 19: ANNUAL REPORT OF ACTIVITIES AND TEACHING EVALUATIONS 19:01 Annual Report
(a) Each Faculty and Librarian Member shall submit a copy of an Annual Report of Activities to the Divisional Chair or Director of Library and the Academic Dean by May 5th of each year. The Annual Report shall include a statement of activities for the previous May 1 to April 30 period. This Annual Report is a required component in the Peer Review Process. Non-submission of the Annual Report will be noted in the member’s file, and may lead to disciplinary measures. The Annual Report must be accompanied by an updated CV and the Declaration of Outside Activity Form. These materials are to be submitted electronically.
(b) The Annual report, which shall be completed on a standardized form supplied by the Dean,
shall include the following information:
59
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(i) Teaching responsibilities including courses taught and supervision of fourth-year or graduate students, or Librarian’s professional responsibilities, with particular reference to all assigned duties and responsibilities
(ii) Publications
(iii) Conference papers, presentations, exhibitions given
(iv) Research, creative or other scholarly work in progress
(v) Research grants and contracts awarded or ongoing name of granting body, research title, amount and date awarded
(vi) Graduate degrees awarded or graduate studies in progress, and the expected
date of completion, university, and title of thesis
(vii) Awards and other honours received
(viii) Departmental, Library, Senate, Board, Association and other University activities
(ix) Contributions to the Member’s profession (x) Contributions to the Member’s community
(xi) Outside professional activities as detailed in article 6:06 (c)
(xii) An updated cv
(c) No information in the Annual Report shall be used for external communications except with the
approval of the member concerned.
Faculty members are encouraged to develop a full teaching dossier as supportive material to this report. The teaching dossier might include some of the following, but is not limited to these items:
- teaching evaluation scores - sample student work - documented assistance provided by professor to students - documented assistance provided by professor to peers - descriptive material on courses taught - report on pedagogical successes, innovations, etc. - report on use of technology and other teaching/learning aids - efforts to evaluate and improve teaching - research on pedagogy - linking research to teaching - preparing a textbook or other instructional materials - participating in course or curriculum development - honours received from students or colleagues (“teacher of the year”) - reports from employers of students (e.g. co-op situation) - peer classroom evaluations
60
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
19:02 Teaching Evaluations
(a) Particular teaching performance levels by faculty are expected by the University, by colleagues, and by students. Such performance is evaluated through peer review and student teaching evaluations.
(i) The University will coordinate student teaching evaluations in order to assess a
Faculty member’s teaching performance. The teaching evaluations and their administration shall be in accordance with the regulations below.
(ii) The teaching evaluation form to be used for the term of this agreement is included as an Appendix A.
(iii) It is part of an instructor’s obligation to remind and encourage students of their
responsibility to complete the electronic faculty evaluations.
(iv) Faculty members will receive tabulated results from their questionnaires and electronic student comments, following submission of their grades.
(v) Teaching evaluations will be used as part of an application for contract renewal,
tenure or promotion, or as information for any other assessment of the member’s teaching performance.
(vi) Given the current small size of our teaching faculty complement, it is agreed
that the most important component of the teaching evaluation score is the absolute score of that faculty member. Prior to consideration of any candidate’s file in each year, the Divisional Peer Review Committee will determine a scoring level to benchmark satisfactory performance.
ARTICLE 20: PROFESSIONAL ALLOWANCE FUND AND AUC RESEARCH FUND 20:01 Professional Allowance Fund
(a) A professional allowance fund will be provided annually by the Board and will be approved by the Divisional Chair of the member and the Academic Dean. Subject to overall budgetary considerations, the amount provided will recognize the special situation which exists at Algoma. This includes its geographical situation and the real necessity for faculty at a small institution to maintain scholarly contact with colleagues elsewhere. In general, therefore, the Board will seek to provide a higher travel allotment than might be customary in the Province and certainly one in keeping with other northern institutions.
(b) All full-time faculty members are eligible to apply for funds, including those absent from Algoma
University on sabbatical leave and members on maternity and parental leave. Members on medical leave or leave without pay in excess of six months will not be eligible for the corresponding amounts of the professional allowance fund, or for application to the AU Research Fund. Special consideration may be given, in this case, through the mutual agreement of the University and the Faculty Association.
20:02 Administration of the Professional Allowance Fund
(a) Criteria
One hundred percent (100%) of the approved expenses will be paid for to the maximum allocated to the applicant. Professional Allowance funds will be made available for the following purposes:
61
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(i) Attendance at conferences.
(ii) Study leading to publication or formal presentation of professional papers,
subject to the understanding that the applicant will make available two copies of the completed work to the Algoma University Library and will credit Algoma University for its financial support in any publication resulting from the study.
(iii) Study for course preparation(s), providing that local resources are inadequate in the specific interest areas.
(iv) Computer equipment, books, periodicals and other professional tools.
(v) Professional membership fees.
(vi) Professional development, including teaching workshops, academies and summer institutes.
(b) Procedures
(i) A written application must be made to the Divisional Chair describing the
activity for which funds are requested and the estimated expenditures involved.
(ii) Detailed expense accounts, including the provision of available receipts, must follow any expenditure of professional allowance and must be submitted to the Vice-President Administration and Finance. Travel expenses may include transportation and living allowance for the applicant and registration fees. Travel arrangements must follow university policy. Expenditures will be reimbursed promptly after submission of receipts to the maximum approved by the Divisional Chair and Academic Dean.
(iii) Any equipment purchased with funds provided under this Article remains the property of the university, but a member shall have the right if he/she so chooses to buy back such equipment at fair market value.
(iv) For amount and carry-over of professional allowance, see article 35:09.
(v) For the purposes of this article and article 35.09, the calendar year for these
funds is from July 1st to June 30 of any year. 20:03 AU Research Fund (AURF)
(a) The University will continue to support the Algoma University Research Fund (AURF) from University-related research funds. Monies from AURF shall be allocated on an annual basis after an open competition, to the maximum available, for the purpose of encouraging and assisting research activity by faculty. All full-time faculty shall be eligible to apply. Grants to individual faculty members will not exceed $5,000. Funds are expected to cover the direct costs of research and use of funds is expected to result in successful application for external research funding or in peer-reviewed publications.
(b) The Research Advisory Committee, chaired by the Vice President Academic and Research (VPAR), will determine the award criteria and will select the AURF recipients. The Research Advisory Committee will be composed of a Representative, with current research experience, from each Division elected annually. Decisions of the Research Advisory Committee will be binding. An application form and decision criteria are maintained by the Research Advisory Committee.
62
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
ARTICLE 21: RELEASE OF FACULTY TO FINANCIAL EXIGENCY OR TO CHANGE IN ACADEMIC PROGRAMMING
21:01 Preamble
With levelling off or declining enrolments, the financial position of universities could deteriorate to the point where release of faculty for economic reasons may become unavoidable. In addition, changes in academic programming may also compel the University to reduce the number of faculty. Since the University has an obligation to its staff who have committed themselves and their professional lives to it, and since this obligation must be honoured so far as it is possible to do so, the following is intended to govern the process of reducing faculty for either of these two reasons, should such a step prove to be necessary.
21:02 Definition of Faculty Redundancy
A faculty member may be declared redundant when, for economic reasons, his/her services can no longer be remunerated by the University, or for academic reasons, are no longer required in the light of the University’s long-term academic priorities and plans. Thus redundancy may be caused in two ways: (1) by severe financial exigency, which may dictate the release of faculty, and (2) by the curtailment of academic programmes. (Tenured faculty may, under circumstances and through processes described below, be declared redundant. In such cases, neither the process of tenured revocation, nor the process of dismissal for cause, shall be used: nor shall faculty who are eligible for tenure be denied it on the grounds that they might become redundant in the future. Moreover, promotion shall not be denied because of the prospect that a faculty member might be declared redundant in the future.)
21:03 Determination and Declaration of a State of Redundancy
(a) Redundancy Due to Financial Exigency
(i) Where the Board of Governors anticipates a state of financial exigency, it must, by October 1st, give formal notice to the Senate and Faculty Association of its intention to declare a state of financial exigency and redundancy by November 1st of the same year.
(ii) Immediately following notice as in 21:03 (a) (i), a committee will meet to determine whether or not a bona fide state of financial exigency exists. The Committee will consist of the following: Two Board members, the President, the Vice-President Academic and Research, the Vice-President Finance and Administration (non-voting), the Dean (non-voting), two representatives of the Senate and two representatives of the Faculty Association.
(iii) The Committee will have complete access to all relevant financial information,
including all assets, reserves, restricted funds, etc., both operating and capital, and will receive the full cooperation of the Finance Committee of the Board. Use of sabbaticals, leaves or voluntary early retirement must be investigated as possible means of avoiding redundancies.
(iv) The Committee will report to the Board and to the Senate its findings concerning the existence of a bona fide financial exigency prior to November 1st.
(v) Where there is a demonstrable evidence of a bona fide financial exigency the Board may, with the concurrence of the Senate, declare such by November 1st in a given year, for the purpose of effecting a redundancy or redundancies for the following academic year. The Board will clearly indicate the gross dollar amount of reduction required by the exigency. The President and the Finance Committee of the Board will translate this into the number and levels of faculty redundancies this represents.
63
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(vi) All reasonable sources of income must be investigated, and all reasonable
means of cost cutting must have been employed in other areas of the University’s operation, e.g., physical plant, support and auxiliary services, administration, library, etc., before the Committee will certify a bona fide financial exigency to exist. Redundancy due to financial exigency is to be regarded as a measure of last resort.
(b) Redundancy Due to Change in And Curtailment of Academic Programmes
The Senate may from time to time, for good academic reasons, make changes in the Academic Programme of the University, which may involve curtailment of the whole or part(s) of certain departments, which would in turn necessitate faculty redundancies. In such an event, the following will apply:
(i) Such decision will be made only in the context of long-range (at least five [5]
years) planning. Before such decision is reached, the Senate will have a current, written, formally approved Long-Range Plan document.
(ii) Such a decision, specifying the programme area(s) to be curtailed and the number and levels of faculty reductions involved, must be formally made and promulgated by the Senate, and ratified by the Board by November 15th of a given year to take effect in the following academic year.
(iii) The Senate may approve, and the Board of Governors ratify, new programmes
or expansion of other existing non-cognate programmes concurrently with a curtailment decision, provided these are within the context of the Long-Range Plan and are supported by solid academic reasons.
21:04 Process and Criteria for Identifying Departments and Individuals to be Declared Redundant
The process and criteria used for identifying departments in which redundancies are to occur, and identifying individuals within these departments to be declared redundant, once either a financial exigency is declared or a programme curtailment decision has been made, are the sole prerogative of the Senate.
(a) Identification of Departments
(i) In the case of financial exigency, the Senate will identify the department(s)
involved on the basis of long-range academic planning as in 21:03 (b) (i) above. This identification must be made by November 15th.
A moratorium on hiring and expansion in these and cognate departments will be in effect immediately and continue until the provisions of 21:05 (d) below are fulfilled.
(ii) In the case of change in, and the curtailment of, academic programme(s), the provisions of 21:03 (b) above will pertain.
(b) Identification of Individuals
In the case of redundancy for either financial exigency or change in academic programming, the process and criteria for identifying individuals will be the following.
64
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
(i) Processes
For each department involved, all of its full-time faculty together with the Dean as non-voting Chair and one faculty member, elected by and from each of the divisions, will meet within a week following November 15th to identify the individual(s) and make a recommendation based on the following criteria, and in time for the Senate ratification before December 15th. In the case where the group cannot come to a two-thirds majority decision, it will so report to the Senate and the Senate will make the decision before December 15th.
(ii) Criteria
(1) Decisions shall be made mainly on the grounds of academic merit (i.e., teaching effectiveness, the importance of the individual’s teaching field to the academic viability of the department’s course offerings and the University’s programme), academic and/or professional degrees obtained, publications and research experience. Other contributions to the University and the individual’s part in the University’s contribution to the community at large should be considered.
(2) Only when an untenured person can contribute more substantially to the academic progress of the University shall he/she be retained in place of a tenured person.
(3) In the case of two tenured faculty members of equal academic merit, the
decision shall be made on the basis of seniority. The same principle shall apply in the case of untenured faculty.
21:05 Summary of Relevant Deadlines
(a) Motion and promulgation by the Board of Governors of intent to declare exigency - October 1st.
(b) Declaration of financial exigency by Board of Governors with the Senate approval - November 1st.
(c) Identification by the Senate of areas, programmes or departments to be curtailed and the number of individuals in these to be declared redundant - November 15th.
(d) Identification of individuals to be declared redundant - December 15th.
(e) Formal notification of individuals, by President, of redundancy to take effect on the following
June 30th - December 15th.
(f) Filing of appeal, by individuals declared redundant, with the President’s office - December 29th. (g) First meeting of Appeals Committee - January 12th. (h) Binding decision of Appeals Committee - January 31st. (i) The President is responsible for the overall administration of this Policy and for ensuring that
relevant committees are formed, meetings are held, decisions made, deadlines met, and individuals notified. If the President can be shown to have been negligent in this, it would serve as a legitimate ground for appeal by an individual.
65
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
21:06 Appeals Procedure
(i) An appeal, under this policy, may be made only on the basis of alleged omissions or irregularities in the processes, criteria or deadlines used in arriving at the redundancy decision, as outlined in 21:03, 21:04 and 21:05 above.
(ii) Any faculty member declared redundant may launch an official appeal, filed with the President’s office on or before December 29th.
(iii) Where an appeal is made, the President will set up a tribunal of three faculty, one chosen by
the appellant, one by the President and one by the Faculty Association, which will meet within fourteen (14) days of the deadline for launching an appeal.
(iv) The Appeals Committee will receive submissions from the appellant and other relevant
interested parties, and will make a majority decision which will be final and binding on all parties.
(v) The Committee’s procedures will be guided by The Statutory Procedures Act.
(vi) In the case where an Appeals Committee’s decision is in favour of the appellant, he/she will be immediately and formally reinstated and so notified by the President’s Office.
(vii) Where an Appeals Committee decision is in favour of upholding the redundancy, the appellant will be immediately and formally notified by the President’s Office that the December 15th notification stands.
(viii) An individual declared redundant, if he/she feels justified, may appeal on grounds covered by the Policy on Academic Freedom and Tenure, but he/she will then have to show that his/her release was for other than redundancy reasons. If his/her appeal, under the Academic Freedom and Tenure Appeals procedure, is rejected, the redundancy will take effect.
21:07 Compensation and Other Considerations
Where an individual is declared redundant, the following consideration shall apply:
(a) The individual shall receive a letter clearly stating the reason(s) for discontinuation of employment (i.e., that it was for financial exigency or curtailment of academic programme(s) and no other reasons[s].
(b) Every effort shall be made to employ that individual elsewhere in the University provided that the quality of the academic programme will be maintained. If retraining is necessary for this purpose, the faculty member shall be offered a year’s leave or seventy-five percent (75%) of salary, during which time all pension and fringe benefits shall be paid by the University.
(c) In cases where such alternative employment is impossible or unacceptable, severance pay shall be offered at the rate of six months salary from the date of June 30th after notice of redundancy has been given, plus one month’s salary for each year of full-time employment up to a maximum of twelve months. The salary rate current for the periods involved shall be used for purposes of calculation of severance pay.
(d) Tenured faculty thus released shall be offered, within four years of the end of the academic year in which the final decision has been made, the first available appointment in their field. Thereafter, they should be given serious consideration for any new appointments in their field for at least four years following termination. Faculty members offered such appointments must be given a reasonable amount of time to accept the position, including time to make termination arrangements with their current employers. If an individual, within the four-year period, refuses
66
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
an offer of re-employment, any obligations on the part of the University towards him/her under this policy will cease.
(e) During the four-year period, while the University’s obligations as in 19:07 (d) above are in
effect, the individual and his/her immediate dependents will be eligible to take courses at the University at half tuition. The individual will also retain the library privileges.
ARTICLE 22: CONFIDENTIALITY AND ACCESS TO PERSONNEL FILES 22:01 There shall be one official personnel file for each member, hereinafter referred to as the personnel file.
The personnel file shall be kept in the office of the Academic Dean. This official file shall be the only file used in decisions respecting any and all terms and conditions of employment of a member. The official documents constituting the file shall be the paper originals or, in the event the original document is received in facsimile or electronic form, an accurate paper copy. The official personnel file and copies thereof shall be clearly marked as confidential. All the restrictions specified in this article which apply to the official personnel file apply equally to all copies of the files.
22:02 The personnel file of each member shall contain only material pertaining to the employment of the
member. The material in the personnel file may include, but shall not be limited to, the member's curriculum vitae, university transcripts, letters of application, references, salary and work history, evaluations, disciplinary material, decisions and recommendations, together with the reasons arising from personnel decisions involving the member, and copies of material reflecting professional development and achievement. Any material not added to the personnel file shall not be used in any process to the disadvantage of the member. Members have the right to update files at any time.
Any files created for assessment purposes shall be deemed to be part of the official personnel file. As new documents are created or obtained in the assessment process, they shall be added to the file.
22:03 An Association full-time member shall have the right to examine his/her personnel file during normal
business hours in the presence of someone in authority. Letters and assessments, including the authorship, shall be placed upon receipt in the personnel file of the member, which the member shall have the right to copy at the member’s expense.
22:04 Information contained in the file shall not be made available to third parties except (a) in official
university administrative purposes; b) in the grievance procedure; (c) when authorized by the member concerned; (d) as provided by law; (e) as required by any Article contained in this Agreement.
No documentation of a disciplinary nature will be placed in a member’s personnel file without his/her prior knowledge, and a signature of receipt is expected. Such signature acknowledges receipt of the document only, and not necessarily concurrence with its content.
22:05 It is a member's responsibility to verify the content of their personnel file on an annual basis. Members
shall have the right to have all of their files supplemented or corrected in the event of error or inadequacy. In the event of alleged distortion, members shall have the right to submit additional material for inclusion in their personnel files.
It is expected that members will prepare and update their curriculum vitae annually. The Annual Report will include teaching, scholarship, research and community activities: See Article 19:01. One copy of all publications will be supplied for the file or to the Wishart Library.
22.06 A sign-off sheet shall be included in each individual personnel file. The sign off sheet shall indicate the
name of each person who accesses the file, the date and time the file is accessed, the segment of the file that is accessed and the reason for accessing the file. Such recording shall exclude required access for filing and administrative purposes by the President, Dean and Human Resources staff.
67
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
22:07 Letters of reference shall be made available in their entirety to the appropriate committees dealing with appointments, promotions, dismissal and grievance, as applicable. The members of such committees shall treat such letters and assessments as confidential.
22:08 No anonymous material concerning a member shall be kept. Statistical information gathered by means
of approved Student Evaluations of Teaching shall not be considered anonymous material. Non- statistical information gathered shall not be exempt from the provisions of this Article.
22:09 (a) Letters and other documents received in relation to the appointment of a member shall be
confidential and shall not be shown to the candidate before or after his/her appointment. Reference letters received during the appointments process will be part of the hiring and selection file and not the personnel file. They shall not be kept more than 6 months following the conclusion of the hiring process and will be destroyed at that time.
(b) The personnel file will maintain all Annual Reports and all official letters recording award or
non- award of tenure, promotion, discipline, etc.
(c) Letters and other documents received in relation to the evaluation of a member shall be confidential. If the member requests, a summary of the contents with all identifying third-party information removed will be made available to the member
Divisional Peer Review Committee files on probationary candidates will be kept complete until 12 months after tenure is awarded. At that time, all letters and documents in the Peer Review Committee files will be destroyed. The Peer Review Committee files for promotion will also be destroyed twelve months after the decision on promotion has been made.
At any time, however, members may request and shall obtain the names of the authors of all confidential letters or assessments held in their personnel files.
22:10 Payroll and benefits files will be kept in payroll. All medical records will be kept in Human Resources in
a separate file, in a locked cabinet, under the supervision of the Director of Human Resources and will not be released without the member’s authorization, except to University legal counsel as required. The member will be informed when his/her medical information is submitted to the University’s legal advisor.
ARTICLE 23: RIGHTS AND PRIVILEGES OF THE ASSOCIATION AND ITS MEMBERS 23:01 Subject to availability, and provided it can be done without interrupting the instructional programmes of
the University, the Board will allow the Association to use its duplicating services, computing facilities and audiovisual equipment at rates to be determined between the parties from time to time. Similarly, the Board will provide the Association with suitable meeting rooms free of charge.
23:02 A member’s service to the Association shall be considered in evaluation of performance. In these
contexts, it shall be treated in the same manner as similar duties performed in departmental, faculty and University committees, and administrative duties undertaken for learned or professional societies.
23:03 The Association agrees to provide the Board with a current list of Association representatives from time
to time with whom the Board would be expected to deal in regard to the administration of this Collective Agreement.
23:04 The Association shall have the right at any time to call upon the assistance of representatives of the
CAUT and OCUFA. Such representatives shall have access to Algoma University premises to consult with members, Association officials or University officials. Access in this Article shall not include the rights of CAUT or OCUFA representatives to call meetings on Algoma University premises.
68
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
23:05 The University will provide the Association with a lockable storage area in the faculty lounge to securely house a filing cabinet and storage shelves. The University will also provide a telephone, desk, chair, and the use of the University postal services. Additionally, a partially glazed door will be installed on the entrance to the solarium to permit the private use of this space when required.
ARTICLE 24: DISCIPLINE 24:01 A member may be disciplined only for sufficient cause and only after a determination by the Employer
that discipline of the Member is warranted. Such disciplinary action shall be consistent with the principle of progressive discipline, commensurate with the seriousness of the offence.
24:02 If the Academic Dean or the University Librarian receives a complaint or believes that an academic
staff member or a professional librarian is not meeting his or her responsibilities as outlined in Article 6, the Dean or the University Librarian will discuss the matter with the member. The member will have the right to have an Association representative present. This meeting will be followed by a summary letter with no further action, a written warning letter that goes into the member’s file, or a notification that further disciplinary action has been recommended to the President.
24:03 If further disciplinary action has been recommended to the President, the President and the Dean or
the University Librarian will meet with the member involved. The member will have the right of the presence of an Association representative at this meeting. The President, in consultation with the Dean or the University Librarian, will then decide on the disciplinary action, if any, to be taken.
24:04 The following disciplinary measures may be taken by the Employer against a Member and
documented in the Member’s official file:
(a) A written warning or reprimand (b) Suspension with pay (c) Suspension without (d) Dismissal with cause (e) The member’s right to appeal shall be maintained regardless of the disciplinary action taken.
24:05 A written warning or reprimand shall contain a clear statement of the reasons for taking the action and
shall be clearly identified as a disciplinary measure. Where a Member disagrees with the substance of a warning/reprimand, he or she may file a reply, which will form part of the Official File. The failure of a Member to grieve a warning/reprimand shall not be deemed an admission of the validity of the warning/reprimand.
24:06 Suspension is the act of the Employer in relieving, for cause, some or all of a member’s duties or
privileges without the member’s consent. 24:07 However, if a member claims that the allegations made against him are without merit, or that the
disciplinary action contemplated is too severe, he or she is entitled to follow the grievance process detailed in Article 31:04.
24:08 If, following a complaint, disciplinary action is not taken, than all records of such a complaint shall be
destroyed forthwith. If action is taken, a record of action shall be placed in the member’s personnel file.
ARTICLE 25: DISMISSAL FOR CAUSE 25:01 Dismissal shall only be for just cause. It means the termination of an appointment by the Board without
the consent of the member before the end of the appointment period. Neither the non-renewal of a contract of limited-term nor the decision not to grant tenure constitutes dismissal. The termination of a non-tenured appointment during the course of its term and the termination of a tenured appointment
69
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
other than for the purpose of retirement, or by reason of redundancy, constitutes dismissal. Medical disability shall not be cause for dismissal unless the member has unreasonably refused medical attention. “Just cause” for dismissal shall be predicated upon misdeeds that are grave and unusual and that directly show a member is unfit to discharge his/her professional responsibilities as defined in Article 6. Grounds for dismissal shall be:
(a) Gross misconduct, which may be found to arise from a single incident but which also may
include repeated serious misconduct;
(b) Persistent failure to discharge the member’s responsibilities through incompetence or neglect of duties, or
(c) Abandonment of duties.
25:02 Procedures
(a) Where it is alleged that there exists just cause for dismissal of a faculty member, the allegation shall be brought to the attention of the President. The initiation of preliminary proceedings shall be at the discretion of the President and in cases where he/she intends to proceed he/she shall inform the member in writing of the allegations that have been made, together with a written summary of all relevant circumstances, and the reason for the intended dismissal. An informal conference, called by the President shall then be held, attended by the President and the Dean, a member of the Faculty Association Executive and the member against whom the allegations are made, if he/she elects to attend. The Association has the right to be present and to make representation at this and all subsequent stages of these proceedings.
(b) Where a member declines or fails to attend the informal conference, or if no settlement is
reached which is agreeable to the President and the member, and the President wishes to pursue the matter, he/she shall inform the member in writing of the charges against him/her no later than fourteen (14) days after the informal conference in sufficient detail for him to be fully prepared.
(c) Within fourteen (14) days of the mailing of the written charge by registered mail to the affected
member at his/her last known address, if the member wishes to contest his/her dismissal, the selection of an Arbitration Board, as provided for in Article 31, shall be initiated whereupon the arbitration procedures as set out in that Article shall be applied. Failure of the member to contest his/her dismissal shall for all purposes be deemed an uncontested acceptance of the dismissal decision and no further procedures will be available to the member to question his/her dismissal.
(d) Upon writing to the faculty member informing him/her of the charges, the President may, by
written notice of stated cause for such suspension, relieve the member of some or all of his/her university duties until the Arbitration Board has made its decision. The stated cause must involve an immediate threat to the functioning of the University or to any member of the University community. Salary and other benefits shall continue throughout the period of such administrative suspension.
(e) A complete transcript of the Arbitration Board’s proceedings shall be kept, at the Board’s
expense, and a copy provided to each of the parties concerned.
(f) The Arbitration Board shall issue a written decision, which contains findings of fact, reasons and conclusions as to adequacy of cause. The written decision shall be forwarded to the President and member. The decision of the Arbitration Board shall be final and binding on the Board and faculty member. In its award, the Arbitration Board shall declare (i) that cause for dismissal has not been shown, that any administrative suspension in effect be rescinded and
70
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
that no record of such suspension show in the member’s personnel files, or (ii) that cause for dismissal has been shown.
(g) In the event that the Arbitration Board finds cause for dismissal, it may also rule that the
member’s salary and the University’s contribution to his/her pension fund shall be continued for a period not exceeding one (1) year from the date of the Board’s decision.
(h) Any failure by any party to observe any of the time limits set out in this Article shall entitle the
other party to invoke succeeding steps in the procedures. However, the parties may mutually agree in writing to extend any time limits provided for.
ARTICLE 26: AMALGAMATION, CONSIDERATION, MERGER OR EXPANSION OF ALGOMA UNIVERSITY
26:01 In the event of an amalgamation, consolidation or merger of Algoma University with any other institution, the provisions of the Ontario Labour Relations Act shall apply.
26:02 The terms and conditions of this Agreement shall, during the life of the Agreement, be binding on the
heirs, successors, transferees or assignees of the University or of the Association.
ARTICLE 27: COPYRIGHT 27:01 The creator is understood to be the faculty member or members responsible for creating the property.
Copyright for all intellectual property resides with the creator, even when that property is produced using university resources. When intellectual property is created by two or more people, the copyright for that property is shared among those creators. The parties agree that the Creator shall hold copyright to any work including any creative work, printed material, computer programme, films, slides, tapes, or similar materials produced by Members as part of their normal workload for the University. The copyright in assessment, grading, reports or correspondence pursuant to the member’s normal administrative or professional duties with the University shall be retained by the member, who shall be deemed to have granted the University a perpetual free license to use these materials or any part thereof in the course of its normal, non-commercial, institutional business. The member(s) shall retain such copyright throughout his/her/their lifetime; upon his/her/their death all such rights shall devolve upon his/her/their estate(s).
27:02 If the University requests a work for alternative mode delivery, including a creative work, printed
material, films, slides, tapes, computer programmes or similar materials from a Member for use in instructional programmes, the University will in all cases arrange for the development of this course material through a special contract with the Member(s) which sets out terms in accordance with the terms in this Agreement. In the absence of any agreement to the contrary, the Member shall be the first owner of the copyright therein. A Member entering into such a contract with the University shall be notified of the terms of this paragraph prior to signing the contract. The Association shall receive a copy of such notification. Copies of all works subject to the policy stated in this paragraph shall contain a statement or marking identifying the ownership of copyright, and, with appropriate credit, the contributors.
27:03 All special contracts for alternative delivery mode instructional course materials shall contain a clause
which prohibits the creator from using parts of any course that he or she has created in a course for another University during the period in which the course as designed by the creator is offered by AU and for a period of 3 years after such time as the creator leaves AU. Upon departure from AU, the creator shall license the course to AU, subject to the terms in Article 27:11 below.
71
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
27:04 The master copy of any alternative delivery mode instructional course materials shall be the property of the creator. However, the University shall be responsible for the custody and control of such works and copies thereof.
27:05 Where consent, fees or licenses are required for the use of incorporated materials in instructional
courses under the terms of this Article, the contributor shall notify the University by provision of a list of works which require such clearance. The University shall have the right to refuse to accept requests for copyright clearance, which are judged to be prohibitively expensive.
27:06 The Members who are the authors of any alternative delivery mode instructional course materials shall
sign a warranty that the work is original and that, to the best of their knowledge, it does not violate any existing copyright.
27:07 From time to time, the University may require revisions in alternative delivery mode courses in order to
ensure that proper and current academic standards are met. 27:08 Further, the author of work as defined in Paragraph 2 above may, at any time after three (3) years of
use, and at three (3) year intervals thereafter notify the University of the need to revise such a work. The University and the Member shall negotiate the amount the University will pay to defray the costs of such revisions including the Member’s fee.
27:09 The process of revision of alternative delivery mode course materials shall be regarded as the joint
responsibility of the author of the work and the University. If the author chooses not to undertake the revision or if the author has not accepted the University’s request for revision within one (1) month of receipt of that request or if the author is no longer a member of the University, then the University shall choose an individual to design a new course. The author of the original course shall retain sole custody and control of the original version of the course, subject to clauses three (03) and four (04) above. Where the author is no longer a member of the University, notice of intention to revise and of the proposed revisions shall be sent to him/her by registered mail at the last known address. In the event that the author and the University cannot agree on the nature and extent of the revisions, the University may with the agreement of the copyright holder engage someone else to make revisions, or the University may discontinue use of the course and engage the services of someone approved by the academic unit to design a new version of the course.
27:10 The University shall negotiate a fee for any revisions that are made at the University’s request. 27:11 Where there are royalties from the exploitation of the copyright of the academic works referred to
above, other than scholarly text and/or articles, and where the production of the work is dependent upon a direct allocation of University funds, staff, equipment or other resources (not to include the faculty member’s salary with the provision of office space), the proceeds from the royalties shall be divided between the member(s) and the Employer, such that seventy-five (75) percent of the proceeds of the royalties shall be allotted to the Employer until such time as the costs of the Employer’s direct support of the costs of production have been met. Thereafter, the royalty rights shall revert to the holder(s) of the copyright, unless otherwise agreed in writing between the member(s) and the Employer. Members exploiting any work that has been originated or developed with the direct support of the Employer shall so inform the Employer. The burden of establishing the amount of the costs incurred in the provision of such direct support shall lie on the Employer.
27:12 Seventy-five (75) percent of the “net proceeds” of any fees or royalties that the University receives for
the use by another party of a work to which the member has copyright under the terms of this Article shall be to the member. “Net Proceeds” shall mean the fees and royalties received less direct costs incurred by the University, including but not limited to the costs of reproduction, administration and distribution.
72
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
27:13 If practicable, the Members shall receive, upon request, a copy at a cost not exceeding the cost of the tape/film/recording or other medium upon which the work has been produced of any work produced by them for the University and to which the Creator holds copyright under the terms of this Agreement.
27:14 Should the University wish to erase or otherwise destroy part or all of a work to which it has copyright
under the terms of this Agreement, the creator shall be given notice of such intention and shall have one (1) month in which to make known his/her wish to receive a copy of the section(s) to be erased. If the creator expresses such a wish within the time limit, he/she shall receive a copy of those sections at a cost not exceeding the cost of the tape/film/recording or other medium upon which the work has been produced, plus reasonable administrative costs arising therefrom.
ARTICLE 28: COPIES OF THE AGREEMENT 28:01 Algoma University shall provide one hard, stapled copy of this Agreement to each current Member two
months following ratification. AU will bear the costs of one-time production, duplication and distribution in hard copy.
28:02 At the time of appointment of each new member, the University shall provide him/her with a hard,
stapled copy of the Agreement at its expense. 28:03 Algoma University will take full responsibility for the electronic preparation and distribution of the
collective agreement. A current electronic copy, including all Memorandums of Agreement (M o As), but excluding those pertaining to specific individuals or salary information, will be placed on the Algoma University website.
ARTICLE 29: INFORMATION 29:01 Information Concerning Members
The University shall make available, within sixty (60) days of the signing of the Agreement and subsequently within sixty (60) days of each July 1st during the term of the Agreement, a list stating the name, rank, status, amount of dues deducted and date of initial appointment of each of the academic staff members within the bargaining unit. The parties agree that members shall respond to reasonable requests for information from University officers.
29:02 Information For Contract Administration
The parties agree to exchange upon written request such information as is necessary for the administration of this Collective Agreement. This shall not be construed to require either party to compile information and statistics in the form requested if such data are not information.
29:03 Information For Collective Bargaining
The Board and the Association agree to make available to the other party upon written request and within a reasonable time thereafter information which is agreed to be required for the negotiation of a Collective Agreement. This shall not be construed as to require either party to compile information and statistics in the form requested if such data are not already compiled in the form requested, or to supply any confidential information.
29:04 Release of Information to Governmental Bodies
The parties agree to inform the other party when statistical information concerning members is released as required by law or in response to a request from a governmental body or agency. The Board agrees to provide the Association with a copy of any report that may be legally released.
73
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
ARTICLE 30: CORRESPONDENCE 30:01 A copy of each and every piece of correspondence passing between the Association and the Board
shall be sent to the President of the University and the office of the President of the Association.
ARTICLE 31: COMPLAINTS, GRIEVANCES AND ARBITRATION 31:01 Preamble
The parties agree to make every reasonable effort to settle all grievances in a prompt, just and equitable manner. Except as specified in this Agreement, the procedures detailed hereunder shall be the sole method for the resolution of complaints or grievances arising from the interpretation and application of the Agreement. There shall be no discrimination, harassment or coercion of any kind against any person who elects to use these procedures. The Faculty Association shall have carriage of all grievances. The employer shall deal only with the Faculty Association with respect to a grievance. A representative of the Faculty Association shall be present at all stages of the formal complaint, grievance and arbitration procedures.
31:02 Definition
(a) Complaint: A complaint is a disagreement which may lead to a grievance
(b) Grievance: A grievance is a claim, dispute or complaint involving the interpretation, application, administration or alleged violation of this Collective Agreement
(c) Grievor: The grievor is the University or the Faculty Association which initiates a grievance on
behalf of a member or group of members or itself
(d) Faculty Grievance Officer: Member representing the Faculty Association on the Grievance Committee
31:03 Types of Grievance
(a) Individual Grievance: A grievance initiated by the Faculty Association on behalf of an individual member
(b) Group Grievance: A grievance initiated by the Faculty Association on behalf of a group of
members
(c) Policy Grievance: A grievance initiated by the Faculty Association that may involve a matter of general policy or of general application of the Collective Agreement
(d) University Grievance: A grievance initiated by the university that may involve a matter of
general policy or of general application to the Collective Agreement. 31:04 Complaint Procedure
(a) A member must discuss informally the complaint with his/her Dean/Director of Library within fourteen (14) calendar days of the event giving rise to the complaint or after he/she becomes aware of the event giving rise to the complaint. The member may be accompanied by another person to this meeting.
74
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
In the case of a complaint, informal discussions will take place with the individual, and/or the Association as appropriate, within fourteen (14) calendar days after the event giving rise to the complaint or after he/she becomes aware or of the event giving rise to the complaint.
(b) If informal discussions with the Dean/Director of Library are unsuccessful in resolving the
complaint after a period of fourteen (14) calendar days, the parties must present the complaint to the Joint Consultative Committee as per Article 32:01.
(c) The Joint Consultative Committee will meet, and the parties concerned or their
representatives will make an informal attempt to settle any dispute at this Committee within fourteen (14) calendar days.
(d) If these attempts fail, the complainant may request that the grievance procedure be
invoked within seven (7) calendar days as per Article 31:05.
(e) A faculty member who wants to pursue a complaint must contact the Faculty Association and follow the Association grievance procedures.
31:05 Grievance Committee
(a) The parties agree that there shall be a Grievance Committee of three (3) persons, consisting of one (1) person designated by the Association and one (1) person designated by the University. These persons shall select a third member, like themselves a member of the Algoma University community, and the three (3) shall constitute the Grievance Committee and shall serve for the life of this Agreement. The third member, selected by the first two members, shall serve as Committee Chair.
Should a member of the Committee resign for reason, the party designating that person shall designate a replacement to serve for the remainder of the term.
(c) Should any member of the Committee have been involved in an effort to resolve the
grievance at an earlier step, or should the grievor be a member of the Committee, the party designating that person shall designate a replacement to serve for the remainder of the grievance.
(d) Should the Chair resign, the two (2) members nominated by the parties shall choose a
replacement.
(e) The Chair selected by the Committee shall preside at all of its meetings, but shall not participate in discussion during its formal hearings. A quorum shall be the entire membership of the Committee. It is expected that the Committee will normally reach decisions by consensus; however, if a vote is required, decisions shall be made by simple majority. The Chair shall vote only in the case of a tie.
(e) The Committee shall have an initial meeting to decide on any procedural, preliminary (e.g.
compliance with time frames, etc.) and/or evidentiary issues. The Committee may request any additional relevant evidence (written or oral) in order to make its decision.
(f) The Committee may hear and receive all relevant evidence and make decisions on matters of substance and procedure following the rules of natural justice and procedural fairness (Appendix B).
75
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
31:06 Grievance Procedure
(a) To lodge a grievance, the grievor shall notify the Committee in writing setting forth the grievance and, if a violation of the Agreement is alleged, setting forth the Article or Articles alleged to have been violated; the grievor shall also outline the attempts that have been made to settle the dispute.
(b) The Committee shall hear the case within fourteen (14) calendar days of notification of the
grievance, giving fair hearing to each party in the dispute. The parties will make every reasonable attempt to resolve the grievance.
(c) If the grievance is resolved at this stage, such settlement shall be documented and
countersigned by the Faculty Association representative and the employer representative within seven (7) calendar days of the meeting at which the settlement was reached.
(d) The Committee shall notify in writing the parties, the Association and the University of its
settlement within seven (7) calendar days of the conclusion of the hearing.
(e) In any event, the Committee shall notify the Association and the University of its recommendations regarding the settlement within thirty (30) calendar days of the date of the lodging of the grievance unless both parties agree to an extension of these time limits.
(f) In the event that the Faculty Association representative and the University representative
cannot resolve the grievance within fourteen (14) calendar days of the meeting(s) specified in 31.06 (b), the Chair of the Committee shall forward the information to the Association and the University for further action.
31:07 Time Limitations
(a) During the life of this Agreement, no grievance or dispute shall be processed through the grievance procedure that is not initiated by the grievor within thirty (30) calendar days of the grievor’s being made aware of the incident giving rise to the grievance.
(b) In the event a party fails to reply in writing within the time limits prescribed in this article, the
other party may submit the matter to the next step as if a negative reply or denial had been received on the last day for forwarding such a reply.
(c) In the event of the illness of the grievor or in the event of his or her temporary absence from
campus, the time for initiating a grievance or dispute through the grievance procedure may be extended through the mutual agreement of the Faculty Association and the University.
31:08 Arbitration
(a) In the event that the Grievance Committee does not resolve the grievance to the satisfaction of both parties as per Article 31:06, the Association or the University may serve notice within fourteen (14) calendar days of the receipt of the Committee’s decision that it intends to proceed to arbitration.
(b) Arbitration Board
(i) Where the parties can agree, a one-person arbitrator may be appointed in lieu of the
Arbitration Board. The parties shall choose an arbitrator from any recognized list of arbitrators. Should the parties fail to agree on the appointment of an arbitrator within fourteen (14) calendar days of receipt of the notice specified in 31:08 (a), the arbitrator shall, upon request of either party, be appointed by the Minister of Labour of Ontario as provided for under Ontario’s Labour Relations Act. Otherwise, there shall be an
76
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
Arbitration Board composed of three (3) persons: A nominee of each of the parties and a chairperson to be chosen jointly by the two nominees.
(ii) The members of an Arbitration Board shall be persons who hold or have held an academic university appointment. No person may be appointed as an arbitrator who has been involved in an attempt to settle the grievance in process.
(iii) At the time notice is given of a request for arbitration, the party giving the notice shall
indicate the name of its nominee on the Arbitration Board, and, within seven (7) calendar days, the other party shall reply, naming its nominee. The two nominees will then select a chairperson for the Arbitration Board.
(iv) If the recipient of the notice fails to nominate an arbitrator or if the two nominees fail to
agree on a chairperson within five (5) calendar days of their appointment, any required appointment shall be made by the Minister of Labour for the Province of Ontario at the request of either party.
(v) The Arbitration Board shall determine its own procedures, but all parties will be given
full opportunity to present evidence and to make any representation.
(vi) The decision of the majority shall be the decision of the Arbitration Board and, where there is no majority, the decision of the chairperson shall be the decision of the Arbitration Board. The decision of the Arbitration Board shall be final, binding and enforceable on both parties; provided that the Arbitration board shall not have the power to alter, add to, modify or amend the Agreement in any respect whatsoever.
(vii) The time limits fixed in the arbitration procedure may be altered by consent of both parties to this Agreement.
(viii) Each party shall bear the fees and expenses of its appointed arbitrator and one half of the fees and expenses of the chairperson of the Arbitration Board.
(ix) Notwithstanding the above, the parties will abide by current legislation.
31:09 Technical Irregularities
No technical violation or irregularity occasioned by clerical or typographical error in the written specification of the grievance shall prevent the substance of a grievance from being heard and judged on its merits.
31:10 Exclusions
Recognizing that certain review procedures involving complex forms of academic peer judgment have evolved out of practical experience, the parties agree that the grievance and arbitration procedures under this Article shall not be available for the resolution of disputes exclusively concerned with the renewal of probationary appointments, with tenure and with promotion.
ARTICLE 32: JOINT CONSULTATIVE COMMITTEE 32:01 The parties agree to form, for the duration of the Agreement, a Joint Consultative Committee
comprising of two representatives of each party. The Committee shall be constituted within fourteen (14) days of the date of the signing of this Agreement. Membership on this committee will be shared with the other party by July 1st of each year for the following academic year.
77
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
32:02 The Joint Consultative Committee shall attempt
(a) to maintain and develop a spirit of cooperation and mutual respect;
(b) to review matters arising from the administration, interpretation and operation of the Agreement and other matters of mutual concern, but excluding any dispute that is currently being resolved under the grievance procedures in this Collective Agreement;
(c) to facilitate better working relationships between the University and the Association and its members; and
(d) to foster better communication between the various components of the University community. 32:03 The Committee shall meet not later than fourteen (14) days after the request of either party. Each
member of the Committee shall receive notice not less than five working days before the scheduled date of the meeting, and shall receive the agenda of the meeting at least forty-eight (48) hours in advance.
ARTICLE 33: STRIKE AND LOCKOUTS 33:01 There shall be no strikes or lockouts (as defined in the Ontario Labour Relations Act) as long as
this Collective Agreement continues to operate, except as provided for in Article 36 (Duration and continuance of the Collective Agreement).
33:02 In the event of a lockout, the Board of Governors agrees to the continuation of all benefits (exclusive of
salary) to members of the bargaining unit.
ARTICLE 34: NEGOTIATION PROCEDURE 34:01 The University acknowledges the right of the Association to appoint or otherwise select a Bargaining
Committee. 34:02 The Association will notify the Board in writing of the names of the Bargaining Committee members
named by the Association and only those Bargaining Committee members shall be recognized by the Board.
34:03 Either party may, within the period of one hundred and twenty days (120) prior to the expiry of the
Collective Agreement, give notice in writing to the other party of its desire to bargain with a view to the renewal of the Collective Agreement.
34:04 The first meeting shall take place no later than 21 days after the notice to negotiate, at a time and
place fixed by mutual consent, unless by both parties agree to a change. 34:05 Nothing in this Collective Agreement shall prevent its subsequent amendment with the written
concurrence of the parties.
ARTICLE 35: SALARIES AND OTHER BENEFITS 35:01 Method of Payment
The University agrees to pay Members’ annual salaries on a semi-monthly basis.
78
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
35:02 Year One – July 1, 2012 to June 30, 2013
The Grid is constructed with a scale increase of 1.25% applied to the floors. The PTR increments will also increase 1.25%. All members will remain on the salary grid. Steps at rank are determined by PTR increments. It is understood that, when a faculty member is promoted, he/she will move to a step on the grid of the next rank which gives a salary equal to, or greater than, the negotiated scale and PTR increase to current salary for the year in question.
Floors Ceilings PTR Lecturer 54,049 74,202 2,519
Assistant 66,747 98,288 2,628
Associate 82,613 123,680 2,738
Full 97,618 140,325 2,847
YEAR ONE 12/13
lecturer assistant associate full PTR: 2,519 2,628 2,738 2,847 Salary increase floor
0 54,049 66,747 82,613 97,618 1 56,568 69,375 85,351 100,465 2 59,087 72,004 88,089 103,312 3 61,607 74,632 90,826 106,160 4 64,126 77,261 93,564 109,007 5 66,645 79,889 96,302 111,854 6 69,164 82,518 99,040 114,701 7 71,683 85,146 101,778 117,548 8 74,202 87,775 104,515 120,395 9 90,403 107,253 123,243 10 93,032 109,991 126,090 11 95,660 112,729 128,937 12 98,288 115,467 131,784 13 118,204 134,631 14 120,942 137,478 15 123,680 140,325
1.25%
79
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
35:03 Year Two – July 1, 2013, to June 30, 2014
The Grid is constructed with a scale increase of 1.25% applied to the floors. The PTR increments will also increase 1.25%. All members will remain on the salary grid.
YEAR TWO 13/14 lecturer assistant associate full
PTR: 2,551 2,661 2,772 2,883 Salary increase floor
0 54,725 67,581 83,646 98,838 1 57,275 70,243 86,418 101,721 2 59,826 72,904 89,190 104,604 3 62,377 75,565 91,962 107,487 4 64,927 78,227 94,734 110,369 5 67,478 80,888 97,506 113,252 6 70,028 83,549 100,278 116,135 7 72,579 86,211 103,050 119,018 8 75,130 88,872 105,822 121,900 9 91,533 108,594 124,783 10 94,194 111,366 127,666 11 96,856 114,138 130,549 12 99,517 116,910 133,431 13 119,682 136,314 14 122,454 139,197 15 125,226 142,079
1.25%
80
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
35:04 Year Three – July 1, 2014, to June 30, 2015 The Grid is constructed with a scale increase of 1.25% applied to the floors. The PTR increments will also increase 1.25%. All members will remain on the salary grid.
35:05 Reading Course and Thesis Course Remuneration
Remuneration for 3-credit reading course and/or for 3-credit thesis course supervision shall increase by the salary scale increase in that particular contract year as follows:
2012/13: $500.00 per student 2013/14: $525.00 per student 2014/15: $550.00 per student
35:06 Overload Remuneration
Remuneration for Spring, Fall or Winter 3-credit and 6-credit course overload shall be set at the base rate of pay for Part-Time Contract Academic Staff (CAS). See the Part-Time Faculty Collective Agreement.
35:07 Distance Education
Members shall be paid as follows for teaching Distance Education courses as an overload: 1 – 5 students: $1,210 For enrolments greater than 5, a per student stipend: $220
YEAR THREE 14/15 lecturer assistant associate full
PTR: 2,582 2,695 2,807 2,919 Salary increase floor
0 55,409 68,426 84,691 100,074 1 57,991 71,121 87,498 102,993 2 60,574 73,815 90,304 105,911 3 63,156 76,510 93,111 108,830 4 65,739 79,204 95,918 111,749 5 68,321 81,899 98,725 114,668 6 70,904 84,594 101,531 117,587 7 73,486 87,288 104,338 120,505 8 76,069 89,983 107,145 123,424 9 92,677 109,951 126,343 10 95,372 112,758 129,262 11 98,066 115,565 132,180 12 100,761 118,371 135,099 13 121,178 138,018 14 123,985 140,937 15 126,791 143,855
1.25%
81
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
Development costs for distance courses will depend on the type of course and will be negotiated on a course-by-course basis. Distance courses may be taught as part of a faculty member’s normal teaching load, as per Article 17:08. In this case, additional remuneration for development of the course may be negotiated, but there will be no additional teaching stipend. All distance education courses fall under Article 17:08. Both parties agree that an ad-hoc committee constituted of two members from Administration and two members from the Faculty Association will review Article 35:07 and recommend by May 30, 2013, compensation structures to be in place for distance education commencing July 1, 2013. The solution must be based on equitable and financially-viable criteria. Implementation will take place through an M of A by Apr 30, 2013.
35:08 Off-site teaching Off-site courses are defined in Articles 1 and 17:07. The premium paid for teaching an off-site 3-credit course either as part of regular load or as an overload where at least 50% of the normal course contact hours are delivered at the off-site location by the instructor shall be $905.00. The above applies only to Faculty whose normal course complement is taught on the primary campus. All provisions of 17:07 will also apply.
35:09 Professional Allowances As per article 20:01, the university agrees to provide an annual professional allowance fund. Individual entitlement is as follows: (i) For each year of the contract, $1,500 base allowance, plus an additional $1,000 if active
participation in a conference is involved. (ii) Active conference participation means presenting a paper, presenting a poster session,
moderating a session, active involvement in the administration of the conference, and other such activities.
(iii) Faculty members may carry forward for one year any unused portion of the base allowance from
the year preceding.
35:10 Pension Plan: Defined Benefits The Pension Plan for Employees of Algoma University of Sault Ste. Marie dated July 1, 1975, and amended by Board Resolutions of June 25, 1982, and June 30, 1988, shall be continued by the University for all current plan members. AU agrees to continue to make any necessary Pension Contribution shortfall payments. Pension contributions for all faculty members in the defined benefits plan stand at 8% for the duration of this agreement. Further, the University agrees to arrange for an actuarial review of the Pension Plan no later than one year before the expiration of this Collective Agreement.
82
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
35:11 Pension Plan: Defined Contributions
All full-time faculty who are not members of the defined benefits pension plan shall be eligible to join the Algoma University Faculty Group RRSP plan if they so desire. Details of the Faculty Group RRSP plan are available through the Director of Human Resources. The University will match faculty contributions to the Faculty Group RRSP plan of 4%, 6% or 8% of salary (at the choice of the member) for the duration of this agreement.
35:12 Group Insurance Plan Algoma University agrees to pay during the term of this agreement one hundred percent of the monthly premiums of the group insurance plan, except for Life Insurance premiums, for all full-time teaching staff. The benefits under this plan are set out in the book Group Insurance Plan – Algoma University. The University's regular group insurance coverage for LTD, life insurance and benefits will cease when a member reaches the age of 65. If a member continues active teaching after the age of 65, the university will continue to provide extended health care and dental benefits with 100% of the premium being paid by the university. The member-paid life insurance and AD & D will be available at the same rate but will be reduced by 50% at the age of 65 and will terminate at the age of 70. Additional coverage will be the responsibility of the member. The Long Term Disability provision will not be available to members following the age of 65.
35:13 Tuition at Preferred Rates (a) Academic staff members, whether tenured or non-tenured, are eligible for a tuition waiver at
100% of the existing rate, for credit courses offered by Algoma University. Such preferential rates shall also be applicable to their dependents and spouses. Dependents are defined as natural and/or adopted children up to the age of 25. Eligibility ceases at the end of the academic semester in which the dependent attains the age of 26. The tuition waiver is applicable during the academic year in which the member is employed.
(b) The Board reserves the right to refuse to register an academic staff member in a credit course if a fee paying student would be denied registration as a result of the said registration.
(c) Academic staff members receiving benefits under the Long-Term Disability Plan, their spouses and dependents, the spouses and dependents of members who die in service, and members who retire from Algoma University and their spouses and dependents shall also continue to enjoy the preferred tuition rates as described in 35:13 (a).
35:14 George Leach Membership Fees
Membership fees for the George Leach Centre will be 50% of the community single or community family membership fees and may be deducted by payroll deductions for members who wish to use the centre.
83
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
35:15 Stipends (a) Due to additional duties and responsibilities of the following positions, an additional stipend will
be provided.
(b) Where the department has at least three full-time members, the Departmental Chairs will receive a stipend of one-half (1/2) the base salary for 3-credits as outlined in the Collective Agreement for Part-Time Contract Academic Staff per 12-month term. If the department has at least five full-time members, the full stipend will be awarded.
(c) Divisional Chairs will receive a stipend of the base salary for 6-credits as outlined in the Collective Agreement for Part-Time Contract Academic Staff per 12-month term.
(d) AUFA will receive a stipend of the base salary for 6-credits as outlined in the Collective
Agreement for Part-Time Contract Academic Staff per 12-month term. Stipends will be pro-rated for shorter terms.
(e) In accepting an assignment as outlined above, a faculty member may elect for one of two possible methods of recompense:
• Elect to be paid the stipend in one lump sum at the end of the 12-month term; or • Elect to bank credits for teaching relief at a future date. Prior approval must be
arranged with the Divisional Chair and the Academic Dean. The maximum number of banked credits may not exceed 9 credits at any time and provisions of Article 17 apply.
(f) Decanal Stipend
The Dean will receive a stipend of $25,000 per year for each year of this agreement. (g) Academic Directors/Leads
All Academic Directors report to the Department and/or the Dean.
• Director of Social Work – 6 credit course reduction • Director of NORDIK – 6 credit course reduction
35:16 Algoma U Research Fund
The University agrees to set aside a minimum of $12,000 each year of this Agreement to create the Algoma U Research Fund (see Article 20:03).
ARTICLE 36: DURATION AND CONTINUANCE OF AGREEMENT 36:01 The Collective Agreement shall be binding and remains in effect from the 1st day of July, 2012 until and
including the 30th day of June, 2015. Subsequent to June 30, 2015, this Agreement shall automatically continue in effect for periods of one year unless either party notifies the other in writing within the period of one hundred and twenty (120) days prior to any expiry date that it desires to amend or terminate this Agreement.
36:02 In the event of notice being given requesting negotiations to amend the Agreement as per clause 36:01,
the negotiations shall commence within twenty-one (21) days following receipt of such notification, and thereafter the parties shall negotiate in good faith.
84
ALGOMA UNIVERSITY FULL-TIME COLLECTIVE AGREEMENT 2012-2015
36:03 Notwithstanding clause 36:01, Article 34 may be opened by either party for revision by giving written notice of such intention within the period of ninety (90) days prior to the end of this agreement.
36:04 Within fifteen (15) days of receipt of the notice specified in clause 36:03, the parties shall meet to
commence negotiations and thereafter the parties shall negotiate in good faith.
ALGOMA UNIVERSITY FULL-nME COLLECTIVE AGREEMENT 2012-2015
ARTICLE 37: PARTIES TO THE AGREEMENT
Tbla Ag,..,.d made this
By and Between:
Algoma Unlvarllly, through the Board of GcMmcn, Herelnaftllr called "The Boarcr
-and-
Algoma University Faculty Alleoclatlon, Herelnaftar called -n. Aa8adallon•
Tbla amended Collec:ttve ~ signed at Sault Ste. Marte, Ontarto, from this new dal8 and1eboactlve to July 1, 2012, for a period of thrwe year8 ending June 30, 2015
For the AIIOCiallgn:
~I_ <.j . ) D !3 Date J -
85
APPENDIX A: STUDENT COURSE EVALUATION FORM
Algoma University Student Course Evaluation Form
This form asks you to evaluate the quality of instruction by ___________________ in ______________. Your answers are confidential. Please provide frank, fair and thoughtful responses to each item. The lower and upper ends of the scale represent the very worst and the very best course instructor you can imagine. The center of your scale (a rating of 4) represents what you should reasonably expect from any course and instructor at a Canadian university. Make your ratings relative to that reference point.
1 = unacceptable; 2 = very poor; 3 = poor; 4 = satisfactory; 5 = good; 6 = very good; 7 = outstanding
1. The objectives and means of evaluation for the course were clearly established early in the term. 1 2 3 4 5 6 7
2. The course objectives were filled. 1 2 3 4 5 6 7
3. Tests and other graded materials accurately represented the course content. 1 2 3 4 5 6 7
4. The instructor insured the students’ work (assignments, tests, etc.) was graded fairly. 1 2 3 4 5 6 7
5. Required work was graded in time to learn from the feedback. 1 2 3 4 5 6 7
6. The instructor conducted class sessions in an organized, well-planned manner. 1 2 3 4 5 6 7
7. The instructor was available for consultation. 1 2 3 4 5 6 7
8. The instructor was able to communicate the subject matter effectively. 1 2 3 4 5 6 7
9. The instructor was open to other viewpoints, even if they conflicted with his/her own. 1 2 3 4 5 6 7
10. The instructor was knowledgeable about the subject matter. 1 2 3 4 5 6 7
11. Overall, the instructor performed effectively as a university teacher. 1 2 3 4 5 6 7
Your instructor will see only a statistical summary of your responses for each item and a typed copy of the comments. Your answers will be used as one of several sources of documentation by University committees who must make decisions on faculty tenure and promotion as well as part-time staffing. Faculty also will use the results to develop and revise courses and to improve teaching methods.
Please add any additional comments you wish below or on the back of this sheet. ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
ALGOMA UNIVERSITY FULL-TIME FACULTY COLLECTIVE AGREEMENT 2012-2015
APPENDIX B: DEPARTMENTAL CHAIR CHECKLIST Checklist Departmental Chairs are responsible for providing academic leadership in their departments. Below are their core responsibilities.
Responsibility Deadline Date Completed Regular meetings
(Min: 1 per semester)
Submission of curriculum or course proposals to CurrCom
As necessary
Submission of annual course rosters to CurrCom
Spring Roster – October Fall/Winter – October
Submission of three-year rolling roster to CurrCom
November
Submission of departmental plan to AppCom May 1
Submission of rationale for future dept F/T faculty hires to Divisional Chairs
May 1
Coordination of short-listing of F/T applicants – F/T hiring
As necessary
Submission of annual teaching workload of F/T faculty members within department to the Dean’s office
May 1
Notification of F/T faculty overload teaching to the Dean’s office
May 1
Submission of courses to be posted for P/T hiring to the Dean’s office
Fall – June 5 Winter – October 5 Spring – February 5
Submission of P/T hiring recommendations to the Dean’s office
Fall – July 15 Winter – November 15 Spring – March 15
Liaise/assist P/T instructors on syllabi, text ordering, grade reporting, etc.
Semester-by-semester
Coordination of peer evaluation for P/T members of department (or preliminary review, if requested)
October 15; February 15; March 15
Active participation in the formal teaching review of P/T faculty interview
November; March; June/July
Coordination of department website info (ensure currency and accuracy)
June 1
Submission of department faculty reps for liaison events to Recruitment Office
January and ongoing
Ensure department budget allocation within annual budgetary allowance
Quarterly
Coordination of external program review
As necessary; usually every seven years
ALGOMA UNIVERSITY FULL-TIME FACULTY COLLECTIVE AGREEMENT 2012-2015
APPENDIX C: FACT SHEET – NATURAL JUSTICE/PROCEDURAL FAIRNESS (See following page.)
14Public Sector Agencies
fact sheet No 14
1
PART OF THE A–Z FACT SHEET SERIES
Natural Justice/Procedural Fairness
What is natural justice/procedural fairness?The rules or principles of natural justice, also known as procedural fairness, have developed to ensure that decision-making is fair and reasonable. Put simply, natural justice involves decision-makers informing people of the case against them or their interests, giving them a right to be heard (the ‘hearing’ rule), not having a personal interest in the outcome (the rule against ‘bias’), and acting only on the basis of logically probative evidence (the ‘no evidence’ rule).
When should the rules of natural justice be observed?There is a presumption in law that the rules of natural justice must be observed in exercising statutory power that could affect the rights, interests or legitimate expectations of individuals. However, it is good practice to observe these rules whether or not the power being exercised is statutory.
If action being taken by a public official or by or on behalf of a public sector agency will not directly affect a person’s rights or interests, there is no obligation to inform the other person of the substance of any allegations or other matters in issue. For example, if an investigator is merely collecting information to make a report to the management of an agency so that action can be taken, there is no obligation to notify the subject of the complaint. However, if an investigation will lead to findings and recommendations about the matter, the investigator should provide natural justice to the person against whom allegations have been made. Similarly, the person who ultimately makes a decision on the basis of the investigation report must also provide natural justice, by allowing the person adversely commented upon to make submissions regarding the proposed decision and sanction.
What are the rules of natural justice?Any person who decides any matter without hearing both sides, though that person may have rightly decided, has not done justice. Any person whose rights, interests or legitimate expectations
will be affected by a decision or finding is entitled to an adequate opportunity of being heard. In order to properly present their case, the person is entitled to know the grounds on which that decision or finding is to be taken.
However, the courts emphasise the need for flexibility in the application of the rules of natural justice, depending on the circumstances of each individual case. Depending on the circumstances which apply, natural justice may require a decision-maker to:
• inform any person:
– whose interests are or are likely to be adversely affected by a decision, about the decision that is to be made and any case they need to make, answer or address
– who is the subject of an investigation (at an appropriate time) of the substance of any allegations against them or the grounds for any proposed adverse comment in respect of them
• provide such persons with a reasonable opportunity to put their case, or to show cause, whether in writing, at a hearing or otherwise, why contemplated action should not be taken or a particular decision should or should not be made
• consider those submissions
• make reasonable inquiries or investigations and ensure that a decision is based upon findings of fact that are in turn based upon sound reasoning and relevant evidence
• act fairly and without bias in making decisions, including ensuring that no person decides a case in which they have direct interest
• conduct an investigation or address an issue without undue delay.
While a person the subject of an investigation should be informed of the substance of the allegations against them and proposed adverse comment, this does not require all the information in the investigator’s possession supporting those allegations to be disclosed to that person. Indeed it may damage the effectiveness of the investigation to show the investigator’s hand completely by offering too much information too early to the person the subject of complaint.
2
In rare cases there may be an overriding public interest in short-circuiting certain natural justice requirements. This will normally be in situations that involve serious risks to personal safety or where substantial amounts of public funds may be at risk. In these cases, expert external advice should always be sought and documented.
Benefits for persons whose rights or interests may be affectedNatural justice allows persons whose rights or interests may be affected by decisions the opportunity:
• to put forward arguments in their favour
• to show cause why proposed action should not be taken
• to deny allegations
• to call evidence to rebut allegations or claims
• to explain allegations or present an innocent explanation, and/or
• to provide mitigating circumstances.
Benefits for investigators and decision-makersWhile natural justice is, at law, a safeguard applying to the individual whose rights or interests are being affected, an investigator or decision-maker should not regard such obligations as a burden or impediment to an investigation or decision-making process. Natural justice can be an integral element of a professional decision-making or investigative process — one that benefits the investigator or decision-maker as well as the person whose rights or interests may be affected.
For an investigator or decision-maker, natural justice serves a number of related functions:
• it is an important means of checking facts and of identifying major issues
• the comments made by the subject of the complaint or the interested party will expose any weaknesses in an investigation, decision-making process or information on which a decision is to be based, which avoids later embarrassment, and
• it also provides advance warning of the basis on which the investigation report or administrative decision is likely to be attacked.
Further informationFor further information, see also:
• Good Conduct and Administrative Practice — Guidelines for state and local government, NSW Ombudsman, August 2003
• The Complaint Handlers Tool Kit (2nd edition), NSW Ombudsman, June 2004
• Investigating complaints — A manual for investigators (2nd edition), NSW Ombudsman, June 2004
Contact us for more information
Level 24 580 George Street Sydney NSW 2000
Inquiries 9–4 Monday to Friday or at other times by appointment
General inquires: 02 9286 1000
Toll free (outside Sydney metro): 1800 451 524
Tel. typewriter (TTY): 02 9264 8050
Facsimile: 02 9283 2911
Email: [email protected]
Web: www.ombo.nsw.gov.au
This brochure is one of a series of information brochures produced by the NSW Ombudsman. Feedback is welcome. First printed June 2005. ISBN: 0 7313 1328 3
ALGOMA UNIVERSITY FULL-TIME FACULTY COLLECTIVE AGREEMENT 2012-2015
APPENDIX D: ASSESSMENT BALLOT
Assessment Ballot Date: ___________________________________ Name of Candidate: ___________________________________ Department: ___________________________________ The recommendations below include both majority and minority opinions, if any.
In assessing the applicant’s progress toward meeting the Criteria for Granting of Tenure/Permanence outlined in Article 15:04, the committee shall comment on each aspect of these criteria.
1. Teaching
In assessment of teaching, the quality of which is satisfactory as determined solely by the method of teaching evaluation mandated by the Collective Agreement. Student evaluations, in numerical or written form, shall not be admissible as evidence if such evaluations are more than five (5) years old. If the applicant has faced problems in teaching, the committee will look for evidence that he/she has recognized the problems, has taken steps to improve, and has made some improvements.
□ Satisfactory □ Needs Improvement □ Unsatisfactory
Reasons: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
OR
Professional Librarianship/Archives Management
When considering librarians/archivists, professional service and library/archives management skills shall be substituted for “teaching.”
□ Satisfactory □ Needs Improvement □ Unsatisfactory
Reasons: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________
ALGOMA UNIVERSITY FULL-TIME FACULTY COLLECTIVE AGREEMENT 2012-2015
________________________________________________________________________________________________________________________________________________
2. Scholarly Activity A record of satisfactory scholarly activity as defined in Article 6:03 – Rights and Responsibilities as a Scholar/Researcher. The applicant shall show progress in independent research or creative activity.
□ Satisfactory □ Needs Improvement □ Unsatisfactory
Reasons: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. University Governance and Administrative Duties A record of contributions to University governance and administrative duties as set out in Article 6:04 -- Rights and Responsibilities of Self-Governance.
□ Satisfactory □ Needs Improvement □ Unsatisfactory
Reasons: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ALGOMA UNIVERSITY FULL-TIME FACULTY COLLECTIVE AGREEMENT 2012-2015
4. Concluding Overall Assessment □ Satisfactory □ Unsatisfactory Reasons: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Name of Assessor: Signature of Assessor: Date:
Pathways from Sault College Diploma Programs in Natural Environment and Outdoor Studies to a Bachelor of Science at
Algoma University
Final Report March 31, 2015
ONCAT Project Number 2014-04
Project Leads:
Dawn Elmore, Manager, Academic Development and Quality Algoma University
1520 Queen Street East Sault Ste. Marie, Ontario
P6A 2G4
Krista Pearson, Registrar/International Sault College
443 Northern Avenue Sault Ste. Marie, Ontario
P6B 4J3
3 | P a g e
Executive Summary This project brought together university and college staff and faculty to complete specially-designed degree-completion curriculum in the fields of environmental science and natural environment and outdoor studies. The project resulted in the development of five pathways from the following Sault College diploma programs into a Bachelor of Science (Environmental Science) at Algoma University:
i. Natural Environment Technician – Conservation and Management Diploma (CO-OP) ii. Natural Environment Technologist – Conservation and Management Diploma (CO-OP) iii. Forest Conservation Technician Diploma (CO-OP) iv. Fish & Wildlife Conservation Technician Diploma (CO-OP) v. Adventure Recreation and Parks Technician Diploma (CO-OP)
This project strategically linked university and college curriculum to facilitate the blending of theoretical knowledge with practical skill development in high-demand fields. The resultant pathways build on the strengths of Algoma University and Sault College by leveraging faculty expertise and community resources. Graduates will be well-positioned to move into the labour market in the Algoma region or elsewhere with a strong grounding in the key concepts and theories in the environmental sciences coupled with practical field skills and techniques.
Introduction
The purpose of this collaborative project between Algoma University and Sault College was to complete specially designed degree-completion curriculum that built on the unique needs of the region and the strong regional-economic partnership between the two institutions. This project focused on the development of diploma-to-degree transfer arrangements from Sault College diploma programs in the School of Natural Environment and Outdoor Studies (NEOS) to a Bachelor of Science (Honours) in Environmental Science. Given the wealth of natural resources and systems in Sault Ste. Marie and the surrounding area, a collaboration between Algoma University and Sault College that leveraged faculty expertise and community resources in the fields of natural environment and outdoor studies and environmental science was a natural choice. The objective was to build pathways that would be replicable in the future with other institutions yet would also reflect the unique strengths of the two partners and the Algoma region. Each year, Sault College prepares for enrolment of approximately 100 students amongst its natural environment diploma programs. Likewise, the Bachelor of Science (Honours) in Biology at Algoma University has seen 128% growth in enrolled majors since 2008. The Bachelor of Science (Honours) in Environmental Science is a new program offering at Algoma University that is about to be submitted for Ministerial consent through the review process of the Postsecondary Education Quality Assessment Board (PEQAB). It is expected the new environmental science program will be a popular offering, and will see steady growth following its approval. The fields of natural and applied science have seen job gains in recent years. Consultations with local employers suggest an appropriate mix of theoretical and hands-on field experience is much needed in the local market. This project aimed to build pathways that would be highly
4 | P a g e
desirable to students and would provide the employer-desired blend of theoretical and applied education.
Pathway Development
Project Timelines The following table outlines the key activities and timelines that were associated with the project, and the expected implementation schedule for future activities.
Phase One: Pathway Development
Activity Completion Date
Meeting of Algoma University and Sault College leadership team
May 31, 2014
Preliminary research on comparable pathways May 31, 2014
Project Team meeting – curriculum analysis and review of potential models for collaboration
June 30, 2014
Detailed curriculum analysis complete July 31, 2014
Preparation of first draft of pathway July 31, 2014
Selection of gap analysis consultant July 31, 2014
Facilitated gap analysis session August 31, 2014
Second draft of pathway and bridge complete September 30, 2014
Bachelor of Science (Environmental Science) program approved by Algoma University Senate
October 3, 2014
Consultation on bridging mathematics requirement and potential on-line component
October 31, 2014
Final review of pathway and bridge curriculum by Project Team
October 31, 2014
Submission of proposal for on-line mathematics bridge courses submitted to the Shared Online Course Fund
November 14, 2014
Pathway agreements approved by Science Division at Algoma University
December 31, 2014
Bachelor of Science (Environmental Science) program proposal, including degree completion curriculum, submitted to Minister of Training, Colleges and Universities
April 30, 2015
Partnered event for faculty and students of Algoma University and Sault College
October 31, 2015*
Phase Two: Implementation*
Ministerial consent for Bachelor of Science (Environmental Science) received
April 30, 2016*
Final approval of pathways by the Algoma University Senate
May 31, 2016*
Communication on pathways to prospective students June 30, 2016*
First intake of student into degree completion pathway September 1, 2016* *implementation dates are tentative and are influenced by the requirement for Algoma University to seek Ministerial consent for new programs through the review process of the Postsecondary Education Quality Assessment Board (PEQAB). Timelines associated with the review process are approximate and outside of the control of the institution and the Project Team.
5 | P a g e
Pathway Development Process This project used a systematic process to facilitate pathway development. The Project Team included subject matter experts from the university and the college, as well as staff and administration for guidance and support. The project began with the subject matter experts of Algoma University and Sault College sharing information on the diploma and degree programs. This project involved constructing pathways into a degree program that has not yet received Ministerial consent. In this context, Algoma University faculty shared details on the program development process, program curriculum, and feedback from the advisory committee on the incorporation of experiential learning into the Bachelor of Science (Honours) in Environmental Science. The Sault College diploma programs are well-established. Sault College faculty shared details on course curriculum, student demographics, and graduate outcomes for all diploma programs in the School of Natural Environment and Outdoor Studies (NEOS). While the funding was originally received to develop pathways from three NEOS diploma programs, these preliminary conversations identified five diploma programs with high affinity to the proposed Bachelor of Science (Honours) in Environmental Science. The five diploma programs identified were as follows:
i. Natural Environment Technician – Conservation and Management Diploma (CO-OP) ii. Natural Environment Technologist – Conservation and Management Diploma (CO-OP) iii. Forest Conservation Technician Diploma (CO-OP) iv. Fish & Wildlife Conservation Technician Diploma (CO-OP) v. Adventure Recreation and Parks Technician Diploma (CO-OP)
The Project Team completed a preliminary review of the detailed course outlines for core courses in each of the five NEOS diploma programs and the Bachelor of Science (B.Sc.) degree program. This preliminary analysis resulted in a unique approach to developing pathways into the B.Sc. degree program. Transfer pathways typically follow a bottom to top approach where students earn transfer credit in the first or second year of the degree program and then ‘ladder-in’ to program curriculum at either the second or third year. The preliminary curriculum analysis demonstrated the diploma graduates of NEOS programs are highly skilled in specific practical knowledge and skills that are developed in years two, three, and four of the B.Sc. degree program. However, portions of the breadth of first-year introductory science content (mathematics, chemistry, biology) were not covered in sufficient depth in the diploma curriculum. It became clear that a hybrid approach to pathway development was needed where students would be required to complete most of the compulsory year one curriculum in the B.Sc. program and would then receive credit for particular courses and course groupings in each of years two to four. In order to do the preliminary analysis, courses in the diploma programs were grouped together. A first draft of each of the five pathways was created where groups of courses ‘as a package’ were considered to have met the learning outcomes of various courses in the B.Sc. degree program. Following the preliminary curriculum analysis, the Project Team engaged a consultant to facilitate a gap analysis process that would further refine the pathways. The Team selected a consultant with extensive experience building college-to-university pathways and new degree programs using an outcomes-based approach. The Project Team participated in a half-day session which included an introduction to gap analysis based on learning outcomes and a collaborative exercise where diploma program outcomes were compared to degree program
6 | P a g e
outcomes and the University Undergraduate Degree Level Expectations (UUDLEs). The primary outcome of the gap analysis exercise included the identification of a need for a bridge in mathematics for diploma graduates who have not completed MHF4U (Advanced Functions) or the equivalent in secondary school. The College Outreach and Support Office in the Office of the Registrar at Algoma University played a key role in taking the findings of the gap analysis and preparing and refining drafts of the pathways. The process also resulted in the identification of innovative ways for the institutions to collaborate outside of the curriculum including faculty from each institution visiting the other as guest speakers, joint field camp activities, student presentations between institutions, and social events around shared interests (i.e. outdoor club, biology club). Final revisions to the pathway curriculum were completed over the Fall term in 2014. A joint meeting was held to further explore the mathematics bridge. The Project Team created two pathways for each NEOS diploma programs – one that included a mathematics bridge for students who have not completed MHF4U or the equivalent, and one for students who have the requisite background in mathematics to enter the pathway directly. As outlined in the project plan, at this point there was consideration for the incorporation of an on-line component. A collaborative proposal was developed and submitted to the Shared Online Course Fund for on-line versions of MATH 1911 (Precalculus) and MATH 1912 (Elementary Calculus). These Algoma University courses together constitute the equivalent of the mathematics admission requirements for students to the B.Sc. program. The proposed online versions of the courses were aimed at college transfer students who require a ‘bridge’ in mathematical preparedness prior to entering a university program. The proposed new online courses would include the same curriculum as the courses currently cover in class, yet would be co-developed with Sault College to ensure the course design and delivery facilitates a seamless transition for college transfer students who wish to pursue a university degree where Mathematics is a prerequisite for entry. The objective is that the course would be taken in the final year of college for students interested in a seamless transition to university programs requiring mathematical preparedness. The Project Team is still awaiting a final decision from the Ministry of Training, Colleges and Universities on the funding. Alternatives for students to meet the mathematics requirements were also explored by the Project Team. The final degree completion curriculum was incorporated into the proposal for Ministerial consent for Algoma University’s Bachelor of Science (Honours) in Environmental Science. The application is undergoing final revisions and is expected to be submitted to the Minister of Training, Colleges and Universities by the end of April 2015. The Science Division at Algoma University has approved each of the five pathways for inclusion in the proposal. Once the B.Sc. program receives Ministerial consent, the developed pathways can proceed through the Algoma University Senate for approval and the pathways can be communicated to prospective students and posted to the OnTransfer database. Overall, the process resulted in a framework that is highly replicable for other diploma-to-degree pathways in the sciences. This project built on a strong institutional partnership based on common regional-economic objectives. Once implemented, the pathway will facilitate seamless transfer for students that is grounded in a shared commitment to post-secondary education in the natural sciences in the Algoma region.
7 | P a g e
Project Outcomes
The project resulted in the following outcomes:
Diploma-to-degree pathways for graduates of the five Sault College diploma programs listed below into the proposed Bachelor of Science (Honours) in Environmental Science at Algoma University o Natural Environment Technician – Conservation and Management Diploma (CO-OP) o Natural Environment Technologist – Conservation and Management Diploma (CO-
OP) o Forest Conservation Technician Diploma (CO-OP) o Fish & Wildlife Conservation Technician Diploma (CO-OP) o Adventure Recreation and Parks Technician Diploma (CO-OP)
Completion of a detailed curriculum and gap analysis for each of the five pathways
Development of a mathematics bridge for students who have not completed MHF4U or the equivalent
Submission of a funding proposal to the Shared Online Course Fund for the development of collaborative on-line versions of courses that would serve as a mathematics bridge and could be taken in a student’s final year of study at Sault College
Completion of the diploma-to-degree and gap analysis sections of the application for Ministerial consent for a Bachelor of Science (Honours) in Environmental Science
Identification of areas for collaboration between Algoma University and Sault College outside of the academic curriculum