vancouver community college education council meeting ... · 08/09/2015 · member report 5 min...

Vancouver Community College EDUCATION COUNCIL

MEETING AGENDA - DRAFT

September 8, 2015, 3:30 – 5:30 pm, Room 5025 BWY-A

Item Topic Time Speaker Pre-reading materials Action Pages

1. Call to Order Todd Rowlatt

2. Adopt Agenda 1 min Todd Rowlatt September 8, 2015 Agenda Approval 1-2

3. Approve Past Minutes 1 min Todd Rowlatt Minutes of June 9, 2015 and

June 17, 2015

Approval 3-13

14-18

4. Enquiries & Correspondence None

5. Business Arising

a) 2016-17 Academic Schedule 10 min Kathryn McNaughton,

Brian Beacham

Document Approval 19-25

b) ABE Update 15 min David Wells Information Note to follow Discussion 26-28

c) Aboriginal Culinary Arts Suspension Update

10 min Dennis Innes Verbal Update Information

d) Denturist Program Suspension Update 10 min Debbie Sargent Verbal Update Information

6. Committee Reports

a) Education Policy Standing Committee

i) Revised Terms of Reference 5 min Mike Tunnah Decision Note, Terms of Reference Approval 29-31

ii) New Curriculum Development and Approval Process

10 min Mike Tunnah Decision Note, Policy, Procedures Approval 32-58

b) Curriculum Standing Committee

i) Revised Terms of Reference 5 min David Branter Decision Note, Terms of Reference Approval 59-61

ii) PSYC 1100 and 1200 5 min Elle Ting Decision Note, Course Outlines Approval 62-74

iii) English 12 First Peoples 10 min David Branter Information Note, Correspondence Information 75-78

iv) Curriculum Document Templates 10 min David Branter Information Note, PCG and Course Outline Templates

Information 79-99

c) Appeals Oversight Committee 2 min Brian Beacham Verbal report Information

d) Program Review and Renewal Ad Hoc Committee

No report

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VCC EDUCATION COUNCIL AGENDA – SEPTEMBER 8, 2015 – DRAFT PAGE 2 OF 2

Item Topic Time Speaker Pre-reading materials Action Pages

e) Curriculum Development and Approval Process Ad Hoc Committee

5 min Todd Rowlatt Decision Note Approval 100

f) Educational Priorities Ad Hoc Committee No report

7. Chair Report 5 min Todd Rowlatt Member List Board Report – June 21, 2015

Information 101 102-105

8. Member Report 5 min Verbal report Information

9. Pending Items

a) Adult Education Diploma Suspension Update

Susie Findlay

10. Next meeting:

October 12, 2015, 3:30-5:30, Room 240 DTN

Todd Rowlatt

11. Adjournment Todd Rowlatt

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MEETING MINUTES - DRAFT

June 9, 2015, 3:30-5:30 pm, 240 DTN

Item Topic Discussion

1. Call to Order The meeting was called to order at 3:33 p.m. David Branter, Mike Tunnah and Taryn Thomson attended the meeting via conference call.

2. Adopt Agenda Motion: Moved by Ghezal Sorkhabi and seconded THAT the agenda be adopted. All in favour. Motion carried.

3. Approve Past Minutes Motion: Moved by Mike Tunnah and seconded THAT the minutes of May 12, 2015 be adopted. Changes:

5.d Curriculum Inventory Project Update, second paragraph: change end of last sentence to read “…that all certificates should be 20-59 credits.”

6.b.ii ECCE/Infant Toddler Diploma & Special Needs Diploma Programs, first sentence of second paragraph, change to: Debbie Sargent asked why the length of time to complete the program was changed from 5 years to 2 years.

8. Faculty Report: Replace with new wording provided by Jan Weiten. All in favour of revised minutes. Motion carried.

4. Enquiries & Correspondence None received.

5. Business Arising

a) Governance Review David Fushtey introduced himself as a governance expert that has been brought by the Board and President to review the overall governance process of the institution. He described his background as a lawyer in international and corporate commercial law with a specialization in post-secondary education and governance councils. He provided a briefing package that will be distributed to Council members following the meeting.. Todd Rowlatt suggested that there will be other opportunities for questions and comments at future meetings. He added that this review would be a good opportunity to look at gaps between Education Council and the Board.

b) Enrolment Plan Judith McGillivray reported that plan is being reformatting to better assist the College in

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VCC EDUCATION COUNCIL MINUTES – JUNE 9, 2015 – DRAFT PAGE 2 OF 11


addressing how it would meet 100% accountability. The new format will show the FTE’s from the previous three years as well as student head count. Once the formatting is completed, it will be brought back to the Council. Todd Rowlatt suggested that a special EDCO meeting to approve the Plan be held in the next couple of weeks, so that it can be presented to the Board at its June 29th meeting.

c) Replacement of Faculty on Sick Leave Judith McGillivray reported an open forum was held to discuss the impact of this policy on educational quality. Jan Weiten indicated that this policy does not effectively address the 5 Pillars. It is not learner centered and will disproportionally impact those students who are most vulnerable. It does not give students the hours that they were promised in their course outlines or PCGs. It encourages instructors to come to work when they are sick which is disrespectfully of the faculty, staff and student. It puts the onus on department heads. There is also a concern of confidentiality as there are many emails regarding faculty illness being sent between Department Heads, Dean’s Assistants and Deans. Motion: Moved by David Branter THAT Education Council advise the Board to refuse the practice proposed by the VCC administration to systematically reduce the possibility of replacement instructors for faculty taking sick days. Several Council members expressed support for the motion, providing examples from their constituency areas that reflect the needs of the unique and diverse population of students at VCC. Todd Rowlatt asked if there is a standard number of hours that can be missed over a term, and how many programs this would apply to. He noted that there is language in the policy around exceptions. Judith McGillivray responded that this policy is not meant to jeopardize the learning outcomes. In Favour: 10 Opposed: 4 (David Wells, Brian Beacham, Judith McGillivray and Debbie Sargent)

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Abstentions: 1 Motion carried.

d) Education Technology Committee Update

Judith McGillivray asked for any comments or questions regarding this plan. Comments:

Page 20 of the package, item b) first bullet: re-word to not suggest to the student that registration must be done online.

Item c) Library Services and Learning Centres, do not understand what “in person” services are. Judith McGillivray stated that she would take it back to the committee to be re-worded.

Have IT speak to Education Council about the educational impacts of the decisions that the Education Technology Committee is making.

What is the process to request feedback from the different groups? Judith McGillivray responded that this has not been done yet.

Page 19 of the package, revise the language stating that web based technologies are accessible through a variety of devices.

Pages 16 &17 of the package, add that the accomplishments are streamlined and made clearer.

e) Performing Arts Degree Cancellation Judith McGillivray explained that in January 2005 a MOU was signed by VCC, Langara College, Capilano University and Douglas College for a collaborative performing arts degree. To date VCC has contributed approximately $56,000 to its operational costs but has received no FTE and no tuition revenue. Also, VCC currently has no facilities to host the program. For these reasons, VCC has decided to withdraw from the consortium and the consortium has given written notice of agreement to the Ministry’s Degree Quality Assurance Board. At the May 27, 2015 Board of Governors meeting, a motion was approved for the Board to seek the advice of Education Council on the cancellation of this program. There are no VCC students enrolled in the program and Douglas College has 10-12 students. Deanne Bates raised concern that this program has already been cancelled and that it is now being brought before the Education Council. Judith McGillivray replied that this situation was also political and that they didn’t want the partners to hear through the grape vine that VCC was planning on exiting the partnership. Deanne Bates responded that Education Council could be

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called to a special meeting within 10 days to give such advice and suggested that this should have been done first. Motion: Moved by Judith McGillivray THAT Education Council advise the Board to withdraw from the Bachelor of Performing Arts Program Memorandum of Understanding and cancel the Bachelor of Performing Arts Program. In Favour: 10 Opposed: 2 (Deanne Bates and David Branter) Abstentions: 2 (Nona Coles and Jan Weiten) Motion carried.

f) Denturist Program Suspension Update Debbie Sargent presented a recommendation to suspend this program while a full program review is done. She explained that VCC continues to cover the increasing costs of the program, and running the program in the Fall of 2015 would prove to be extremely challenging. Q: Will there be a fee increase: A: Debbie responded that if the Board will decide if a tuition increase is required based on the outcome of the review. She indicated that our tuition is extremely low compared to other institutions in the country. Q: Why not run the program while the review is happening? Q: If the program is suspended how it will affect accreditation? A: Debbie Sargent answered that this would not be a problem because they will have to re-apply for accreditation if there are any significant changes made to the program. . Q: How will the program be renewed if there is no faculty?. A: Debbie Sargent responded that if the decision is made to continue with the program then faculty would be hired and they would be involved in the renewal process. Q: Is there a way to look at the other two programs in this country? A: Debbie Sargent answered that both of the other programs are three year programs and they are being looked at and contacted as part of this process.

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Motion: Moved by Debbie Sargent THAT Education Council advise the Board of Governors to approve the suspension of the Denturist program beginning September 2015 so that a full program review be completed. Opposed: 11 In Favour: 4 (David Wells, Brian Beacham, Judith McGillivray and Debbie Sargent) Abstentions: 0 Motion denied.

g) Affiliation Agreement with Vancouver Community College & Vancouver School Board

Debbie Sargent presented a Memorandum of Understanding between VCC and VSB to support high school students in obtaining dual credits. Two students have been chosen by VSB and interviewed by VCC staff. She clarified that this agreement is for these two students but it indicate that it can be renewed in the future. Q: Is the Director of Student Services aware that these students are to be given access to counselling services? A: Debbie Sargent responded that the Director of Student Services was involved in developing this agreement. Q: As a school of access how does the use of the word “exceptional” apply? A: Debbie Sargent answered that VSB has chosen these students for their potential for success. Q: How did the VSB do this? A: They work with counsellors to find the students that are interested in Health Care, what their personal goals are and where they are academically. Q: How will the schedule work? A: Debbie Sargent answered that the students would take courses in Health Care Assistant program to obtain credits to graduate from grade 12. The English requirement for this program is grade 10. Q: The agreement states “VSB will have all rights to student information while the students are participating in dual credit programming.” Does this mean that they have access to counselling

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records? A: Debbie Sargent stated that the intent was in relation to grades, attendance and issues that may lead to the student not being successful. It was suggested that the wording be modified for reasons of confidentiality for the student. Q: Does any college staff have to go through criminal record checks? A: No, they do not. Q: Will help be provided to students with special need while they attend VCC? A: Students will have access to all services that other VCC students have. Motion: Moved by Debbie Sargent THAT Education Council advise the Board to approve the Affiliation Agreement between VCC and VSB, and support the entry of two VSB students into the VCC Health Care Assistant program in August 2015. All in favour. Motion carried.



i. Grading Progression and Withdrawal

Mike Tunnah advised that a sub-committee has been working on this policy for the past year, and noted that PCG’s are allowed to list different grading standards and the ‘RW’ (Required to Withdrawal) has been removed as it was deemed prejudicial. Committee members raised some concerns about the policy:

“IP” grades do not always work as they are sometimes converted to a final grade when a student has completed a course or when the student has ceased to make satisfactory progress. Todd Rowlatt commented that these types of issues would to be discussed with the Registrars’ Office and the departments.

Will the paper work process remain the same as it was when processing an RW? Mike Tunnah confirmed that the process would remain the same and that Student Services are looking at establishing a new policy on Involuntary Withdrawal.

If the IP grade was not used it would make students unable to obtain funding when returning to the College after leaving for a period of time.

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Remove the ‘serious mental health episode’ portion of the sentence under “Extenuating Circumstances” as it is an illness and does not need to be distinguished as something separate.

Different programs have different standards and students should be penalized for leaving for a period of time.

Motion: Moved by Mike Tunnah and seconded THAT Education Council recommend this policy be posted for community feedback. In Favour: 9 Opposed: 4 Abstentions: 0 Motion carried. Doug Mauger left the meeting.

ii. Curriculum Development and Approval Process

Mike Tunnah introduced new flow charts included in this policy and stated that the new three step process for new programs has been well received. David Branter added that this new process has been greatly advantageous and very successful.

Motion: Moved by Mike Tunnah and seconded THAT the Education Council Education Council recommends this policy be posted for community feedback.

All in favour. Motion carried.

b) Curriculum Standing Committee

i) American Sign Language Levels 1 and 2 – SIGN 1000 and SIGN 2000

David Wells presented two revised course outlines that address updates to the teaching materials and textbook used for the courses. The revisions include renaming and renumbering the courses, the redistribution of course content, and an increase in credits from 0.0 to 6.0. The course fees have gone from $330 to $480 per course. Motion: Moved by David Branter and seconded THAT Education Council approve revised course outlines for SIGN 1000 and SIGN 2000 American Sign Language Levels 1 and 2.

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ii) Heavy Mechanical Trades Foundation Certificate

Dennis Innes and Brett Griffiths presented revisions to the PCG and course outlines for this program. Changes include new courses, changing Course Learning Outcomes and changing the delivery calendar for the program. The new delivery calendar specifies a one week per course structure. This structure will allow a student to re-take a course if needed. Motion: Moved by David Branter and seconded THAT Education Council approve changes to the Heavy Mechanical Trades Foundation Certificate program. In Favour: 11 Opposed: 1 Abstentions: 0 Motion carried.

iii) Acute Care Skills for Health Care Assistants

Jim Olson presented changes to the PCG and course outlines for this program. Changes include reducing a work experience admissions requirement from 1800 to 800 hours and the addition of a 1.0 credit course, Acute Personal Care and Assistance (HRCA 1325). The addition of a 1.0 credit course brings the program credits to 6.0. This allows the program to be eligible for the designation “Citation”. There was discussion regarding the Board’s requirement to approve changes to a credential. Motion: Moved by David Branter and seconded THAT Education Council approve changes to the Acute Care Skills for Health Care Assistants program curriculum. All in favour. Motion carried. Motion: Moved by David Branter and seconded THAT Education Council recommend the Board of Governors approve the change in credential for the Acute Care Skills for Health Care Assistants Program from Certificate to Citation. All in favour. Motion carried.

iv) Computing Science and Software Systems Certificate

David Wells presented changes to the PCG and course outlines for this program, which are being driven by changes the requirements of the SFU program. The changes involve removing the

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possibility of PLAR for two math courses, dropping a course in computer design and adding 3 credits of electives. Motion: Moved by David Branter and seconded THAT Education Council approve changes to the First-Year University Transfer Computing Science and Software Systems Certificate program. All in favour. Motion carried.

v) LINC 0607F, 0617H, 0608F, 0618H

David Wells presented these new courses, indicating that the curriculum is not new but VCC has not offered these levels before. They are being proposed to meet a perceived strong demand. Motion: Moved by David Branter and seconded THAT Education Council approve new courses: LINC 0607F, LINC 0617H, LINC 0608F and LINC 0618H All in favour. Motion carried.

vi) Career Gateways Course David Branter presented this new course, stating that it was developed for learners who are considering post-secondary education, need to secure employment or who seek a career change but are under-prepared or in need of support. It originated as part of a partnership between the AECE department and five surrounding First Nations groups. This is a flexible, self-paced online career exploration and decision making course and has been piloted by participants from VSB and Raycam Community Centre with extremely positive results. David Wells indicated that this is a free pilot course which was developed by the Aboriginal Programs and Services. It is available online and is similar to the programs in Access to Education. This course helps students identify career pathways they are interested in. Q: Is this course similar to the Aboriginal Health Career program? A: David Wells responded that he believes that is course in the first part of that program. Q: Is this course only for Aboriginal students. A: David Wells responded that this course is available to all students. Revisions to the course outline were noted:

the school or centre name should be School of Access

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under course description, also be recommend that students have Level 6 Adult Literacy Fundamental

Learning Environment/Type, add total hours Motion: Moved by David Branter and seconded THAT Education Council approve the new course Career Gateways AEST 0101. All in favour. Motion carried.

vii) Curriculum Approval Trial Todd Rowlatt reported that the pilot project was approved at run from November 2016-June 2015. Motion: Moved by David Branter and seconded that Education Council approve the renewal of the six-month pilot from June to December 2015. All in favour. Motion carried.

c) Appeals Oversight Committee No Report

d) Program Review and Renewal Ad Hoc Committee

No Report

e) Curriculum Development and Approval Process Ad Hoc Committee

No Report

7. Chair Report Todd Rowlatt reported that the Board of Governors approved the cancellation of the Fashion Art Certificate and tabled the cancellation of the Kitchen and Bath Diploma to the June meeting. The Board approved the Medical Device Reprocessing Technician program.

8. Faculty Report No Report

9. Student Representatives Report Damien Otis reported that five students were sent to Ottawa to attend the meeting of the National Confederation of Students.

10. Next meeting September 8, 2015, 3:30-5:30 pm, 5025 BWY-A

11. Adjournment The meeting adjourned at 5:54 p.m.

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ATTENDEES: Todd Rowlatt Debbie Sargent Jan Weiten Ghezal Sorkhabi Deanne Bates David Wells Nona Coles Jo-Ellen Zakoor David Branter Damien Otis Brian Beacham Mike Tunnah Taryn Thomson Judith McGillivray Doug Mauger REGRETS: Greg Hamilton Monika Paripovic Peter Nunoda Jason Devisser Jan Theny GUESTS: David Fushtey Dennis Innes Brett Griffiths RECORDING SECRETARY: Beth Boyd __________________________________ Todd Rowlatt, Chair VCC Education Council

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SPECIAL MEETING MINUTES - DRAFT

June 17, 2015, 3:30-5:30 pm, 240 DTN


1. Call to Order The meeting was called to order at 3:34 p.m.

2. Adopt Agenda Motion: Moved by Damien Otis and seconded THAT the agenda be adopted. Changes: No Changes All in favour. Motion carried.

3. Business Arising

a) 2015-16 Enrolment Plan Enrolment Plan for the Centre of Continuing Studies Michael Yue spoke to the Enrolment Plan for the Centre of Continuing Studies and stated that there is a declining trend of enrolments in the last 2-3 years. The decline is due to several different factors such as structural challenges and changes in the labour market. Continuing Studies also cannot dip into funds to develop new curriculum. Q: What does Continuing Studies offer that the School of Access cannot? A: Michel Yue explained that they have different demographics. Continuing Studies students are working people attending part-time on evenings or weekends, and most offerings are related to career and professional development. Q: Is the decline in enrolments the same across the province? A: Michael Yue answered that he was not sure but the different regions in BC have different economic impacts. Q: Please clarify the decision that the Committee is being asked to make today. A: Todd Rowlatt responded that the Enrolment Plan that was presented in April was not brought to the Board for approval and that both the Enrolment Plan and the Budget will go before the Board at the end of this month for approval. Enrolment Plan for the School of Trades Dennis Innes stated that the School of Trades is funded by the Industry Training Authority (ITA) and the if enrolment in a particular program is not high enough to run the program the funds are

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transferred back to the ITA until the enrolment is high enough to run the program. Enrolment Plan for the School of Access David Wells explained that the School of Access breaks down into four groups:

1. ASL Deaf Studies: Very little change and numbers are consistent with previous years. 2. Upgrading: The Spring term gave insight on the impact of charging tuition. 3. University Transfer: Not much change. 4. Language Studies: Numbers are lower and reflect ESL Pathways tuition. UT CPE is down as

well because the number of sections for UT Preparatory English were reduced due to loss of funding and added to the CPE section. TESOL is being taught out. ELSA is lower due to contract with LINC.

Q: Are Basic Ed and CCA sections being reduced? A: David Wells answered that they are still in the process of gathering information on how tuition will affect students. Judith McGillivray added that she tried to be very realistic in coming up with the numbers and that it would likely take a couple of years of research to come up with an accurate projection. Q: How could we have a deficit last year when we did not know that we would have to charge tuition? A: Judith McGillivray answered that she did not know what happened last year but the numbers on this report are reasonable and conservative. Q: By approving this Enrolment Plan are approving shrinking our departments? A: Judith McGillivray answered that these numbers are projected and that any variance would be brought back to EDCO in the fall. Q: Will more money be added for the marketing of ABE if there is demand? A: Judith McGillivray replied that the college is not in the habit of setting aside money for on demand. Enrolment Plan for the School of Health Debbie Sargent reported that she is anticipating changes in the Health Unit Coordinator Program

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where enrolment will have to be reduced due to clinical placement capacity. Q: With the BScN waitlist so long, why are the FTEs not being increased? A: Debbie Sargent answered that this is a targeted program that the Ministry expects us to deliver 20 FTEs per year. Q: Will the Denturist program be added back to the Enrolment Plan? A: Debbie Sargent confirmed that this is pending the decision by the Board. Enrolment Plan for the School of Hospitality and Applied Business Todd Rowlatt asked the committee for any questions. There were none. Enrolment Plan for the Centre for Instructional Development and School of Instructor Education Susie Findlay stated that the increased projected enrolment projected in both SIE programs is due to new transfer agreements with the Continuing Studies Program at the University of Victoria and the Bachelor of Adult Education Program at the University of the Fraser Valley. The department has moved to a continuous intake model and is looking to refresh relationships at other post-secondary institutions within the province. The SIE has a couple of new courses that are providing incentive for students to take the PID program. Enrolment Plan for the School of Music, Dance and Design Judith McGillivray provided a brief overview of the budget. Enrolment Plan for International and Immigration Education Q: Is the department looking to develop more programs for international students? A: Tina Chow answered that they are looking to add additional capacity to the existing programs. Q: Is the Auto Collision and Refinishing program on the list? It was approved earlier this year. A: It is missing and will be added. Q: Why is this being put through now rather than waiting for the Fall to get the FTEs back up. A: Judith McGillivray explained that the Board has to pass a budget and this is part of that process.

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Q: What does LMA stand for? A: Dennis Innes answered that it is Labour Market Agreement and explained that there are times throughout the year where extra pots of money become available to fund a student who is not eligible for ITA funding. Motion: Moved by David Branter and seconded THAT Education Council advise the Board of Governors to approve the adjusted 2015-16 Enrolment Plan.




i. C.3.10 Affiliation Agreement (Education) Policy

Judith McGillivray stated that the Policy Committee has discussed this policy at length over the past year and has sent it out for community feedback. This policy focuses on educational affiliation agreements.

Motion: Moved by Jo-Ellen Zakoor and seconded THAT Education Council recommend the Board of Governors approve C.3.10 Affiliation Agreement (Education) Policy and Procedures.


ii. C.1.4 Assignment of Credits to Courses Policy

Judith McGillivray explained that the primary purpose of this policy is to maintain consistency across the institution and to establish guidelines for credit assignment based on instructional type.

Discussion by Council members confirmed that:

tuition would be just slightly affected

the intent is for all programs to go through this process (per policy principle #7)

non-credit courses are exempt from this policy

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Motion: Moved by David Branter and seconded THAT the Education Council recommend that the C.1.4 Assignment of Credits to Courses Policy be posted for community feedback.


5. Next meeting September 8, 2015, 3:30-5:30 pm, 5025 BWY-A

6. Adjournment The meeting adjourned at 4:53 p.m.

ATTENDEES: Todd Rowlatt Debbie Sargent Jan Weiten Ghezal Sorkhabi Deanne Bates David Wells Jo-Ellen Zakoor Damien Otis David Branter Taryn Thomson Judith McGillivray Doug Mauger Greg Hamilton (via phone) REGRETS: Brian Beacham Monika Paripovic Peter Nunoda Jason Devisser Janet Theny Mike Tunnah Nona Coles GUESTS: Michael Yue Susie Findlay Dennis Innes Tina Chow RECORDING SECRETARY: Beth Boyd __________________________________ Todd Rowlatt, Chair VCC Education Council

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of 1 Decision Note on Academic Schedule

DECISION NOTE

Academic Schedule for 2016-17 Date: September 1, 2015

PREPARED FOR: Education Council ISSUE: Approval of the Academic Schedule 2016-17 Background: The new Academic Schedule Policy C.3.13 was approved by the Board of Governors in February 2015. This policy assists the College in the establishment of the Academic Schedule by identifying dates that reflect the scheduling (start and end dates) of programs as well as courses not part of a program, dates important for students to note in relation to their program/course as well as dates that affect the entire College community.

The Academic Schedule Ad Hoc Committee consisting of VP Academic, Registrar, a member from Institutional Research, Academic Dean, Director of Student Services, a representative from Education Council and Student Union representative reviewed the Academic Schedule information for the period September 2016 to August 2017 provided by the Departments.

The purpose of this briefing note is to seek approval from Education Council and a recommendation to the Board of Governors to approve the Academic Schedule as per the College and Institute Act. The Academic Schedule will be posted on the College website after it is approved by the Board of Governors. Normally, once the Academic Schedule has been approved by the Board of Governors no changes will be made except in extraordinary circumstances. The Academic Schedule Ad Hoc Committee will serve as the adjudicating body for any such changes prior to a recommendation being made to the Education Council and in turn to the Board of Governors. ITA programs are exempt from this process as are non-credentialed courses/programs in Continuing Studies.

RECOMMENDATION: THAT Education Council recommend to the Board of Governors to approve the enclosed Academic Schedule. Attachments: Academic Schedule September 2016 – August 2017 Prepared by: Kathryn McNaughton VP Academic, Students & Research

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School Department Program Fall 2016 Winter 2017 Spring 2017 Summer 2017

Access Adult Basic Education Class based Sep 6, 2016 - Dec 20, 2016 Jan 3, 2017 - Apr 25, 2017 May 1, 2017 - Aug 29, 2017

Access Adult Basic Education Self-paced, Continuous intake Sept 6, 2016- Dec 23,2016 Jan 3, 2017-April 28,2017 May 1, 2017 - June 30,2017 Closed July and AugAccess Basic Education Sep 6, 2016 - Nov 30, 2016 Jan 3, 2017 - Mar 31, 2017 Apr 4, 2017 - Jun 30, 2017 Jul 5, 2017 - Aug 30, 2017

Access College and Career Access (CCA)

Continuous intake Sep 6, 2016 - Dec 20, 2016 Jan 3, 2017 - Jun 23, 2017

Access College Foundation University Transfer Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Apr 21, 2017 May 1, 2017 - Aug 25, 2017

Access American Sign Language Full-time Certificate/ Introductory courses

Sep 6, 2016 - Dec 18, 2016 Jan 3, 2017 - Mar 23, 2017 Apr 3, 2017 -Jun 22, 2017

Access American Sign Language Non-term based courses Sep 12, 2016 - Mar 16, 2017 Jan 3, 2017 - Jun 15, 2017 Jul 4, 2017 - Aug 10, 2017

Access Community & Career Education

Community & Career Education - Career Awareness

Sep 6, 2016 - Jun 9, 2017

Access Community & Career Community & Career Education - Sep 6, 2016 - Jun 9, 2017Access Community & Career

EducationCommunity & Career Education - Managing Your Money (CCED)

Sep 6, 2016 - Jun 9, 2017


Community & Career Education - Reading & Writing L3(CCED)

Sep 6, 2016 - Jun 9, 2017


Community & Career Education - Reading & Writing L4 (CCED)

Sep 6, 2016 - Jun 9, 2017


Community & Career Education - Food Services Careers (FSCR)

Sep 6, 2016 - Jun 9, 2017


Community & Career Education - Retail & Hospitality Careers (REHC)

Sep 6, 2016 - Jun 9, 2017

Access Deaf & Hard of Hearing Full-time and part-time Sep 6, 2016 - Jan 26, 2017 Feb 14, 2017 - Jun 22, 2017Access Deaf & Hard of Hearing Job Readiness Sep 6, 2016 - Jan 26, 2017 Feb 14, 2017 - Jun 22, 2017

Access Visually Impaired Visually Impaired Adult program Sep 6, 2016 - Dec 23, 2016 Jan 3, 2017 - Jun 30, 2017Access Visually Impaired Applied Technology for VI Sep 6, 2016 - Dec 23, 2016 Jan 3, 2017 - Jun 30, 2017Access Visually Impaired Office Administration for VI Sep 6, 2016 - Dec 23, 2016 Jan 3, 2017 - Jun 30, 2017Access English as an Additional EAL Pathways Certificate Sep 6, 2016 - Dec 2, 2016 Jan 3, 2017 - Mar 29, 2017 Apr 3, 2017-June 27, 2017Access English as an Additional

LanguageLINC Sep 6, 2016- Dec 23,2016 Jan 3, 2017 - Mar 29, 2017 Apr 3, 2017 - June 27, 2017

Access English as an Additional Language

TESOL Program under review

Continuing Studies Early Childhood Education Early Childhood Education Sep 6, 2016 - Dec 17, 2016 Jan 3, 2017 - Mar 24, 2017 Apr 3, 2017 - Jun 23, 2017

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pfahim

Program scheduled to end on Saturday Dec 17.

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End date moved from Nov 28 to Dec 2.

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Term start & end adjusted for consistency

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Exams: Jun 20, 21, 22

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Exams: Mar 21, 22, 23Reading break: Mar 27-31

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Exams: Dec 13, 14, 15. Term end extended to Dec 18th for consistency

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Exams: Aug 21-25, 2017final exam dates for courses that run May-June (the exam date would be end of June), as well as for courses that run July-August (the exam date would be end of August)

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Reading break: Feb 21-21, 2017Exams: Apr 13-21, 2017

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Exams: Dec 12-16, 2016

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Closed for Professional Development:Mar 20-23, 2017Jun 26-29, 2017

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Closed for Professional Development:Nov 10, 2016Dec 21-22, 2016

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Reading week: Mar 13-17, 2017

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Exams: Aug 28-29, 2017Part 1 courses final exams: end June 2017

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Exams: Apr 24-25, 2016Part 1 courses final exams: end Feb 2017

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Exams: Dec 19-20, 2016Part 1 courses final exams: end Oct 2016


Continuing Studies Medical Device Reprocessing Technician

Medical Device Reprocessing Technician

Sep 6, 2016 - Dec 20, 2016 Jan 3, 2017 - Apr 21, 2017

Health Practical Nursing 201609 cohort Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Apr 21, 2017 May 1, 2017 - Sep 15, 2017Health Practical Nursing 201509 cohort Oct 3, 2016 - Nov 18, 2016 Jan 3, 2017 - Apr 21, 2017 May 1, 2017 - Sep 15, 2017Health Practical Nursing 187 cohort Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Feb 17, 2017 May 1, 2017 - Sep 15, 2017Health Practical Nursing 188 cohort Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Apr 21, 2017 May 1, 2017 - Jun 16, 2017Health Practical Nursing 189 cohort Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Apr 21, 2017 May 1, 2017 - Jul 21, 2017 Aug 1, 2017 - Dec 15, 2017Health Practical Nursing 190 cohort Jan 3, 2017 - Apr 21, 2017 May 1, 2017 - Aug 18, 2017 Aug 28, 2017 - Nov 17, 2017

Health Bachelor of Science in Nursing

GEN 008 cohort Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Jun 9, 2017 Jun 19, 2017 - Oct 6, 2017


Gen 007 cohort Oct 17, 2016 - Nov 25, 2016 Jan 3, 2017 - Apr 21, 2017 May 1, 2017 - Aug 18, 2017


Gen 006 cohort Aug 29, 2016 - Feb 10, 2017 Feb 20, 2017 - Jun 9, 2017 Jun 19, 2017 - Sep 29, 2017


Gen 005 cohort Jun 20, 2016 - Sep 30, 2016


ADV 008 cohort Oct 17, 2016 - Feb 24, 2017 Mar 6, 2017 - Jun 9, 2017


ADV 009 cohort n/a Jan 3, 2017 - Apr 21, 2017 May 1, 2017 - Oct 6, 2017


Health Unit Coordinator - Non-term based

n/a Jan 3, 2017 - Aug 11, 2017 May 6, 2016 - Dec 9, 2016

Health Allied Health Medical Lab AssistantNon-term based

Sep 6, 2016 - Mar 17, 2017 May 1, 2017 - Oct 27, 2017

Health Allied Health Occupational/Physical Therapist Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Apr 13, 2017 Apr 24, 2017 - Jun 23, 2017Health Allied Health Occupational/Physical Therapist

Non-term based - Year 2Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Apr 13, 2017

Health Allied Health Pharmacy Technician - Non-term based Jan 3, 2017 - Jul 28, 2017

Health Dental Dental Technology Sep 6, 2016 - Jun 30, 2017Health Dental Assisting/Reception Certified Dental Assisting - Onsite Term 1:

Aug 29, 2016 - Dec 2, 2016Term 2:Dec 6, 2016 - Mar 24, 2017

Term 3:Mar 27, 2017 - Jun 24, 2017

Health Dental Assisting/Reception Certified Dental Assisting - Distance Delivery

Continuous intake

Health Dental Assisting/Reception Dental Reception Coordinator Term 1:Aug 29, 2016 - Oct 21, 2016

Term 2:Oct 24, 2016 - Jan 20, 2017

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pfahim

Final exam Jan 16-20, 2017

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Final exam Oct 17-21, 2016

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students can start on the first working day of each month throughout the year

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Practicum: May 29 - Jun 16, 2017Clinic exams May 1-26, 2017 Theory exams Jun 19-23, 2017National Board Exams: Jun 24, 2017

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Practicum Mar 13-24, 2017Final clinic and theory exams Feb27-Mar10, 2017

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Practicum Nov 29 - Dec 2, 2016Final clinic and theory exams: Nov 14-25, 2016

Pervin

Exams Jan 16 - Jan 27, 2017 for Semester 1.Jun 12-Jun 23, 2017 for Semester 2

Pervin

Program closure: Jul 28, 2017 - Sep 4, 2017

Pervin

Winter break: Dec 19, 2016 - Jan 2, 2017

Pervin

Winter break: Dec 19, 2016 - Jan 2, 2017.Semester Break: Apr 18-21, 2017.Program closure: Jun 26-Sep4, 2017

Pervin

Winter break: Dec 19, 2016 - Jan 3, 2017.Program closure: Mar 20, 2017 - Apr 28, 2017.

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Fall 2017:Sep 5, 2017 - Apr 20, 2018

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program break: Apr 24-28, 2017

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Program Break: Feb 27 - Mar 3, 2017

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Program Break: Jun 12-16, 2017

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program break : Feb 13-17, 2017

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Program Break: Aug 21-25, 2017

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Break: Apr 24-28, 2017

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Break: Nov 28 - Dec 16, 2016

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Program Break: Apr 24-28, 2017

Pervin

no set reading breaks and final exams occur during the cohort terms

pfahim

Proposed final exam: Apr 10, 2017

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Proposed final exam: Dec 12, 2016


Health Dental Assisting/Reception Dental Reception Coordinator Term 1:Jan 30, 2017 - Mar 24, 2017

Term 2:Mar 27, 2017 - Jun 16, 2017

Health Dental Hygiene Dental Hygiene Sep 1, 2016 - Dec 22, 2016 Jan 3, 2017 - Jun 23, 2017

Health Denturist Denturist Program under review

Health Continuing Care Health Care Assistant May 2, 2016 - Nov 11, 2016Sep 6, 2016 - Mar 24, 2017

Health Continuing Care Health Care Assistant ESL Sep 6, 2016 - Jun 16, 2017

Health Continuing Care Acute Care for Health Assistants Citation

Sep 6, 2016 - Jan 27, 2017 Oct 31, 2016 - Mar 17, 2017

Health Continuing Care Acute Care Skills for Health Care Assistants - Term based courses

Sep 6, 2016 - Jan 27, 2017 May 1, 2017 - Sep 8, 2017

Health Continuing Care Acute Care Skills for Health Care Assistants - Non-Term based courses

Oct 31, 2016 - Mar 17, 2017 Mar 7, 2017 - Jul 14, 2017

Hospitality & Applied Business Hospitality Management Diploma Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Apr 21, 2017

Hospitality & Applied Business Hospitality Management Degree Sep 6, 2016 - Dec 16, 2016 Jan 3, 2017 - Apr 21, 2017

Hospitality & Applied Business Hospitality Management Accelerated TBA

Hospitality & Applied Business Applied Business Tech ABT online courses Continuous intake

Hospitality & Applied Business Applied Business Administrative Assistant Aug 29, 2016 - Apr 28, 2017 Jan 3, 2017 - Aug 24, 2017 May 1, 2017 - Dec 21, 2017

Hospitality & Applied Business Applied Business Executive Assistant Sep 8, 2016 - Nov 24, 2016 Jan 3, 2017 - Mar 23, 2017 Apr 13, 2017 - Jun 29, 2017

Hospitality & Applied Business Applied Business Legal Administrative Assistant Sep 6, 2016 - Feb 3, 2017 Feb 6, 2017 - Jun 30, 2017

Hospitality & Applied Business Applied Business Medical Office Assistant Sep 6, 2016 - Feb 24, 2017 Mar 6, 2017 - Aug 18, 2017

Hospitality & Applied Business Applied Business Medical Transcriptionist Sep 6, 2016 - Apr 21, 2017

Instructor Education Instructor Education Provincial Instructor Diploma Continuous intakeInstructor Education Instructor Education Certificate in Online/eLearning Sep 6, 2015 - Dec 16, 2016 Jan 3, 2017 - Apr 2, 2017 Apr 3, 2017 - Sep 1, 2017Music, Dance & Design Music Music Sep 6, 2016 - Dec 2, 2016 Jan 3, 2017 - Apr 7, 2017 May 1, 2017 - Jun 23, 2017

- 22 -

Pervin

Final Exams: Dec 5-16, 2016 and Apr 10-21, 2017.Reading Break: Feb 14-17, 2017.

pfahim

Flexible Admission process to be developed

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Exams: Apr 17-20, 2017

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Exams: Dec 12-15, 2016

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Exams: Apr 17-20, 2017

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Exams: Dec 12-15, 2016

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Reading break: Mar 13-17, 2017

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Classes have to start on Sep 1, 2016 in order to fit in our 16-week curriculum

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final Exam: Jun 12-16, 2017

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Final exam: Mar 20-24, 2017


Music, Dance & Design Music Dance Diploma Sep 6, 2016 - Dec 18, 2016 Jan 3, 2017 - May 6, 2017Music, Dance & Design Digital Graphic Design Digital Graphic Design Sep 6, 2016 - Dec 22, 2016 Jan 3, 2017 - May 19, 2017Music, Dance & Design Drafting Architectural Sep 6, 2016 - Dec 2, 2016 Dec 5, 2016 - Mar 3, 2017 Mar 6, 2017 - Jun 16, 2017Music, Dance & Design Drafting Architectural, Civil, Structural Sep 6, 2016 - Dec 2, 2016 Dec 5, 2016 - Mar 3, 2017 Mar 6, 2017 - Jun 16, 2017Music, Dance & Design Drafting Steel Detailing Sep 6, 2016 - Dec 2, 2016 Dec 5, 2016 - Mar 3, 2017 Mar 6, 2017 - Jun 16, 2017Music, Dance & Design Drafting Diploma streams n/a Dec 5, 2016 - Mar 3, 2017 Mar 6, 2017 - Jun 16, 2017Music, Dance & Design Hair Design & Esthetics Hair Design Sep 6, 2016 - Jun 22, 2017 Jan 3, 2017 - Oct 12, 2017 Mar 1, 2017 - Dec 7, 2017 May 3, 2017 - Feb 17, 2018Music, Dance & Design Hair Design & Esthetics Hair Design Sep 6, 2016 - Jun 23, 2017 Jan 3, 2017 - Oct 14, 2017Music, Dance & Design Hair Design & Esthetics Hair Design - High School Sep 6, 2016 - Jun 22, 2017Music, Dance & Design Hair Design & Esthetics

Skin and Body Therapy Sep 6, 2016 - May 25, 2017 Jan 3, 2017 - Sep 14, 2017 May 1, 2017 - Jan 18, 2018Music, Dance & Design Hair Design & Esthetics

Skin and Body Therapy Sep 7, 2016 - May 27, 2017 Jan 3, 2017 - Sep 16, 2017 May 3, 2017 - Jan 20, 2018Music, Dance & Design Jewellery Art and Design Jewellery Art and Design Sep 6, 2016 - Dec 22, 2016 Jan 3, 2017 - May 31, 2017Trades Baking & Pastry Arts Pastry Apr 4, 2016 - Feb 10, 2017 Jan 3, 2017 - Nov 3, 2017 Mar 7, 2017 - Jan 12, 2018Trades Baking & Pastry Arts Artisan Baking May 2, 2015 - Mar 10, 2017

Trades Baking & Pastry Arts ACE IT Foundation Aug 1, 2016 - Jan 20, 2017Trades Baking & Pastry Arts Artisan Baking International Sep 6, 2016 - Jul 14, 2017 Jan 30, 2017 - Dec 1, 2017

Trades Baking & Pastry Arts Pastry (ESL) Oct 3, 2016 - Aug 11, 2017

Trades Baking & Pastry Arts Pastry (International 5 months) Oct 10, 2016 - Mar 3, 2017 Feb 6, 2017 - Jun 23, 2017Trades Baking & Pastry Arts Apprentice Level 1 Jan 3, 2017 - Jan 27, 2017

Trades Baking & Pastry Arts Apprentice Level 2 Jan 30, 2017 - Feb 23, 2017

Trades Baking & Pastry Arts Apprentice Level 3 Feb 27, 2017 - Mar 24, 2017

Trades Culinary Arts Asian Culinary Arts Sep 6, 2016 - Mar 10, 2017 Feb 6, 2017 - Aug 4, 2017Trades Culinary Arts Cook Apprentice Program under reviewTrades Culinary Arts Professional Cook 1 ESL Program under reviewTrades Culinary Arts Professional Cook 1 Program under reviewTrades Culinary Arts Professional Cook 2 Program under reviewTrades Culinary Arts Culinary Arts High School Program under reviewTrades Auto Service Tech Acura Honda Sep 6 , 2016 - Feb 24, 2017Trades Auto Service Tech Apprentice Sep 6, 2016 - June 2, 2017Trades Auto Service Tech E-pprentice Sep 6, 2016 - Feb 24, 2017

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pfahim

Final exam Aug 4, 2017

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Final exam Mar 10, 2017

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Final exams: last 2 weeks of each course

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Final exams: last two week of each course

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Reading break: Feb 14-17, 2017Spring Break: Mar 14-25, 2017Exams will take place within class time.


Trades Auto Service Tech Foundation Sep 6, 2016 - Apr 28, 2017 Jan 3, 2017 - Aug 18, 2017 May 8, 2017 - Dec 22, 2017

Trades Auto Collision and Refinishing

ACRT Technician Aug 30, 2016 - Apr 21, 2017 May 2, 2017 - Dec 8, 2017


APSS - ACE-IT Refinishing High School Jan 30, 2017 - Jun 15, 2017


ACAP Apprentice Level 1 Nov 7, 2016 - Dec 8, 2017 Apr 10, 2017 - May 11, 2017


ACAP Apprentice Level 2 Oct 3, 2016 - Nov 3, 2016 Feb 20, 2017 - Mar 23, 2017


ACAP Apprentice Level 3 Jan 3, 2017 - Feb 2, 2017 May 15, 2017 - Jun 15, 2017Aug 28, 2017 - Sep 28, 2017


ACRD Intln Diploma Term 1 Sep 6, 2016 - Dec 15, 2016 Jan 3, 2017 - Apr 13, 2017


ACRD Intln Diploma Term 2 Jan 3, 2017 - Apr 13, 2017 May 1, 2017 - Aug 10, 2017


ACRD Intln Diploma Term 3 Jan 3, 2017 - Apr 13, 2017


ACRD Intln Diploma Term 4 May 1, 2017 - Aug 10, 2017


ACSS Local cohort Sep 19, 2016 - May 11, 2017


ACSS Distance cohort Oct 31, 2016 - Jun 15, 2017


AGAP - Auto Glass Apprentice Jan 9, 2017 - Jan 20, 2017


APAP - Paint Apprenticeship Oct 3, 2016 - Oct 27, 2016


ARPT - Refinishing and Prep Foundation

Aug 29, 2016 - Jan 26, 2017 Feb 20, 2017 - Jul 6, 2017 Aug 28, 2017 - Jan 25, 2018


APAP - Refinishing Prep Apprentice Sep 6, 2016 - Sep 29, 2016 Jan 3, 2017 - Jan 26, 2017

Trades Heavy Mechanical Trades Heavy Mechanical Trades Foundation Apr 26, 2016 - Jan 13, 2017Sep 12, 2016 - Jun 1, 2017

Feb 14, 2017 - Oct 20, 2017 n/a n/a

Trades Heavy Mechanical Trades Heavy Mechanical Trades (new) Apprentice Level 1

May 16, 2016 - Jul 8, 2016Jul 25, 2016 - Sep 16, 2016

Oct 3, 2016 - Nov 25, 2016

- 24 -

pfahim

Program starts Sep 12th to ensure BCIT and VCC programs don’t start on the same day

pfahim

Schedule not confirmed, could be either Jan 23, 2017 - Aug 17, 2017 or Oct 31, 2016 - Jun 15, 2017



May 16, 2016 - Jun 24, 2016Oct 3, 2016 - Nov 10, 2016

Jan 3, 2017 - Feb 10, 2017 Mar 6, 2017 - Apr 13, 2017

Trades Heavy Mechanical Trades Commercial Transport (old) Apprentice Level 3

Apr 23, 2016 - May 25, 2016


Sep 6, 2016 - Oct 7, 2016 Feb 14, 2017 - Mar 17, 2017

Trades Heavy Mechanical Trades Heavy Duty (old) Apprentice Level 4 Jul 11, 2016 - Aug 12, 2016 Nov 14, 2016 - Dec 16, 2016

Trades Heavy Mechanical Trades Commercial Transport (old) Apprentice Level 4

Aug 29, 2016 - Oct 7, 2016 Jan 3, 2017 - Feb 10, 2017

- 25 -

Education Council September 8, 2015 1 of 3

INFORMATION NOTE PREPARED FOR: Education Council DATE: September 2, 2015 ISSUE: Adult Upgrading at VCC BACKGROUND: On December 4th, the Ministry of Advanced Education announced that public post-secondary institutions such as VCC would be allowed to deliver Adult upgrading programming on a tuition basis. Adult Special Education programming is also subject to this funding announcement. The amount that could be charged to a student was limited to $1600 for a full-time semester of instruction. A full-time semester was defined as 12-14 weeks in duration and 20-25 hours in student contact per week. Simultaneous to this announcement, the Ministry of Education announced that graduated adults taking adult upgrading through the adult learning centres run by the School Boards would be charged tuition. The tuition rates targeted by the Ministry of Education were in excess of the maximums established by the Ministry of Advanced Education. Background History of Tuition in Adult Upgrading:

Tuition free since 2008

Tuition last introduced as an option in 2002 o VCC fully implemented tuition in upper level adult upgrading by 2004/05 fiscal o Tuition not charged for adult upgrading at the Foundational level o Tuition only levied on adults already in possession of high school credentials o Tuition rates were approximately $700 to $900 for a full-time semester o 1/3 of the students in College and Career Access were in possession of their

Dogwood, with an estimated 2/3 of that number covered under ABESAP grants o 2/3 of the students in College Foundations were in possession of their

Dogwood, with less than 1/3 of that number covered under ABESAP grants Communication with the Ministry and senior leadership at other public post secondary institutions, subsequent to the December 4th announcement, have made it clear that all institutions are expected to charge the maximum levels, if they are not already planning to do so. At this point most institutions have plans in place to implement tuition set at the pre-determined maximums.

- 26 -


UPDATE: Enrolment for the Spring term was down in the College Foundations, College and Career Access, and Basic Education Departments between 20% and 50%. For smaller boutique programs like the Access to Career Education program, enrolment was down by approximately 80%. Heading into the Fall Term, several meetings were held, bringing together the Department leadership, enrolment services and marketing and communications. This collective process has led to improvements in the registration and financial aid process, as well as increased marketing and communications efforts over the summer that have included:

Visits by recruiting staff to 35 Community Agencies;

Focus group with existing students;

Increased Information Sessions with presence by various student services and enrolment services; and

Increased social media presence In addition to that, there have been increased activities in relation to the media presence of VCC in relation to adult upgrading, including print, radio and digital advertising. Currently, further efforts are underway in relation to waiving the application fee for new students looking to enrol throughout the Fall Term heading into the Winter Term.

Enrolment Tracking for Fall semester 2015 – Class-based College Foundations

2.6 4.5

6.4 8.8

13.9

17.6 19.8

0

5

10

15

20

25

30

35

40

45

23-Jun 04-Jul 17-Jul 31-Jul 10-Aug 21-Aug 31-Aug 11-Sep

2011Fall ABE Reg per section





Budgeted FTE threshhold

Capacity threshhold

- 27 -


Longitudinal Fall Term Enrolment

Despite the increased marketing efforts, enrolment in adult upgrading programming continues to underperform relative to performance levels for the fall semester in previous years. Enrolment is down between 20% and more than 50% in the College Foundations, College and Career Access and Basic Education Departments.

Enrolment in Basic Education is down about 55% over the average enrolment levels for each of the previous three years. This drop, if it holds up at the stable enrolment date, would represent an increased decline from the Spring Term where enrolment was down 35-40%;

September enrolment in College and Career Access is down about 20-25% against the average enrolment levels for each of the previous three years. This represents an improvement over the 50% decline that was experienced over the first four months of this fiscal year;

In the case of class-based College Foundations programming, longitudinal enrolment performance was tracked over each of the past 4 Fall Semesters at twice weekly intervals. Using these comparative benchmarks, decisions on individual class cancellations were made earlier than in past years to enable us to be shift student demand in remaining sections and program areas. Overall enrolment in CF is down about 25% over the average for each of the past three years. This is an improvement over a Spring Term that was 33% below the average

ATTACHMENTS: None PREPARED BY: David Wells Dean, School of Access September 2, 2015

0

20

40

60

80

100

120

2012/13 2013/14 2014/15 2015/16

Basic Ed BEd amend CCA CCA amend

CF CF amend UT UT amend

- 28 -

VCC Education Council September 8, 2015

31 August 2015 PREPARED FOR: Education Council ISSUE: Revised Terms of Reference for Education Policy Committee BACKGROUND: At the June 20, 2014 meeting, the Education Council approved a new template for the terms of reference for standing committees. This template includes a new section on “duties”. DISCUSSION: Education Policy Committee members discussed and approved the revised terms of reference which include a new section on “Duties”, the reordering of the member list and changing “Program Coordinator” from Continuing Studies to “Representative”. This addresses recent changes to job titles in this area. RECOMMENDATION: Education Policy Committee recommends Education Council approve the revised Terms of Reference. Prepared by: Mike Tunnah Chair, Education Policy Committee

DECISION NOTE

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Education Policy Committee of Education Council Terms of Reference

Approved by Education Council: November 2, 2010

Revised & Approved by Education Council: January 12, 2010; April 06, 2010; May 04, 2010; October 8, 2013

Committee name: Education Policy Committee Type: Standing Committee of Education Council Chairperson: An Education Council member is elected by Education Council at the

December meeting for a one (1) year (January-December) term as Chair of the Education Policy Committee.

Responsible To: Education Council Purpose: The Education Policy Committee is a standing committee of

Education Council charged with ensuring that the College’s policy development and review are consistent with approved processes and undertaken in full compliance with educational policies and the legislative requirements of the College & Institute Act.

Duties: The Committee will:

1. Ensure that all education policies and procedures are thoroughly reviewed throughout the development and approval cycle

2. Review, discuss and edit all education policies and related procedures.

3. Recommend new and revised education policy changes to Education Council for approval.

4. Provide advice and support on the impact and implementation of new or revised education policies and procedures, as requested

5. Request college community feedback and input on all new or revised education policies

6. Conduct an annual review of the status of education policies and submit a priority review list to Education Council

7. Strike ad hoc committees as required Authority: The Committee acts in an advisory capacity to Education Council as

directed by Articles 14.1 to 14.9 of the Education Council bylaws or as directed by the Council.

Timeframes and Reporting: The Committee meets monthly (normally), and reports to Education

Council at the meeting following the Committee’s meeting. Membership: Members do not have to be Education Council members to serve on

Education Council committees.

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Education Policy Committee of Education Council Terms of Reference ________________________________________________________________________________________________________

2

The Committee is composed of the following members:

1. One (1) Education Council member elected by the members of Education Council as Chair.

2. One (1) faculty member from each School or Centre (not including the Centre for Continuing Studies), one (1) faculty member from the Library and Learning Centre, and one (1) faculty member from Student Services, selected by the respective faculty representative on Education Council. The faculty representative sitting on Education Council shall be responsible for initiating and conducting a selection process for their area.

3. One (1) administrator from the Centre for Continuing Studies appointed by the Dean of Continuing Studies.

4. One (1) support staff representative selected by the support staff representatives of Education Council.

5. One (1) student selected by the student representatives of Education Council.

6. One (1) dean appointed by the Vice President of Academic, Students and Research representing administration.

7. Director of Student Services or designate. 8. Registrar or designate. 9. Education Council Chair, ex-officio. 10. Arbiter of Student Issues, voice no vote.

Length of Term: All terms will be two (2) years in renewable alternating terms. Quorum: The quorum shall be five (5) members. Other Resources: The Education Council Recording Secretary provides support as

needed. This person is responsible for collecting policy submissions, preparing and distributing documents, agendas and notes, and providing organizational support for meetings.

Chair release time equals 25%. Notes: Notes are taken at all committee meetings. A summary of these

notes is forwarded to the Chair of Education Council by the Chair of the Education Policy Committee.

Communication with Council: Business arising from the Education Policy Committee meeting may

be forwarded as agenda items to the Education Council through the Council Executive. The Committee Chair presents any proposed policy changes in the form of a motion to Education Council. The Committee Chair assists the policy sponsor in presenting the policy to Education Council.

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August 31 2015 PREPARED FOR: Education Council ISSUE: NEW Curriculum Development and Approval process policy and procedures BACKGROUND: This is a new policy which clearly communicates the process for curriculum development at Vancouver Community College. The policy captures all minor and major curriculum development projects and establishes each constituent’s role in the process. The process established in the attached documents has been worked on by a subcommittee of Education Policy. DISCUSSION: This new policy has been in development for well over a year at the policy committee level. As mentioned previously, Policy Committee established a working sub-committee to tackle this extensive policy. In addition to the committee work this policy has been piloted over the past 6 months and has received anecdotal support from Curriculum Committee and from those faculty and administrators who have been part of the pilot. Of note, this policy establishes a clear process when curriculum changes are deemed to be major (new program, new courses) or minor revisions. For major changes the policy establishes a process including a concept paper, implementation plan and business case. There were slight changes to the Appendices to ensure the consultation process reflected the changes in structure at the college and specifically included support staff. MOTION: MOVE THAT Education Council recommends the Board of Governors approve the Curriculum Development and Approval Policy and Procedures.

Prepared by: Mike Tunnah Chair, Education Policy Committee

DECISION NOTE

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of 2 Curriculum Development and Approval Process Policy

POLICY

Policy No. NEW Title Curriculum Development and Approval Process Policy Approving Jurisdiction Board of Governors, Education Council Policy Sponsor Vice President, Academic, Students and Research Last Revised/Replaces New Policy Effective Date Signed by

August 20, 2015

CONTEXT AND PURPOSE The programs and courses of Vancouver Community College (VCC; the College) make up the curriculum (systems of organized learning experiences) through which the College meets the needs of the community for education and training, and maximized student mobility and success. VCC strives to achieve its mission, goals and objectives through the programs and courses it offers. SCOPE AND LIMITS This policy applies to all developers of curriculum at Vancouver Community College, and establishes the requirements for the development of new curriculum, and the revision of existing curriculum. STATEMENT OF POLICY PRINCIPLES

1. VCC is committed to the establishment and use of systematic practices and procedures for the development of curriculum that

a. engages relevant stakeholders; b. is transparent; and c. aligns with the College’s governance processes.

2. VCC will ensure that all curriculum a. is consistent with the College’s mission, goals, educational priorities and plans; b. meets the College's standards of excellence; c. is based on community needs; d. supports student success; and e. promotes responsible use of College resources.

3. Meaningful consultation is critical to ensure high quality curriculum and a smooth approval and implementation process.

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of 2 Curriculum Development and Approval Process Policy

4. The development of curriculum is guided by needs as expressed by the communities served by VCC as well as demand from existing and prospective students.

5. Curriculum development is guided by Provincial Ministry guidelines, professional and industry association requirements, accreditation bodies and credentialing policies at other postsecondary institutions with which the College may wish to articulate.

6. The Program Content Guide and Course Outlines are official contracts with students and therefore are legal in nature and can be contested through VCC appeal processes and/or by law.

DEFINITIONS Refer to the related Procedures document for definitions which will enhance the reader’s interpretation of this Policy. RELATED POLICIES & LEGISLATION Legislation: College and Institute Act, (RSBC 1996) Chapter 52 Policies: C.1.1 Course/Program Grading C.1.3 Granting of Credentials C.1.4 Assignment of Credits to Courses C.3.1 Program Advisory Committees C.3.2 Program Review and Renewal C.3.3 Criteria for Development or Cancellation of Programs Leading to Certificates, Diplomas or

Degrees C.3.4 Changes of Length or Hours for Courses or Programs C.3.5 Programs Offered Under Service Contract C.3.6 Course/Program Documentation C.3.8 Criminal Records Check C.3.9 Degree Standards C.3.10 Affiliation Agreements D.3.6 Admissions RELATED PROCEDURES Refer to C.3.11 Curriculum Development and Approval Process Procedures.

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of 9 Curriculum Development and Approval Process Procedures

PROCEDURES

Policy No. NEW Title Curriculum Development and Approval Process Approving Jurisdiction Board of Governors, Education Council Policy Sponsor Vice President, Academic, Students and Research Last Revised/Replaces New Policy Effective Date Signed by

August 20, 2015

DEFINITIONS Consultation: The process to ensure that in the development of curriculum, deliberate feedback is sought from internal and external stakeholders, and thoughtful feedback is received and considered in a timely manner. Deans/Directors and Department Leaders are responsible for ensuring appropriate consultation takes place. Course Outline: The official document that contains the essential features of a course as outlined in an approved template. Such a template generally includes the course name and number, credits, course description, admission requirements, course learning outcomes, grading standard, and information regarding student evaluation methods. Course Outlines fall within the jurisdiction of the Education Council under both its sole powers as well as its advisory role to the Board of Governors. Curriculum: The instructional or learning plan of a program or course. Curriculum comprises learning objectives or outcomes, teaching and learning methodology, and strategies or methods for evaluating student learning. At VCC, the key curriculum documents are the Program Content Guide and the Course Outline. Curriculum Development Approval Form: The document used to track the governance approval process for new and revised curriculum. Curriculum Developer: The lead in creating/revising the curriculum for a program or course and the main person preparing the curriculum documentation. This is typically an instructor or Department Leader. Degree Quality Assessment Board (DQAB): An independent advisory board appointed by the Minister of Advanced Education that oversees the quality assurance process for degree level education in British Columbia.

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Governance: A prescribed process that identifies who has primary and/or advisory responsibility for select decisions at various stages. The College and Institute Act defines the governance bodies at VCC as the Board of Governors and Education Council. The Board Finance and Audit Committee and EDCO’s Curriculum Standing Committee are also governance bodies at VCC. Minor Revision: Changes to curriculum that have limited impact on the educational quality or direction of a course or program. Minor revisions have an expedited path through the governance process. Refer to Appendix B for the types of revisions that qualify. New Course: A course that has never been offered before at VCC and is part of an existing program or is a replacement course that is equivalent to the course it replaces in a student’s academic record. New Program: A new credential or significant and extensive changes to a program, where these changes impact the nature or overall direction of a program. Education Council makes the final determination whether proposed changes to an existing program are substantial enough to qualify as a new program. Post-secondary Institution Proposal System (PSIPS): A web-based system designed to manage and support the post-secondary submission and review processes for degree and non-degree diploma programs, or a certificate that leads to a diploma. Program Content Guide (PCG): The official document that contains the general description of a program of study as outlined in an approved template. Such a template generally includes the program name, program purpose, number of credits, program duration, a statement of program learning outcomes, admission requirements, grading system, information on the evaluation of student learning, and the credential received upon completion of the program. The Program Content Guide falls within the jurisdiction of the Education Council under both its sole powers as well as its advisory role to the Board of Governors. Proposal for New Program: The official document that is used to help conceptualize, plan and project the outcomes and costs of a new program. It is completed by the Curriculum Developer, Department Leader and Dean/Director in consultation with the Vice President Finance. It includes three parts:

Part 1: Concept Paper: This section provides an overview of the work done to asses/evaluate the necessity/viability of offering a new program. It outlines the research, input (through consultation and peer input), marketability and other related issues related to the request for a new credential. Part 2: Implementation Plan: This section details the activities, costs and schedules that are required to achieve the implementation of a program. The Implementation Plan falls within the jurisdiction of the Education Council under its advisory role to the Board of Governors. Part 3: Business Case: This section represents the financial case for a new program, and includes expected revenue, tuition and fees. The Business Case falls within the

- 36 -


jurisdiction of the Board of Governors as part of its obligation to manage, administer and control the proper, revenue, expenditures, business and affairs of the institution.

Sign Off: Indicates that the signatory has read and comprehends the relevant documentation, and assumes responsibility as per the Final Review and Sign Off section of these procedures. Standalone Course: A course that is not a part of an existing program and does not have an approved fee structure (i.e. tuition). Start Date: The month and year the program/course will first be taught after governance approval. PROCEDURES GENERAL

1. To ensure student success and the College’s ability to market and register students in a timely manner, the Department Leader and Dean/Director work to ensure a reasonable and timely opportunity for consultations, and for stakeholders to provide feedback and recommendations.

2. The design, development, approval, and implementation of programs and courses takes anywhere from one (1) month (for minor revisions) to 18 months, depending on the development type. External approval bodies such as the Degree Quality Assessment Board (DQAB) and the Ministry of Advanced Education may extend these timelines. Deans/Directors and Department Leaders should create an initial timeline using pre-existing meeting dates, length of time for peer review, etc.

3. Education Council is the final approval body for all new courses and revised curriculum per the Resolution of the Board of Governors dated May 29, 2013. The Board of Governors approves all new programs and credentials with advice from Education Council.

4. The Centre for Instructional Development (CID) supports the design and development of curriculum.

5. The Dean provides the final sign off for documentation that is entering the governance process, thus ensuring that all procedures have been followed and all policy requirements have been met.

6. The Curriculum Developer and/or Department Leader prepare the required curriculum documentation for submission to the College’s Governance bodies.

7. The Education Council Office will assist Department Leaders through the governance approval process.

CONSULTATION

8. New curriculum and changes to existing curriculum require a series of consultations to ensure educational quality, and that students are fully supported in their programs.

9. Early and thorough internal consultation helps to identify implementation and operational needs and allows areas like the Registrar’s Office and Institutional Research to begin work that will facilitate the process (see Appendix A).

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10. Where applicable, engaging in external consultations helps to verify that curriculum meets the quality standards of academic peers, and existing and potential new partnerships and agreements.

11. The amount of consultation required depends on the Development Type. 12. Curriculum Developers are expected to exercise due diligence in seeking input, and

stakeholders within the College are expected to respond in a timely manner. 13. Faculty within the department must be consulted. 14. It is recommended that Department Leaders and/or Curriculum Developers hold group

consultations with similar service area representatives where possible. 15. Curriculum Committee and Education Council have the authority to require further

consultations as they see fit. DEVELOPMENT TYPE There are four (4) development types:

a. New Programs; b. New Courses and Changes to Programs and Courses; c. Minor Revisions to Programs and Courses; and d. Non-Credit Courses in Continuing Studies

A. New Program

16. New programs are approved by both the Board of Governors and Education Council. 17. The documentation required is:

a. Proposal for New Program (see Appendix C); b. Curriculum Development Approval Form (see Appendix B); c. New or revised Program Content Guide; and/or d. New or revised course outline(s).

18. The development of a new program requires full consultation with internal and external stakeholders, and involves additional governance steps to ensure that the College Board of Governors is supportive before significant time and resources are spent developing the full program proposal. Overall, the proposal will be presented two (2) times to both the Board of Governors and Education Council for review and approval.

Stage 1 – Approval of Credential

19. After initial discussions with colleagues (including external experts as appropriate), the Curriculum Developer and Department Leader complete the Concept Paper (Part 1 of the Proposal for New Program, see Appendix C).

20. The Dean/Director, in consultation with the department, validates the Concept Paper and presents it to the Leadership team for review and comment.

21. The Dean/Director and Department Leader complete the Implementation Plan and Business Case (Parts 2 and 3 of the Proposal for New Program, see Appendix C), and validates with the Vice President Finance.

22. The Dean/Director presents the Concept Paper and Implementation Plan) to Education Council for advice on the credential type, on whether the Proposal meets the objectives of the College’s Strategic and Education Plans, and on the priorities for implementation.

23. The Chair of Education Council and the Vice President Academic, Students and Research present the full Proposal for New Program (Parts 1, 2 and 3) to the Board of Governors for approval of the credential. If the Board is supportive of the concept, the

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development of the program can continue. If possible, the Dean/Director attends the Board meeting in person to answer questions.

24. After discussion, the Board may: a. Approve the credential and ensure that the needed resources are available to

begin development of the program; b. Require additional revisions and return the proposal to the Dean/Director, to

return at a subsequent meeting of the Board and/or Education Council (depending on the nature of the revisions); or

c. Reject the New Program. 25. If the Board approves the program, formal written notification by the Board Chair will

be forwarded to the Education Council Office. Stage 2 – Program Development and Approval of Curriculum

26. The Curriculum Developer consults with CID to design and map the curriculum. 27. The Curriculum Developer consults with internal and external stakeholders (including

Institutional Research (IR) on the FTE divisor) and begins work on the PCG and Course Outlines.

28. The Dean and Department Leader, in consultation with the Vice President Finance, review, revise and complete the Implementation Plan and Business Case.

29. The Curriculum Developer and Department Leader complete the curriculum documentation and submit it to Curriculum Committee.

30. Curriculum Committee reviews the curriculum. If possible, both the Curriculum Developer and the Department Leader attend the Curriculum Committee meeting in person to answer questions.

31. Curriculum Committee may: a. Recommend approval of the curriculum to Education Council; b. Recommend additional revisions that must be completed and reviewed by the

Curriculum Committee Chair before going to Education Council; c. Recommend significant revisions that are returned to the Department Leader,

to be brought back to Curriculum Committee at a subsequent meeting. 32. The Chair of Curriculum Committee presents the recommendation and curriculum

documentation to Education Council. If possible, the Department Leader and Curriculum Developer attend the Education Council meeting in person to answer questions. Education Council may:

a. Approve the curriculum; b. Approve the curriculum with additional revisions that must be completed and

reviewed by the Curriculum Committee Chair prior to implementation; or c. Require significant revisions that are returned to the Department, to be brought

back to Curriculum Committee at a subsequent meeting, before returning to Education Council;

33. At the same meeting of Education Council, the Dean presents the Implementation Plan. 34. Education Council may:

a. Provide advice on the priorities for implementation to the Board of Governors; b. Not recommend implementation of the new program to the Board of

Governors. Stage 3 – Review and Final Approval:

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35. The office of the Vice President Academic, Students and Research coordinates submissions to the Ministry of Advanced Education for provincial peer review through PSIPS and/or DQAB.

36. After Education Council’s approval, the curriculum for most credentials is sent for provincial peer review.

a. Proposals for diplomas and certificates that ladder into diplomas are posted on PSIPS for thirty (30) days.

b. Institutions planning to offer new degrees will submit a ministry review template to the Ministry of Advanced Education. i. Once the mandate is approved, the full program proposal is posted on the

PSIPS website and forwarded to DQAB for review. ii. DQAB submits their recommendation to the Minister of Advanced

Education for approval. 37. The Vice President Academic, Students and Research reports on the outcome of the

provincial peer review process. a. If major revisions are required by the peer review, the proposal will return to

Stage 2, above. b. If no major revisions are required, the proposal will proceed to fee review.

38. The Dean and Department Leader, in consultation with the Vice President Finance, review, revise and complete the final Implementation Plan and Business Case.

39. The Vice President Finance submits the final Implementation Plan and Business Case to the Tuition and Fees Advisory Committee for a recommendation to the Board Finance and Audit Committee.

40. The Board Finance and Audit Committee will review and submit the final recommendation of fees to the Board of Governors.

41. The Board reviews the proposed New Program, including the recommendations from the Finance and Audit Committee (for fees), Education Council (for implementation) and the VP Academic (for due process, i.e. provincial peer review). If possible, the Dean/Director attends the Board meeting in person to answer questions.

42. The Board may: a. Approve the fee structure; and/or b. Approve implementation of the program; and/or c. Based on a budget review, determine a separate timeline for implementation of

the program. 43. The Board Chair will forward formal written notification of its decision to the Education

Council Office. B. New Courses and Changes to Programs and Courses

44. Development of new courses and changes to programs and courses require Education Council approval.

45. New Standalone courses that involve a fee structure (i.e. tuition), and changes that extend the financial requirements beyond the School’s budgetary capacity, also require Board approval.

46. The documentation required is: a. Curriculum Development Approval Form (see Appendix B); b. Revised Program Content Guide as required; and/or c. New or revised course outline(s) as required

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d. Business Case (for new Standalone courses or changes that extend financial requirements beyond the School’s budgetary capacity).

47. The Curriculum Developer consults with CID to design and map the curriculum. 48. The Curriculum Developer conducts consultation with internal and external

stakeholders as needed (see Appendix A). 49. The Curriculum Developer and Department Leader complete the required

documentation and submit to Curriculum Committee. If possible, both the Curriculum Developer and the Department Leader attend the Curriculum Committee meeting in person to answer questions.

50. Curriculum Committee may: a. Recommend approval of the curriculum to Education Council; b. Recommend additional revisions that must be completed and reviewed by the

Curriculum Committee Chair before going to Education Council; c. Recommend significant revisions that are returned to the Department Leader,

to be brought back to Curriculum Committee at a subsequent meeting. 51. The Chair of Curriculum Committee presents the recommendation and required

documentation to Education Council. If possible, the Department Leader attends the Education Council meeting in person to answer questions.

52. Education Council may: a. Approve the curriculum; b. Approve the curriculum with additional revisions that must be completed and

reviewed by the Curriculum Committee Chair prior to implementation; or c. Require significant revisions that are returned to the Department, to be brought

back to Curriculum Committee at a subsequent meeting, before returning to Education Council.

53. For new Standalone courses that involve approval of a fee structure (i.e. tuition): a. The Vice President Finance submits the Business Case to the Tuition & Fees

Advisory Committee for recommendation to the Board Finance and Audit Committee.

b. The Board Finance and Audit Committee will make a recommendation to the Board of Governors on the fee structure, and the Board of Governors will make a decision prior to implementation of the course.

54. If the changes to a program or course have financial requirements (either ongoing or one-time) that are outside the scope of the School’s budgetary capabilities:

a. The Vice President Finance submits a Business Case to the Board Finance and Audit Committee.

b. The Board Finance and Audit Committee will make a recommendation to the Board of Governors on the new fee structure, and the Board of Governors will make a decision prior to implementation.

C. Minor Revisions to Programs and Courses 55. Minor revisions require Curriculum Committee approval. 56. The documentation required is:

a. Curriculum Development Approval Form (Appendix B); b. Revised Program Content Guide as required; and/or c. Revised course outline(s) as required.

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57. The Curriculum Developer conducts consultation with internal stakeholders as needed (see Appendix A).

58. The Curriculum Developer and Department Leader complete the required documentation and submit to Curriculum Committee. Multiple minor revisions can be made in one submission. If possible, both the Curriculum Developer and the Department Leader attend the Curriculum Committee meeting in person to answer questions.

59. Curriculum Committee may: a. Approve the curriculum as presented; b. Approve the curriculum with additional minor edits that must be completed and

reviewed by the Curriculum Committee Chair prior to implementation; or c. Decide the proposal does not qualify as a minor revision and send to Education

Council for approval. 60. The Chair of Curriculum Committee reports approved minor revisions to Education

Council at least every three (3) months. The documentation for these minor revisions is not included in the EDCO package.

61. Education Council may, at any time: a. Request to review any “minor revision” documentation approved by Curriculum

Committee; and/or b. Decide a proposal does not qualify as a minor revision and require that it be

submitted to Education Council for approval. D. Non-Credit Courses in Continuing Studies

62. Non-credit courses taught in Continuing Studies are exempt from these procedures. 63. The Education Council Office will maintain a record of all non-credit course outlines.

Program Coordinators are required to send copies of all new and revised course outlines to the Education Council Office within one (1) month after implementation of that non-credit course.

FINAL REVIEW AND SIGN OFF

64. Documentation without required sign off will not enter the Governance stage. 65. The sign off of the Department Leader certifies that:

a. Thorough consultation has taken place and all stakeholders approve of the proposed new or revised curriculum.

b. The curriculum meets institutional standards and the educational needs of students.

66. The sign off of the Dean/Director certifies that: a. Documentation meets the standards of the College, and all policies and

procedures have been adhered to; and b. Resources required to offer and support the course/program have been

assessed. If additional resources are needed, the Dean/Director has initiated steps to secure the needed resources.

COMMUNICATION OF DECISIONS

67. Following approval of all new and revised curriculum and programs a formal resolution is signed by the respective Chair.

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68. The signed resolution is forwarded by the Education Council Office to key implementation areas within the College.

69. The Education Council Office will catalogue and archive approved curriculum documentation and store a read-only copy of Program Content Guides and Course Outlines where they are accessible to VCC students and staff.

70. All supporting documents for approved curriculum will be stored in the Education Council Office (e.g. Curriculum Development Approval Forms, Proposal for New Program, official Resolutions, etc).

71. The Registrar’s Office will maintain a permanent record of all Program Content Guides.

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APPENDIX A

CONSULTATIONS The purpose of thorough consultation in the curriculum development and approval process is to ensure educational quality, and smooth communication, implementation and delivery of curriculum. This document is intended to be a guideline for effective consultation. Additional information may be requested or presented based on the nature of the development type and/or changes being made. For New Programs, New Courses and changes to Programs and Courses, consultation with all internal areas is expected. Consultation with the Centre for Instructional Development, the Registrar’s Office, Institutional Research and the Vice President Finance is required.

For Minor Revisions, an expansive consultation process is not expected. Curriculum Developers are, however, required to consider all aspects of the change being made and engage relevant stakeholders as appropriate. The Registrar’s Office should be engaged as early as possible in the revisions process. NOTE: Curriculum Committee and/or Education Council can request additional consultation as they see fit.

INTERNAL CONSULTATIONS How they can help

Faculty/School

Department Faculty

Department Support Staff (e.g. lab demonstrators)

Broader school(s) as needed, e.g. School curriculum committee

Educational and Student Services

Aboriginal Education and Community Engagement (AECE)

Any curriculum development regarding Aboriginal People, Aboriginal content, Aboriginal Learners, First Nations communities and/or First Nations Organizations must be done in consultation with the AECE department.

Assessment Centre The Assessment Centre can help to determine which assessments would be appropriate for entry into your program.

Centre for Instructional Development Instructional Associates at the CID support faculty in the design and development of learning outcomes, assessments, content, and learning activities for courses and programs in classroom and online learning environments. They also provide assistance in curriculum mapping, a valuable component of curriculum planning that focuses on educational alignment and scaffolded learning experiences to foster student success.

Counselling & Disability Services (CDS)

CDS can offer input about program pre-requisites and other program information based on experience with career counselling and decision making with prospective students (ie. immigrants, Foreign Trained Professionals, people with disabilities, etc.). CDS can also assist with determining the level of counselling support required for student success.

Financial Aid

British Columbia’s Ministry of Advanced Education approval is required for any program offering financial aid to any student. Students must meet specific requirements to be eligible for

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financial aid. Familiarize yourself with the eligibility requirements to ensure student access to financial assistance for your program.

Learning Centre

The Learning Centre can provide advice on the kind of support your students will need from Learning Centre tutors and the textbooks or computer software you will be using

Library

The Library will determine if resources are currently available in the Library to support the topics covered, and, if not, will provide an estimate of the cost of acquiring new print and/or electronic resources. The Library can also provide support on any copyright issues.

Registrar’s Office (including Advising and Recruitment)

The Registrar’s Office oversees all student records, course numbering and reviews student applications for specific programs. They will assist you in the development of program entrance requirements and creation of courses. Consult with the Advising Department to determine how students will be informed about your program.

Related additional Student Services Consideration should be given to the level and nature of student services required for new courses or programs, as well as to agreements with external student service partners.

VCC International and Immigrant Education

Students are expected to meet English Language proficiency requirements according to program admission requirements. Courses which provide additional or integrated language support provide greater accessibility for international students or immigrants. A program must be at least 6 months in length for international students to be eligible to apply for a Study Permit and 8 months for a post graduate work permit. If there is a required practicum or work experience included in this program, students may require a work permit. Tuition fees for international students are different between base and cost recovery programs.

Financial and Operating

Communications and Marketing The Marketing team can assist you with student recruitment and program marketing based on target students and proposed roll-out dates.

Facilities Discuss the availability of general classrooms, designated space/labs, equipment, etc.

Which campus is program to be offered at?

Is additional office space required for instructors?

What are the requirements for storage of course related materials?

Do you require special classroom furnishing or other accommodations for disabled or special needs students?

Will be course run during off hours? (i.e. weekends? evenings?)

Is there an anticipated impact on energy use?

Is any specialized equipment required (e.g. electrical/ventilation requirements)?

Will the program generate special / hazardous waste?

Will there be any impact on Receiving (e.g. early morning

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deliveries, couriers between campuses)

Does the program include any special events?

Finance / Vice President Finance Financial Services must conduct a financial review and costing of all programs to determine financial sustainability and tuition rates. Before a program goes to the full Board for approval, a financial decision on the program must be made by the Finance and Audit Committee of the Board.

Information Technology (IT) IT will help you determine the technology that best meets teaching and learning requirements.

Institutional Research (IR) Institutional Research can provide you with labour market information that will help ensure your program’s success. Discuss any changes in FTE counts/divisor, schedule, and graduate outcomes. What is the market viability of your program?

Safety and Security Will any chemicals/materials be used that require approval?

Will any equipment be used that will necessitate specialized safety training for faculty, staff and/or students?

Will special access or additional staffing be required?

Required External Consultations

Industry and Community, such as Program Advisory Committee or Community Engagement Group

Affiliation, Articulation and/or Accreditation bodies

To verify new/revised curriculum meets the quality standards of existing partnerships and agreements.

To develop new partnerships and agreements that maximize student mobility and success.

Post-secondary Institution Proposal System (PSIPS)

Proposals for non-degree programs (Certificates and Diplomas) are posted on PSIPS for review.

Speak to the Office of Vice-President Academic for details.

Degree Quality Assessment Board (DQAB)

Proposals for new and revised degree or associate degree programs must be reviewed by DQAB, both at the time of the initial proposal and again after final governance approval.

Speak to the Office of Vice-President Academic for details.

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Curriculum Development Approval Form Use this form to outline revisions to existing curriculum or to describe the development of new curriculum. Complete one form for each submission to Curriculum Committee.

PROGRAM/COURSE NAME(S): _____________________________________________________

ANTICIPATED START DATE: ________________________________________________________ Curriculum Developer: _____________________________ Title: ________________________ School/Centre: ___________________________________ Department: __________________ E-mail: ___________________________ Phone/Ext.: _____________ A) DEVELOPMENT TYPE (select all that apply)

NEW PROGRAM

NEW COURSE(S)

Program has never been offered before at VCC or program has undergone significant and extensive changes to its PCG and/or course outlines, where these changes impact the nature or overall direction of a program. Course has never been offered before at VCC either as a standalone course or as part of a new or existing program; or is a replacement course. This course replaces: ______________________________________________

CHANGE TO A PROGRAM AND/OR COURSE

(select all that apply) Program/Credential Prior Learning Assessment and Recognition (PLAR) Program Admission Requirements Program Learning Outcomes (Indicate outcome number(s): __________) Grading system (at variance with policy C.1.1 Course/Program Grading) Program duration/maximum allowable time for completion Program GPA requirements Program/Course Credit Hours Course Evaluation Plan (at variance with policy C.1.1 Course/Program Grading) Course sequencing (that impacts the year the course is offered in) Other: __________________________________________________

MINOR REVISION TO A PROGRAM AND/OR COURSE

(select all that apply) Program/Course Description Program Purpose Recommended Student Characteristics Course Sequencing (that does not impact year the course is offered in) Course Name/Number Course Pre-requisite(s)/Co-requisite(s) Course Learning Outcomes Course Evaluation Plan (within policy C.1.1 Course/Program Grading)

Appendix B - 47 -

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Instructional Delivery Mode Language (e.g., Typos, Spelling Errors, etc.) Other: _____________________

B) ATTACHED DOCUMENTATION Program Content Guide

Course Outline(s)

All new, revised or replacement courses must be approved in advance with the Registrar’s Office. Course name and number: ________________________________________

Course name and number: ________________________________________

Course name and number: ________________________________________ (Add additional lines if required)

C) RATIONALE

1. For revisions to existing courses or programs, provide an explanation of the change(s) being requested and reason(s) for making the change. For new courses, provide a rationale for developing the course.

2. Are there any expected costs as a result of this proposal?

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D) CONSULTATION CHECKLIST (select all that apply) See Appendix A for consultations guidelines.

INTERNAL CONSULTATIONS FEEDBACK

SCHOOLS

Faculty/Department

Department Support Staff

Other Department(s)

EDUCATIONAL AND STUDENT SERVICES

Aboriginal Education and Community Engagement (AECE)

Assessment Centre

Centre for Instructional Development

Counselling & Disability Services (CDS)

Financial Aid

Learning Centre

Library

Registrar’s Office / Advising / Recruitment

Related additional Student Services

VCC International and Immigrant Education

FINANCIAL AND OPERATING

Communications and Marketing

Facilities

Finance

Information Technology (IT)

Institutional Research (IR)

Safety and Security

EXTERNAL CONSULTATIONS FEEDBACK

PAC/CEG

Affiliation, Articulation and/or Accreditation bodies

PSIPS

DQAB

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E. Implementation Information

THE FOLLOWING MUST BE COMPLETED FOR NEW PROGRAMS AND NEW COURSES COMPLETED BY REGISTRAR’S OFFICE: 1. Course Identifier:

Subject Code: Course #: Credits: Effective Term:

2. College Code: ___________________ Level: ________________

Division Code: ___________________ Major: ________________

COMPLETED BY FINANCE: 3. Which of the following fee structure applies?

UT Applied ABE Differential Cost Recovery IE Contract 4. Finance Org Code: ___________________

5. Tuition for all courses: Domestic: ___________________ International: ____________________

6. College Initiative fee to be charged? Yes No

7. Student Society fees? Yes No COMPLETED BY INSTITUTIONAL RESEARCH: 8. FTE Divisor: _______________________

9. Classification Code: _________________

10. Taxonomy: _________________________

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E) FINAL REVIEW AND SIGN OFF

Approval verifies that each signatory has carried out the responsibilities assigned under the Curriculum Development and Approval Policy (policy #)

1. As Department Leader I certify that: a. Faculty in the department (and School, if appropriate) have been consulted and approve of the

proposed changes; and b. All needed consultation has taken place with internal and external stakeholders, including industry

and/or community partners. c. The curriculum meets institutional standards and the educational needs of students.

________________________ ___________________________ _____________________

Name Sign off Date 2. As Dean/Director I certify that:

a. Documentation meets the standards of the College, and all policies and procedures have been adhered to; and

b. Resources required to offer and support the course/program have been assessed. If additional resources are needed, steps to secure the needed resources have been initiated.

________________________ ___________________________ _____________________

Name Sign off Date

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*** FOR EDUCATION COUNCIL OFFICE USE *** CURRICULUM COMMITTEE Date: _________________________ Minor Revision

Approved as presented, proceed with implementation Approved with additional minor revisions

Revisions approved by Curriculum Committee Chair, proceed with implementation Date: ________ Reclassified as a significant change

New Course or Significant Change to a Program/Course

Recommend to EDCO as presented, proceed to EDCO Recommend to EDCO with additional minor revisions

Revisions approved by Curriculum Committee Chair, proceed to EDCO Date: _______________ Recommend significant changes, return to Department Leader

New Program

Recommend to EDCO as presented, proceed to EDCO Recommend to EDCO with additional minor revisions

Revisions approved by Curriculum Committee Chair, proceed to EDCO Date: _______________ Recommend significant changes, return to Department Leader

EDUCATION COUNCIL Date: _________________________ Minor Revision

Received as Information Request review of documentation from Curriculum Committee Reclassified as major, return to Curriculum Committee

New Course or Significant Change to a Program/Course

Approved as presented, proceed with implementation Approved with additional minor changes

Revisions approved by Curriculum Committee Chair, proceed with implementation Date: ________ Recommend significant changes, return to Department Leader

New Program

Recommend to Board as presented, proceed to Board Recommend to Board with additional changes

Revisions approved by Curriculum Committee Chair, proceed to Board Date: _______________ Recommend significant changes, return to Dean

BOARD OF GOVERNORS Date: _________________________ New Credential/Program

Approved, proceed to implementation Not approved (provide reason) _______________________________________________

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Appendix C PROPOSAL FOR NEW PROGRAM

INSTRUCTIONS

1. Curriculum development is a consultative process. Therefore, it is understood that this is a living document which will be refined as it moves through the development process.

2. Additional material may be included as appendices.

3. There are three parts to completing this Proposal for New Program document:

a. Part 1: Concept Paper b. Part 2: Implementation Plan c. Part 3: Business Case

4. Additional work includes:

a. Ongoing consultation b. The design and development of curriculum. The Centre for Instructional Development should be

involved as early as possible as they will assist in the mapping/design of your curriculum.

5. The approval stages are: a. Approval of Credential: The Board of Governors approves all new credentials based on the

concept, a sound business case, and a recommendation from Education Council. b. Approval of Curriculum: Education Council approves the final curriculum, followed by a

recommendation to the Board of Governors for implementation of the new program. c. Peer Review and Final Approval: New programs (Certificates leading to diplomas, diplomas and

degrees) must receive feedback (and final approval for degrees) from the Minister of Advanced Education. Following successful peer review, the Board’s Finance and Audit Committee will make a recommendation to the Board of governors regarding the approval of fees.

d. The Board of Governors makes the final decision on the fee structure and implementation of the program.

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Appendix C

Proposal for New Program Name of Program: _____________________________________________ Credential Level: ______________________________________________ Anticipated Start Date: _________________________________________

PART 1: CONCEPT PAPER

Department Leader: ________________________________________ Curriculum Developer / Faculty: __________________________________________________ Dean: ____________________________________________________

Proposal Date: ______________________________________________

If this is a joint educational offering, name of other institution (refer to Affiliation Agreement Policy C.3.10): _______________________________________________________

A. Purpose and Context 1. Describe in detail the program’s objectives and a description of the program outcomes, including a list of

the occupations or roles that graduates will be prepared for. 2. Explain how this program adheres to principles and priorities as indicated in the College’s strategic,

educational or ministerial planning documents. 3. Identify how the program supports VCC’s mission, core values, and strategic objectives? 4. How does this program relate to and/or support other programs at VCC?

B. Program Need 5. What educational gap, if any, is this program intended to fill? 6. What evidence is there of student demand for the program? 7. What evidence is there of labour market, professional or community demand for graduates?

C. Competitive Analysis 8. Which related programs are available in the lower Mainland and/or on-line: how do they compare in terms

of focus, intended outcomes, length, costs and size?

9. Is there an existing articulation committee for this program? Is this committee recognized by the British Columbia Council on Admissions & Transfer (BCCAT)?

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10. Is this concept supportable and sustainable with existing and/or available resources? 11. Is this a cohort, selective entry, or open access program? How will the program be rolled out if you are not

using a cohort model? 12. What is the expected length of program (in months/years)? What is the maximum allowable time for

completion? 13. How many students would you expect to enroll in each year of the program?

D. Student Profile 14. Who are your target students (age, gender, educational background, work experience)? Where do they

come from (recent high school graduates, mature students, transfers from other institutions)? How do you plan to recruit or attract these students? Are there other characteristics applicants should have that you identify as important?

15. How will the program address the needs of under-prepared students? How will you get these students into

appropriate upgrading courses or programs? What options are available? 16. How will the program address equity by decreasing systemic barriers? Is this type of program traditionally or

historically underrepresented in specific cohort groups (e.g., gender and/or age imbalance, First Nations)? How will the program address these issues?

E. Quality 17. How will the program ensure educational effectiveness (e.g., retention, progression, completion)? 18. Describe how the program incorporates work experience, practicum, clinical practice, etc. (if applicable). 19. List all accreditations, affiliations or articulations for this program.

20. Is there an existing PAC/CEG for this program? What are your plans for engaging in discussion with industry? 21. Explain how current faculty are qualified to deliver the program. If they are not qualified, how will this issue

be addressed?

F. Admission and Delivery 22. Provide admission requirements, including language proficiency levels and assessment scores. 23. Identify pathways that assist in meeting these requirements.

24. Identify potential courses, if any, that could be developed to assist in meeting these requirements.

25. Will the structure of the program allow for full-time, part-time, evening, weekend, on-line, mixed-mode delivery methods, or a combination of any of these? (Identify each as appropriate).

26. Will the structure of the program allow for multiple entry and exit points? If there are multiple entry points,

please specify requirements for each.

27. Does this program include Prior Learning Assessment and Recognition (PLAR) as per policy D.3.5 Prior Learning Assessment & Recognition or Flexible Admissions as per policy ???

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28. Provide an outline of course sequence, demonstrating any leveling from lower to advanced courses. This is particularly important for diploma and degree programs.

G. Consultation (refer to Appendix A, Consultations) 29. With whom have you consulted internally regarding this proposal? What were the results of these

consultations? Provide names, dates, and summary of feedback 30. With whom have you consulted externally regarding this proposal? What were the results of these

consultations? Provide names, dates, and summary of discussions.

H. Phase In/Phase Out Plan 31. For existing programs that are being substantially changed (and are therefore treated as ‘new programs’ in

development), describe in detail the phase in/phase out of new/old versions of the program (teach outs):

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PART 2: IMPLEMENTATION PLAN

This document outlines associated resources required to adequately implement the proposed curriculum. It is submitted to Education Council to provide advice to the Board of Governors on the implementation of the program, and to the Finance and Audit Committee to provide advice to the Board of Governors on a fee structure.

1. NON-RECURRING COSTS (provide accurate estimates)

Academic non-recurring start-up costs

Item Yr 1 Yr 2 Yr 3 Yr 4 Total

Program development

Faculty development

Staff development

Sub-total

Capital Costs (Equipment, Renovations, Facilities, Library, Technology)


Sub-total

Totals


Academic Non-Recurring

Capital Costs

Sub-total

2. ONGOING OPERATING COSTS (provide accurate estimates)


Faculty

Required service courses

Administrative Support

Student Services

Marketing

IT Support

Library

Lab operating costs - Salary

Other (Marketing, Facilities)

Sub-total

Grand Totals

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PART 3: BUSINESS CASE This document outlines the sources of revenue for the program. It is submitted to the Fees Advisory Committee and the Board Finance and Audit Committee to provide advice to the Board of Governors on a fee structure. This document is then submitted to the Board of Governors, to be reviewed alongside the Implementation Plan and approved curriculum, to make a final decision on the fees and implementation of the program. 1. REVENUE

What is the source of funding for this program?

2. TUITION AND FEES

Item Number of Courses

Yr 1 Yr 2 Yr 3 Yr 4 Total

Tuition

3. SIGN OFF

Dean/Director: ______________________________________________ VP Academic: ________________________________________________ VP Finance: __________________________________________________

- 58 -


1 September 2015 PREPARED FOR: Education Council ISSUE: Revised Terms of Reference for Curriculum Committee BACKGROUND: At the June 20, 2014 meeting, the Education Council approved a new template for the terms of reference for standing committees. This template includes a new section on “duties”. DISCUSSION: Curriculum Committee members discussed and approved the revised terms of reference which include a new section on “Duties”, the reordering of the member list and changing “Program Coordinator” from Continuing Studies to “An administrator”. This addresses recent changes to job titles in this area. RECOMMENDATION: Curriculum Committee recommends Education Council approve the revised Terms of Reference. Prepared by: David Branter Chair, Curriculum Committee

DECISION NOTE

- 59 -

Curriculum Committee of Education Council Terms of Reference

Approved by Education Council: November 2009

Revised & Approved by Education Council: December 2010; October 8, 2013

Committee name: Curriculum Committee Type: Standing Committee of Education Council Chairperson: An Education Council member is elected by Education Council at

the December meeting for a one (1) year (January-December) term as Chair of the Curriculum Committee.

Responsible To: Education Council Purpose: The Curriculum Committee is a standing committee of Education

Council charged with ensuring that the College’s curriculum development and review are consistent with approved processes and undertaken in full compliance with educational policies and the legislative requirements of the College & Institute Act.

Duties: The Committee will:

1. Review, discuss and evaluate curriculum proposals for alignment and quality assurance.

2. Provide advice and support on curriculum development, approval and implementation processes.

3. Determine whether proposals are major or minor in nature. 4. Recommend revisions to curriculum documentation and

proposals as required. 5. Approve minor changes to curriculum. 6. Make recommendations to Education Council to approve

major changes to curriculum. 7. Make recommendations to Education Council to approve

curriculum for new courses and programs. 8. Conduct an annual review of curriculum documentation and

templates and make recommendations to Education Council. 9. Conduct an annual review of the status of curriculum

documentation and submit a priority update list to Education Council.

10. Strike ad hoc committees as required. Authority: The Committee acts in an advisory capacity to Education Council

as directed by Articles 14.1 to 14.9 of the Education Council bylaws or as directed by the Council.

Timeframes and Reporting: Curriculum Committee meets monthly (normally), and reports to

Education Council at the meeting following the Committee’s meeting.

- 60 -

Curriculum Committee of Education Council Terms of Reference _________________________________________________________________________________________________

2

Membership: Members do not have to be Education Council members to serve on Education Council Committees.

The Committee is composed of the following members:

1. One (1) Education Council member elected by the members of Education Council as Chair.

2. One (1) faculty member from each School or Centre, one (1) faculty member from the Library and Learning Centre, and one (1) faculty member from Student Services, selected by the respective faculty representative on Education Council. The faculty representative sitting on Education Council shall be responsible for initiating and conducting a selection process for their area.

3. One (1) administrator from the Centre for Continuing Studies appointed by the Dean of Continuing Studies.

4. One (1) support staff representative selected by the Support Staff representatives of Education Council.

5. One (1) student selected by the student representatives of Education Council.

6. One (1) dean appointed by the Vice President - Academic, Students and Research representing administration.

7. Registrar or designate. 8. Education Council Chair, ex-officio.

Length of Term: All terms will be two (2) years in renewable alternating terms. Quorum: The quorum shall be five (5) members. Other Resources: The Education Council Recording Secretary provides support as

needed. This person is responsible for collecting curriculum submissions, preparing and distributing documents, agendas and notes, and providing organizational support for meetings.

Chair release time equals 25%. Notes: Notes are taken at all committee meetings. A summary of these

notes is forwarded to the Chair of Education Council by the Chair of the Curriculum Committee.

Communication with Council: Business arising from the Curriculum Committee meeting may be

forwarded as agenda items to the Education Council through the Council Executive. The Committee Chair presents any proposed curriculum changes in the form of a motion to Education Council. The Chair assists the curriculum developer in presenting information to Education Council.

- 61 -


1 September 2015 PREPARED FOR: Education Council ISSUE: Revisions to PSYC 1100 and 1200 Course Outlines BACKGROUND: College Foundations-Humanities is desequencing its Psychology 1100 and 1200 courses to align with current practice at most other BC postsecondary institutions. The course description is also being modified to communicate this change to students. Desequencing is expected to improve student access (as students have more flexibility when scheduling courses). DISCUSSION: The desequencing of these courses means that both can be taken concurrently or PSYC 1200 can be taken before PSYC 1100. In addition to desequencing, program learning outcomes for PSYC 1200 are also being updated to include the UT Engineering Certificate and Computing Sciences Certificate. No cost is expected to be attached to any modifications to the course outline. Committee members also discussed the passing grade “D”, and how students are advised that this grade does not represent transfer credit for university. David Wells commented that the grade for transfer varies across the board. It was determined that the Advising area is responsible for letting students know what grade they will need to meet transfer requirements to institutions. RECOMMENDATION: Curriculum Committee recommends Education Council approve the revised course outlines for PSYC 1100 and PSYC 1200. Prepared by: David Branter Chair, Curriculum Committee

DECISION NOTE

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Curriculum Development and Approval Pilot Project November 2014 to June 2015 1 of 4

Curriculum Control Sheet

Use this control sheet to describe the revisions being made to courses or programs, or the curriculum being developed for new courses. Complete one control sheet for each submission to Curriculum Committee. For New Programs, refer to the Proposal for New Program document. Curriculum Developer: ____Elle Ting_______ Title: __Department leader___

School/Centre: ____School of Access_______ Department: _College Foundations-Humanities

E-mail: [email protected]______ Phone/Ext.: __7289___________ A) DOCUMENTATION (select all that apply)

☐ Program Content Guide Program Name(s): ___________________________________________ Anticipated Start Date:

☒ Course name and number: _University Transfer Psychology (PSYC 1100) Credits: ___3.0_ Course name and number: _University Transfer Psychology (PSYC 1200) Credits: ___3.0_

*All new or revised course numbers must be validated in advance with the Registrar’s Office

B) DEVELOPMENT TYPE (select all that apply)

☐ New Course(s)

Course has never been offered before at VCC (either as a standalone course or as part of a program)

☐ New Non-Credit Course(s)

Course has never been offered before at VCC and is/are not Articulated, Affiliated or Accredited (does not apply to Continuing Studies)

☐ Replacement Course(s)

A Replacement course will be equivalent to the course it replaces in a student’s academic record. It will be used for GPA calculation and to track course duplications and repetitions. This course replaces: ______________________________________________

☐ Revision to Program Content Guide (PCG)

Major Revision (check all that apply):

☐ Program/Credential

☐ Program Purpose

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mailto:[email protected]______



☒ Revision to Course Outline(s)

☐ Program Admission Requirements

☒ Program/Course Learning Outcomes

☐ Prior Learning Assessment and Recognition (PLAR)

☐ Program/Course Credits/Instructional Hours

☐ Program Duration/Maximum Allowable Time For Completion

☐ Program GPA Requirement

☐ Course Pre-Requisite(s)/Co-Requisite(s)

☐ Course Evaluation Plan At Variance With Policy

☐ Course Credit Hours

☐ Revised Curriculum Documentation (e.g., updating to current format)

☐ Other: __________________________________________________

Minor Revision (check all that apply):

☒ Program/Course Description

☐ Recommended Student Characteristics

☒ Course Sequencing

☐ Course Name/Number

☒ Pre-requisite/Co-requisite Name or Equivalencies

☐ Course Learning Outcome in Non-Credit Course

☐ Course Evaluation Plan Within Policy

☐ Instructional Delivery Mode

☒ Language (e.g., Typos, Spelling Errors, etc.)

☐ Addition of Program Map

☐ Other: __________________________________________________

C) RATIONALE AND NEED

For revisions to existing courses or programs, provide an explanation of the change(s) being requested and reason(s) for making the change.

For new courses, provide a rationale for developing the course.

Who have you consulted (internally and externally) and provide a brief summary of the feedback.

Are there any expected costs as a result of this proposal?

College Foundations-Humanities is desequencing its Psychology 1100 and 1200 courses to align with current practice at most other BC postsecondary institutions: the course description is also being modified to communicate this change to students. Desequencing is expected to improve student access (as students have more flexibility when scheduling courses). Additionally, program learning outcomes for this course are also being updated to include the UT Engineering Certificate and Computing Sciences Certificate. No cost is expected to be attached to any modifications to the course outline.

- 64 -



D) FINAL REVIEW AND SIGN OFF

Approval verifies that each signatory has carried out the responsibilities assigned under the Curriculum Development and Approval Policy (policy #) 1. As Centre for Instructional Development Dean or delegate I certify that:

a. Documentation meets the standards and policies for program/course documentation and there is educational alignment within the program/course.

Susie Findlay email sign off received August 10, 2015

Print Name Signature Date

2. As Registrar or delegate I certify that: a. Documentation meets the institutional standards for entry requirements, course numbering and credit

calculation required for implementation once approved.

Raymond Kaan email sign off received August 11, 2015

Print Name Signature Date 3. As Department Leader I certify that:

a. Faculty in the department have been consulted and approve of the proposed changes; and b. All needed consultation has taken place with internal and external stakeholders, including industry

and/or community partners.

Elle Ting August 6, 2015

Print Name Signature Date 4. As Dean/Director I certify that:

a. Faculty in the department (and the School, if appropriate) have been consulted and approve of the proposed changes;

b. All needed consultation has taken place with internal and external stakeholders, including industry and/or community partners.

c. Documentation meets the standards of the College, and all policies and procedures have been adhered to; and

d. Resources required to offer and support the course/program have been assessed. If additional resources are needed, steps to secure the needed resources have been initiated.

David Wells email sign off received August 10, 2015

Print Name Signature Date

- 65 -



*** FOR EDUCATION COUNCIL OFFICE USE *** CURRICULUM COMMITTEE Date: _________________________ Minor Revisions

☐ Approved as presented, proceed with implementation

☐ Approved with additional minor edits

☐ Revisions approved by Curriculum Committee Chair, proceed with implementation Date: ________

☐ Reclassified as not minor Major Revisions

☐ Recommend to EDCO as presented, proceed to EDCO

☐ Recommend to EDCO with additional changes

☐ Revisions approved by Curriculum Committee Chair, proceed to EDCO Date: ______________

☐ Recommend significant changes, return to Department Leader New/Replacement Course(s)




☐ Recommend significant changes, return to Department Leader EDUCATION COUNCIL Date: _________________________ Minor Revisions

☐ Received as Information

☐ Request review of documentation from Curriculum Committee

☐ Reclassified as Major Revisions, return to Curriculum Committee Major Revisions

☐ Approved as presented, proceed with implementation

☐ Approved with additional minor changes

☐ Recommend significant changes, return to Department Leader

New/Replacement Course(s)




☐ Recommend significant changes, return to Department Leader

- 66 -

Course Outline, June 25, 2014 - http://cid.vcc.ca/p2-cd/curriccomm.html

COURSE OUTLINE Please save a copy onto your computer before filling in the form

Year of Study:

Course Number:

Course History:

School or Centre: Department:

Course Pre-requisites (if applicable):

Course Co-requisites (if applicable):

Course Description:

Number of Credits:

Name of Replacing Course (if applicable):

PLAR (Prior Learning Assessment & Recognition)

Course Name: Psychology 1

Department Head/Coordinator:Elle Ting Effective Date: Sept 2015

School of Arts and Science University Transfer - Humanities

Click arrow for options 1st Year Post-secondary

PSYC 1100

3.0

English 12 with a C+ or equivalent or ENGL 1101 or concurrent enrollment in ENGL 1101

No Yes (details below):

This course introduces students to the discipline of psychology and provides an overview of the major areas and perspectives in the field. It is an overview of the history, systems and theories, research methods, evolution and genes, the brain and nervous system, body rhythms and states of consciousness, sensation and perception, learning theory, and behaviour. Psychology 1 and 2 can be taken concurrently or in either order.

- 67 -


Course Learning Outcomes:

Instructional Strategies:The course uses a combination of lectures, demonstrations, video, group work, class discussion and library research.

Upon successful completion of this course, students will be able to: - Define psychology as a natural science. - Summarize the early history and development of psychology. - Define basic concepts, perspectives and major issues in contemporary psychology. - Identify, observe and describe specific psychological processes and principles. - List and describe the components and functions of the central and peripheral nervous systems. - Examine and understand the mind body connection. - Distinguish between sensation and perception. - Explain the various models of learning. - Describe and assess the biological, psychological, cultural, and social influences on behaviour. - Critically analyze information about humans and their diversity. - Discuss the connection and differences between culture, gender and biology. - Utilize the eight guidelines (as presented in the textbook) of critical thinking in the study of psychology. - Use the concepts covered in the course and apply it to their personal and social lives. - Use the scientific method in observing and analyzing human behaviour. - Research and critically analyze current peer reviewed research. - Use APA style when documenting sources.

If this course is taken as a requirement or an elective in the following first year, University Transfer Certificate programs, the learning outcomes are found in the relevant Program Content Guides available at the Counseling and Advising Service areas. University Transfer Arts Certificate University Transfer Pathway to Health Sciences Certificate University Transfer Science Certificate University Transfer Physics for Modern Technology Certificate University Transfer Computing Science and Software Systems Certificate

Program Learning Outcomes:

Note to instructors: An instructional strategy is an approach that an instructor uses to achieve the learning outcomes (e.g., lecture, case study, video, group work). - 68 -


Learning Environment/Type

Instruction Type

L - Classroom

Hours Per Instruction Type

60

Comments

60 Enter Total Hours

Components and Weighting of the Assessment/Evaluation Plan:

Evaluation Plan (provide a brief explanation for each component

especially if value exceeds 35%):

(Click on drop down box arrows to see list of options)

Type

Assignments

Midterm Exam

Final Exam

Percentage

40

40

20

Total 100

written reports, library research and group work

2 exams at 20% each

Letter Grades D

Specify Passing Grade:Specify if 'Other':Grading System

Evaluation/Grading System (Click on drop down box arrows to see list of options)

(Select all that are used within the course)

Resource Material(s): Resources are items in addition to tuition that the student is responsible for purchasing. Course resource information will be supplied by the department/instructor.

- 69 -


-What can psychology teach us?: Overview and introduction. - How psychologists do research: The scientific method, conducting research, ethics. - Evolution and genetics: our commonalities and our differences. - The human brain: basic anatomy and physiology. - Biological rhythms. - Consciousness and altered states of consciousness - Sensation and perception. - Learning theory. - Social and cultural influences on behaviour.

To find out how this course transfers, visit the BC Transfer Guide at www.bctransferguide.ca.

FOR COMMITTEE USE ONLY

VCC Education and Education Support Policies There are a number of Education and Education Support policies that govern your educational

experience at VCC, please familiarize yourself with them. The policies are located on the VCC web site at:

http://www.vcc.ca/about/governance--policies/policies/

Date Approved by Education Council:

Date Approved by VCC Board (if applicable):

Course Topics and Sequence Covered: - 70 -



Year of Study:

Course Number:

Course History:




Course Description:

Number of Credits:



Course Name: Psychology 2

Department Head/Coordinator:Elle Ting Effective Date: January 2013

School of Arts and Science University Transfer - Humanities

Click arrow for options 1st Year Post-secondary

PSYC 1200

3.0

English 12 with a C+ or equivalent or ENGL 1101 or concurrent enrollment in ENGL 1101


This course covers the concepts of memory, thinking and intelligence, emotion, motivation, theories of personality, life span development, health, stress and coping, psychological disorders, and approaches to treatment and therapy. Psychology 1 and 2 can be taken concurrently or in either order.

- 71 -



Instructional Strategies:The course uses a combination of lectures, demonstrations, video, group work, class discussion and library research.

At the end of this course students should be able to: • Identify, observe and describe specific psychological processes and principles; • Describe and discriminate between the various theories and models of memory and its components; • Define stress and list and explain the major methods of coping with stress; • Describe the components involved in the experience of emotion; • Define thinking and intelligence; • Define motivation and distinguish between intrinsic and extrinsic motivation; • Discuss the impact of motivation on love, sex, food and work; • List and discuss the major theories of personality and how to measure it; • Explain the steps and stages in our lives; • Describe the major perspectives on mental disorders and distinguish mental disorder from abnormal behaviour and from the legal definition of insanity; • List and explain the goals and principles of the major approaches to treating psychological disorders; • Describe and assess the biological, psychological, cultural, and social influences on behaviour; • Critically analyze information about humans and their diversity; • Discuss the connection and differences between culture, gender and biology; • Utilize the eight guidelines (as presented in the textbook) of critical thinking in the study of psychology; • Use the concepts covered in the course and apply it to their personal and social lives; • Use the scientific method in observing and analyzing human behaviour.

If this course is taken as a requirement or an elective in the following first year, University Transfer Certificate programs, the learning outcomes are found in the relevant Program Content Guides available at the Counseling and Advising Service areas. University Transfer Arts Certificate University Transfer Pathway to Health Sciences Certificate University Transfer Science Certificate University Transfer First-year Engineering Certificate University Transfer Computing Science and Software Systems Certificate





Instruction Type

L - Classroom

Hours Per Instruction Type

60

Comments

60 Enter Total Hours





Type

Assignments

Midterm Exam

Final Exam

Percentage

40

40

20

Total 100

written reports, library research and group work

2 exams at 20% each

Letter Grades D





- 73 -


Cognition The nature of intelligence Memory Emotion Stress and well being Motivation: food and water, love and sex, and work development through the lifespan personality theory Psychological disorders treatment and therapy Review of research methods when necessary










1 September 2015 PREPARED FOR: Education Council ISSUE: Including “English 12 First Peoples” as an alternative to English 12 admission

requirements for programs. BACKGROUND: Judith McGillivray received an email on July 13, 2015 from Deborah Hull, Executive Director, Teaching Universities, Institutes and Aboriginal Programs, Ministry of Advanced Education, noting that VCC does not profile English 12 First Peoples as an alternative to English 12 on its website. There was some email discussion between Todd Rowlatt and the Registrar’s Office. It was suggested that this be brought to Curriculum Committee for discussion. (See attached copy of all correspondence.) DISCUSSION: Curriculum Committee members discussed VCCs responsibility and goals for advertising this option. It was noted that this really is not our issue, but that we are being asked to be proactive to help ensure all appropriate pre-requisites for UT courses are recognized. It may help aboriginal student enrolment. There was discussion around how to make the change. Below are some possibilities raised:

Marketing can probably do a search and replace on individual program pages however, if this is done on web pages, it would conflict with what is in the PCG. Not a good approach.

Make a global statement about it somewhere on the website.

Add this to the English Language Requirements page on the website. Curriculum Committee Chair, David Branter, will also discuss this with the Department Head of Counseling. Prepared by: David Branter Chair, Curriculum Committee

INFORMATION NOTE

- 75 -

of 3

ENGLISH 12 FIRST PEOPLES DISCUSSION

From: Hull, Deborah AVED:EX [mailto:[email protected]]

Sent: July-13-15 11:38 AM

To: Judith McGillivray

Subject: English 12 First Peoples

Hi Judith, I hope you are doing well. As you may know, there is an Aboriginal Post-Secondary Education and Training Partners' table in the province which looks to improve outcomes for Aboriginal learners in post-secondary education. At a Fall meeting of the Partners, the First Nations Education Steering Committee (FNESC) raised the issue of English 12 First Peoples, which is a course that was developed by FNESC and the Ministry of Education in the late 1990s. There are relatively few students taking the course in Grade 12 and FNESC is concerned that it is not being profiled clearly as an alternative to English 12 in post-secondary admission requirements, which may be impacting enrolments in Grade 12. As a result of FNESC raising the concern, we had an intern do a survey of institution websites, which identified that a few institutions aren't clearly profiling English 12 First Peoples as an alternative to English 12. The intern's survey indicates that VCC doesn't profile English 12 First Peoples as an alternative to English 12. I've

checked VCC’s website quickly, and see that the admission requirements for at least one program don’t list

English 12 First Peoples as an option to English 12 (see http://www.vcc.ca/programscourses/program-

areas/university-transfer/university-transfer-arts-certificate/#admissionReqs ). Other institutions' websites

more clearly indicate that English 12 First Peoples is an option. For example, UBC's undergraduate admission

requirements clearly states that English 12 or English 12 First Peoples is

required. (http://you.ubc.ca/admissions/canadian-highschools/bc-yukon/)

I committed to bring this to the various institutions' attention - perhaps a small change could make a difference to students trying to figure out whether to take English 12 or English 12 First Peoples if it is offered in their school. If you have any questions or would like to discuss, please don't hesitate to call me. Thanks for considering this. Debbie Hull Executive Director Teaching Universities, Institutes and Aboriginal Programs Ministry of Advanced Education (250) 387-1446 _________________

- 76 -

mailto:[email protected]

http://www.vcc.ca/programscourses/program-areas/university-transfer/university-transfer-arts-certificate/#admissionReqs

http://www.vcc.ca/programscourses/program-areas/university-transfer/university-transfer-arts-certificate/#admissionReqs

http://you.ubc.ca/admissions/canadian-highschools/bc-yukon/

of 3

From: Judith McGillivray

Sent: July-13-15 12:58 PM

To: 'Hull, Deborah AVED:EX'

Cc: Todd Rowlatt; David Branter; Pervin Fahim; Kory Wilson

Subject: RE: English 12 First Peoples

Deb

I will forward to VCC’s Education Council for their follow up in the Fall.

Judith McGillivray

_________________

From: Todd Rowlatt


To: Nicole Degagne

Cc: Stephen Salem; Brian Beacham; Raymond Kaan

Subject: FW: English 12 First Peoples

FYI. RO folks, do you have thoughts?

Todd

_________________

From: Raymond Kaan


To: Todd Rowlatt; Nicole Degagne

Cc: Stephen Salem; Brian Beacham


I’ve seen in a number of course pre-requisites that English 12 First Peoples is built-in where English 12 is the pre-

req so we are recognizing the course in at the pre-req level but that doesn’t show anywhere to students.

_________________

From: Stephen Salem


To: Raymond Kaan; Todd Rowlatt; Nicole Degagne

Cc: Brian Beacham; Judith McGillivray


Hi All,

English 12 First Peoples is listed as on the English Language Proficiency page as an alternative to English 12 for all

programs.

http://www.vcc.ca/applying/registration-services/english-language-proficiency-requirements/

_________________

- 77 -

http://www.vcc.ca/applying/registration-services/english-language-proficiency-requirements/

of 3

From: Todd Rowlatt


To: Stephen Salem; Raymond Kaan; Nicole Degagne

Cc: Brian Beacham; Judith McGillivray; David Branter


From what the original email says, I think they’d like English 12 First Peoples to be more obviously an equal

option. English 12 or English 12 First Peoples or equivalent. That seems like a very simple way of acknowledging

aboriginal experiences.

I suggest we ask Curriculum Committee to discuss at its August meeting.

_________________

From: Stephen Salem


To: Todd Rowlatt; David Branter; Nicole Degagne


And we should look at how other institutions are displaying this. English 12 First Peoples is a seldom taken

alternative to English 12 and is covered by the statement “or equivalent” It could be more obvious on the

English Document, but I am not sure about having this on all pages…

- 78 -


1 September 2015 PREPARED FOR: Education Council ISSUE: Revised Curriculum Document Templates: Program Content Guide and Course

Outlines BACKGROUND: These documents are slated for annual review by this committee but this has not been done in a few years. DISCUSSION: The changes to these templates reflect feedback from users on formatting and layout. Committee members discussed the inclusion of a copyright statement on the Program Content Guide. Virginia Adams commented that this is a good idea, even though the VCC website has a blanket copyright statement that covers all content on the site, and she will approve accurate wording and location,. Changes to the Program Content Guide include:

removal of the Program map

changing “Purpose” to “Goal”

reordering sections so it is more user friendly for students

remove “credential” section as this is stated on the cover page

include the note about policies from the course outline template

There was discussion regarding what Instructional Activities, Design and Delivery Mode means. Further discussion is required to clarify these terms. This section will remain as is for now.

Changes to the Course Outline include:

Adding “N/A” in the Year of Study, so the template can be used for non-credit courses. Further review of this drop down menu is required.

Under Course Topics: remove “and sequence covered” Prepared by: David Branter Chair, Curriculum Committee

INFORMATION NOTE

- 79 -

Program Content Guide _____________________________________________________________________________ 1

Program Content Guide, 17 July 2014

Program Content Guide

Effective Date:

- 80 -



- 81 -



Purpose

Program Learning Outcomes

Instructional Activities, Design and Delivery Mode

Program Duration

Evaluation of Student Learning

Credential

Admission Requirements

Prior Learning Assessment & Recognition (PLAR)

Recommended Characteristics of Students

- 82 -



Course Credits

Term Course # Course Name Credits

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

XXXX X.0

Program Total Credits:

XX.0

This guide is intended as a general guideline only. The college reserves the right to make changes as appropriate.

- 83 -



Course Descriptions Code Name X.0 (Description)

Code Name X.0 (Description)







- 84 -



Transcript of Achievement An evaluation of the learning outcomes of each student is prepared by the instructor. This evaluation is by a combination of assignments, presentations, projects, theory exams and/or practical exams. All evaluations at completion of semesters are reported to the Student Records Department. The transcript is organized to show a letter grade for each course. The grade point equivalent for a course is obtained from the letter grades as follows: Letter Grades

Letter

Grade Description

Grade Point

Average

A+ A A- B+ B B- C+ C C- D F N S U W R EX I IP @ RW NA ANC TC

Distinguished Above Average Average Minimum pass. May not proceed to next level. Failing grade Ceased to attend and did not complete requirements. Satisfactory. In accordance with departmental evaluation procedures. Unsatisfactory. In accordance with departmental evaluation procedures. Official withdrawal Audit. No credit Exempt. Credit granted Incomplete. Contract agreement for extra time. Recorded as “F” if not fulfilled In progress Non-payment of fees Required to withdraw No grade available at time of printing Anecdotal evaluation Transfer credit

4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.00 0.00 0.00 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

- 85 -



Grade Point Average (GPA) 1. The course grade points shall be calculated as the product of the course credit value and

the grade value.

2. The GPA shall be calculated by dividing the total number of achieved course grade points by the total number of assigned course credit values. This cumulative GPA shall be determined and stated on the Transcript at the end of each Program level or semester.

3. Grades shall be assigned to repeated courses in the same manner as courses taken only once. For the purpose of GPA calculation of grades for repeated courses, they will be included in the calculation of the cumulative GPA.

- 86 -

[program name] [credential]

Program Content Guide Effective Date: ____________________

- 87 -

Program Content Guide ______________________________________________________________________________ 1 PurposeGoal Admission Requirements Prior Learning Assessment & Recognition (PLAR) Program Duration Program Learning Outcomes Instructional Activities, Design and Delivery Mode Evaluation of Student Learning Recommended Characteristics of Students Credential

- 88 -

Program Content Guide ______________________________________________________________________________ 2 Courses

Term Course # Course Name and Description Credits

X XXXX XXXX XX.X

X XXXX XXXX XX.X

X XXXX XXXX XX.X

X XXXX XXXX XX.X

X XXXX XXXX XX.X

X XXXX XXXX XX.X

X XXXX XXXX XX.X

X XXXX XXXX XX.X

X XXXX XXXX XX.X

X XXXX XXXX XX.X

Total Program Credits: XX.X

- 89 -

Program Content Guide ______________________________________________________________________________ 3

Transcript of Achievement

An evaluation of the learning outcomes of each student is prepared by the instructor. This evaluation is by a combination of assignments, presentations, projects, theory exams and/or practical exams. All evaluations at completion of semesters are reported to the Student Records Department. The transcript is organized to show a letter grade for each course. The grade point equivalent for a course is obtained from the letter grades as follows:

Letter Grades

Letter

Grade Description

Grade Point

Average

A+ A A- B+ B B- C+ C C- D F N S U W R EX I IP @ RW NA ANC TC

Distinguished Above Average Average Minimum pass. May not proceed to next level. Failing grade Ceased to attend and did not complete requirements. Satisfactory. In accordance with departmental evaluation procedures. Unsatisfactory. In accordance with departmental evaluation procedures. Official withdrawal Audit. No credit Exempt. Credit granted Incomplete. Contract agreement for extra time. Recorded as “F” if not fulfilled In progress Non-payment of fees Required to withdraw No grade available at time of printing Anecdotal evaluation Transfer credit

4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.00 0.00 0.00 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

Grade Point Average (GPA) 1. The course grade points shall be calculated as the product of the course credit value and the grade

value. 2. The GPA shall be calculated by dividing the total number of achieved course grade points by the total

number of assigned course credit values. This cumulative GPA shall be determined and stated on the Transcript at the end of each Program level or semester.

3. Grades shall be assigned to repeated courses in the same manner as courses taken only once. For the

purpose of GPA calculation of grades for repeated courses, they will be included in the calculation of the cumulative GPA.

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Program Content Guide ______________________________________________________________________________ 4

VCC Education and Education Support Policies

There are a number of Education and Education Support policies that govern your educational experience at VCC, please familiarize yourself with them. The policies are

located on the VCC website at: http://www.vcc.ca/about/governance--policies/policies/

This document is not to be copied or transmitted in any form without the consent of VCC ©

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Year of Study:

Course Number:

Course History:




Course Description:

Number of Credits:



Course Name:

Department Head/Coordinator: Effective Date:

Click arrow for options

Click arrow for options Click arrow for options


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Instructional Strategies:





Instruction Type Hours Per Instruction Type Comments

Enter Total Hours





Type Percentage

Total





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VCC-CO-20150901

COURSE OUTLINE

Year of Study:

Course History:

School or Centre:





Effective Date:




Course Description:

Course Number: Number of Credits:

Course Name:

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VCC-CO-20150901


Instructional Strategies:


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VCC-CO-20150901


Instruction Type Hours Per Instruction Type Comments

Total



especially if value exceeds 35%):Type Percentage

Total


Evaluation/Grading System


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VCC-CO-20150901






Approved by Curriculum Committee:

Course Topics:

Approved by Education Council:

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1 September 2015 PREPARED FOR: Education Council ISSUE: Curriculum Development and Approval Process Ad Hoc Committee BACKGROUND: The Curriculum Development and Approval Process Ad Hoc Committee formed in early 2013 to address ongoing concerns regarding an established process for curriculum development and approval at VCC. The Committee has worked diligently since that time to create a cohesive policy with thorough procedures. DISCUSSION: The policy is being presented at this meeting for approval and sufficiently addresses the procedures and process for creating sound curriculum development and quality assurance through governance approval. A revision to curriculum document templates is also presented and addresses some of the procedural changes in the new policy. If EDCO approves the new policy, the work of this committee is complete. Work is continuing in the Vice President Academic, Students and Research office to ensure the new policy and procedures are fully implemented, and that Deans and Department Heads receive ongoing support. I would like to thank the members of this committee for all of their hard work: David Branter, Susie Findlay, Garth Manning, Brett Griffiths, Stephen Salem and Claire Sauvé. MOTION: THAT Education Council dissolve the Curriculum Development and Approval Process Ad Hoc Committee. Prepared by: Todd Rowlatt Chair, Curriculum Development and Approval Process Ad Hoc Committee

DECISION NOTE

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2015 EDCO Members EXECUTIVE (Elected for one year term: January to December)

Chair Todd Rowlatt

Vice Chair Jo-Ellen Zakoor

Faculty Representative Jan Weiten

Student Representative Damien Otis

RECORDING SECRETARY (Appointed by the College) Nicole Degagne MEMBERS

Constituency Name Ext. Term Term #

10 Faculty Representatives (Elected for two year term: November to October)

Transportation Trades Jason Devisser 7524 Oct 2014-Dec 2015 1

Language Studies Janet Theny 7431 Nov 2014-Oct 2016 1

College-at-Large David Branter 7309 Nov 2014-Oct 2016 1

Arts & Science Jan Weiten 7371 Nov 2014-Oct 2016 1

Health Sciences Jo-Ellen Zakoor 5122 Nov 2013-Oct 2015 1

Hospitality & Applied Business Mike Tunnah 8377 Nov 2014-Oct 2016 1

Student Services Nona Coles 8447 Nov 2014-Oct 2016 3

College-at-Large Taryn Thomson 7365 Oct 2014-Oct 2015 1

Instructor Education; Centre for Instructional Development; Music, Dance & Design

Doug Mauger 7520 Mar 2015-Oct 2015 1

Library & Learning Centre Todd Rowlatt 7319 Nov 2013-Oct 2015 3

4 Educational Administrators (Appointed by President for one year term: January to December)

Interim Registrar and Director, Institutional Research

Brian Beacham 7011 Jan 2014-Dec 2015 4

Dean, School of Health Sciences Debbie Sargent 5028 Jan 2014-Dec 2015 2

Dean, School of Access David Wells 7318 Jan 2014-Dec 2015 1

Vice President, Academic, Students & Research Kathryn McNaughton 7022 Sep 2015-Dec 2015 1

4 Student Representatives (Elected for one year term: November to October)

Broadway Campus Damien Otis Nov 2014-Oct 2015 1

Broadway Campus Ghezal Sorkhabi Mar 2015-Oct 2015 1

Downtown Campus Monika Paripovic Mar 2015-Oct 2015 1

Downtown Campus Vacant Nov 2014-Oct 2015 1

2 Support Staff (Elected for two year term: November to October)

College-at-Large Deanne Bates 7167 Nov 2013-Oct 2015 1

College-at-Large Greg Hamilton 7179 Nov 2013-Oct 2015 2

Ex Officio

VCC President Peter Nunoda Ex officio

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EDUCATION COUNCIL CHAIR REPORT

PREPARED FOR: Board of Governors ISSUE: Report from Education Council Enrolment Plan: The 2015/16 Enrolment Plan was presented by Judith McGillivray, the Vice President Academic (pro tem), at a special meeting of Education Council on June 17th, 2015. After a lengthy discussion, Education Council recommends the Board of Governors approve the 2015/16 Enrolment Plan and provides the following advice:

1. The projections for the School of Access programs Basic Education, College Foundations, and College & Career Access are very concerning; an over 30 percent decrease is projected for these programs from last fiscal year’s actual FTE. These programs are at the heart of VCC’s mandate to provide accessible adult basic education, and support some of our mostly vulnerable students. All Adult Basic Education programs are now required to charge tuition, and the process to gain access to the Adult Upgrading Grant and the VCC Upgrading Grant has been confusing and difficult for students, and unclear for faculty and staff. The Ministry provided $600,000 in ABE interim transition money and the College made a strong and public commitment to earmark all of this money as tuition-waivers for students; however, it is not clear how much of it has been provided to students for this purpose. EDCO members questioned whether the low projections were reflecting a reduction in the number of courses available for students. Dr. McGillivray and David Wells, Dean of Access, assured EDCO that the lower projection is meant to provide a realistic view to the Board given the current situation, and that the goal is to over-perform this projection. Students would not be denied the opportunity to enroll into courses. EDCO recommends that the Board ensure there is a plan to remove barriers to student access to the courses and funding, the process is clarified for staff and faculty so they can better support students, and that offerings won’t be reduced for students while the College is in this transition period to tuition-based ABE.

2. The enrolment in the Centre of Continuing Studies (CS) has been on a downward trend for several years, and the 2015/16 Plan projects a decrease in FTE from last fiscal year. Anecdotally, EDCO members understand that CS is growing at many other institutions. Michael Yue, who has been the interim Dean for the last three months, could not speak to the situation at other institutions but acknowledged there have been some structural issues that have impacted CS’s ability to function effectively. EDCO recommends the Board ensure the College has a plan to improve our ability to offer CS programming.

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3. EDCO recommends that the Board not approve the suspension of the Denturist program (please see the separate Decision Note). The projected FTEs for this program in the 2015/16 Plan is zero.

College’s Proposed Faculty Sick Leave Protocol: Education Council passed the following motion at its June 9th, 2015 meeting:

Given that the College and Institute Act Section 19(e) requires College Boards to “manage and promote the training programs at the institution,” Education Council advises the Board to refuse the practice proposed by the VCC administration to systematically reduce the possibility of replacement instructors for faculty taking sick days.

Background: The College administration has proposed a new protocol on replacing faculty sick leave: departments would not replace the first day of a sick leave, class would be canceled and students would be emailed (if possible) by 8am. Courses sponsored by the Industry Training Authority (ITA) and courses in the Provincial Instructors Diploma Program (PIDP) would be exempted as both are required to deliver a minimum number of course hours. Other programs could request an exception from this protocol with approval by the Vice President Academic. The protocol is already implemented in one program in the School of Access. Department Heads were briefly informed about this protocol at a May 26th 2015 meeting by Linda Sanderson, the Executive Director of Human Resources. Ms. Sanderson announced that the protocol is starting in September 2015. A forum was held on June 8th, 2015 for comments from department heads and faculty – the comments uniformly recommended this protocol not be implemented. Education Council discussed the impact on educational quality at its June 9th, 2015 meeting. Discussion: There were three main concerns raised at Education Council around this protocol’s impact on educational quality.

1. Risk to Program Outcomes: The Program Content Guides (PCGs) for our programs state the number of hours students are expected to be in class in order to achieve the learning outcomes. There is no maximum number of hours that can be missed attached to this protocol; it is not clear if only one sick day can be unfilled per course, or the first day of each sick leave. Multiple days could potentially be missed. Many of our programs have a single instructor teaching a class for a 4-6 hour day; recovering that amount of time will put undue pressure on learners and teachers alike

2. Schedule of Integrated Curriculum: The integrated curriculum of many programs are dependent on timing; missing one day of theory means students cannot go to a lab/clinic/shop the next day for the practical application. The clinical sessions are scheduled with outside agencies, and the labs/shops are booked with other activities and classes. In the health programs, students cannot attend their clinical without a supervising instructor due to workplace regulations and safety concerns.

3. Risk to Reputation: The proposed protocol required the sick faculty member or the department head/program assistant email students by 8am (or one hour before if the course starts before 9am). This does not acknowledge the great lengths many of our students go to come to school every day: commutes longer than an hour, daycare, requirements for our students with

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disabilities (such as arranging a Handy Dart). EDCO members felt that this protocol will result in students arriving to empty classrooms with signs on the door. This is not respectful to their time or helpful to our reputation as a learning-centred College.

Different information has been provided on whether this protocol has already been approved for implementation in September 2015 or if this period of consultation will result in changes. Education Council recommends the Board refuse the practice as proposed. Update on Educational Policy Development:

Policy Status Target Completion

Policies Recently Approved

C.3.10 Affiliation Agreements (Education)

To Be Approved - June 2015

D.3.1 Admissions Appeal Rescinded by BoG - April 2015

D.3.6 Admissions Approved by BoG - April 2015

D.3.6.1 Flexible Admissions Approved by BoG - April 2015

Policies Currently Under Review at Policy Committee

C.1.1 Grading, Progression, Withdrawal

Out for community feedback November 2015

C.1.4 Assignment of Credit Out for community feedback September 2015

C.3.2 Program Review and Renewal

Working group is reviewing and currently receiving feedback from IR.

November 2015

NEW Curriculum Development and Approval

Out for community feedback September 2015

C.3.3 Criteria for cancelation of Programs leading to Certificates, Diplomas or Degrees

December 2015

D.3.5 Prior Learning Assessment and Transfer Credit Policy

January 2016

D.3.10 Aboriginal Education Enrolment Policy

December 2016

C.3.1 Program Advisory Committee Policy

December 2016

Policies Identified as Priorities

C.3.4 Changes to Length or Hours for Courses or Programs

Recommended for deletion once Curriculum Development and Approval policy is approved.

December 2015

C.3.6 Course and Program Documentation

January 2016

C.3.9 Degree Standards January 2016

D.1.1 Education Services January 2016

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Review

D.1.3 Copyright January 2016

D.1.5 Use of Library Resources January 2016

Summary of Curriculum Approvals: Education Council and Curriculum Committee approved the following curriculum from May to June 2015.

Education Council:

Education Council approved changes to the Early Childhood Care and Education (Infant and Toddler) Diploma and the Early Childhood and Education (Special Needs) Diploma.

Education Council approved changes to the courses: CHEM 0861, CHEM 0871, CHEM 0983 and CHEM 0993.

Education Council approved changes and new courses numbers for the courses ENGL 1127 (now ENGL 1100) and ENGL 1229 (now ENGL 1200).

Education Council approved the changes to the courses American Sign Language Level 1 (SIGN 1000) and American Sign Language Level 2 (SIGN 2000).

Education Council approved changes to the Heavy Mechanical Trades Foundation Certificate.

Education Council approved changes to the First-Year University Transfer Computing Science and Software Systems Certificate.

Education Council approved the new courses: LINC 0607F, LINC 0617H, LINC 0608F, and LINC 0618H.

Education Council approved the new course: Career Gateways AEST 0101.

Curriculum Committee:

Curriculum Committee approved changes to the Applied Business Technology Certificate.

Curriculum Committee approved an omnibus motion on minor changes to the following programs: Executive Assistant, Dental Assisting course DREC 1234, Health Care Assistant ESL course ELSK 0702, Baking & Pastry Arts course BAKG 1247, Retail and Hospitality Careers course REHC 0606, Bachelor of Science in Nursing, and Health Unit Coordinator.

Prepared by: Todd Rowlatt

Chair, Education Council Date: June 21, 2015

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vancouver community college education council meeting ... · 08/09/2015 · member report 5 min...

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